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Child Psychology > Impact of Advertising on Children > Flashcards

Impact of Advertising on Children Flashcards

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1
Q

What did Bandura say about how children learn behaviour?

A

That children are likely to imitate what they are exposed to, especially if it’s a role model.

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2
Q

What did a survey find about the amount of children that watch TV and how often in America?

A

Survey suggested that 2/3 of children under the age of one have watched TV, and over 1/3 watch it every day.

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3
Q

What two ‘psychological tricks’ do advertisers use to do with behaviourism?

A
  • Learning through association - e.g. eat this and you will appear young, sexy, fit
  • Operant conditioning - e.g. reward of having fun with friends if you drink a certain alcoholic drink
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4
Q

What did Hanley say the two areas of concern to do with advertising and young people?

A
  • Very young children might copy what they see

- Culture of negative behaviour might be adopted by young people watching such things on TV

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5
Q

What company deals with complaints and bans?

A

Independent Television Commission (ITC) have to deal with complaints (e.g. Tango advert).

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6
Q

What was the problem with Power Rangers?

A

It had role models of both genders and several ethnicities which allowed children from everywhere to relate, and therefore they may imitate their violence.

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7
Q

What are 4 features of television which encourage imitation of behaviour?

A
  • Easy to copy
  • Similar to other acceptable behaviours
  • Wicked or forbidden
  • Appealing to child
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8
Q

What are 6 features of adverts which encourage imitation of behaviour?

A
  • Simple scenario
  • Humour and jokes
  • People ‘getting away with it’
  • Role models
  • Shown at appropriate times
  • High production value (colour, music, action)
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9
Q

What did Buijzen and Valkenburg research?

A

Whether children are influenced by the products advertised on television (asked to make a Christmas list).

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10
Q

What percentage of 7 + 8 year olds asked for at least one advertised product?

A

67%

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11
Q

What percentage of 9 + 10 year olds asked for at least one advertised product?

A

49%

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12
Q

What percentage of 11 + 12 year olds asked for at least one advertised product?

A

40%

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13
Q

What did research find about parents making their opinions clear about adverts to children?

A

Found that when parents said things like “Don’t you think you’re a bit old for that” or “I think that’s a lot of money”, the impact of advertising was reduced.

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14
Q

What is stereotyping?

A

An attitude which suggests that all people who share one particular characteristic share other similar characteristics.

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15
Q

What is a basic stereotype of females and males?

A
  • Females seen as meek, caring homemakers

- Men seen as strong hunter-gatherers and breadwinners

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16
Q

How are gender stereotypes reinforced in advertising?

A
  • Gendered voice-overs in certain adverts
  • Certain gender actors for certain things
  • Certain colours, settings and music used
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17
Q

What has previous research shown boys to be made out as in adverts compared to girls?

A

Boys made out to be more knowledgeable, active, aggressive and instrumental than girls.

18
Q

What did Griffiths find to do with the production techniques of adverts aimed at females?

A
  • Tilting up motion used more
  • More fades
  • More female than male voiceovers
19
Q

What did Griffiths find to do with the production techniques of adverts aimed at males?

A
  • More varied camerawork
  • Slow motion/high speed use more
  • More sound effects
  • Tilt-down motion used
  • No female voice-overs
20
Q

What did Pike and Jennings look at to do with adverts?

A

They looked at children who were shown adverts for either al boys or all girls, playing with a gender neutral toy.

21
Q

What did Pike and Jennings research find?

A

That when children were asked to sort the toys in the advert later, children who had seen non-traditional girls playing were more likely to say that toys were for both boys and girls.

22
Q

What was the aim of Johnson and Young’s study?

A

To find out the themes and discourse styles that might contribute to what children learn about gender from television commercials.

23
Q

What adverts were used in Johnson and Young’s study?

A

-Adverts broadcast on Regional TV channels in New England, USA, and Nickelodeon which were recorded in 1996, 1997 and 1999

24
Q

How many adverts were analysed in Johnson and Young’s study?

A

478 adverts bween 1996 and 1999.

25
Q

What 6 categories of adverts were there?

A
  • Food items
  • Toys
  • Educational and public service announcement
  • Recreational facilities
  • Video and film promotions
  • Other
26
Q

Which type of advert was the main focus and how many were there of this type?

A

Toy adverts - 147

27
Q

What 4 categories were the adverts to do with gender of target audience?

A
  • Boys’ toys in which boys were shown
  • Boys’ toys in which girls were shown
  • Ads where both genders were shown
  • No specific gender targeted
28
Q

What were the findings to do with the name of toys?

A
  • Boys toys had more action-related names like ‘Big Time Action Hero’
  • Girls toys had more calm and friendly names like ‘Take Care of Me Twins’
29
Q

What were the findings to do with use of toys (Barbie dolls vs action men)

A

Barbie dolls and action figures portrayed differently - Barbie dolls placed in scenes with little or no action compared to action figures - reinforces stereotypes.

30
Q

What did Johnson and Young find about voice-overs in boy or girl-orientated adverts?

A
  • Male voice used in boy-orientated

- In girl-orientated had mostly girl voices but some males

31
Q

What did Johnson and Young find about the exaggeration of certain gendered voice-overs?

A
  • Girls had features like high-pitched or sing-song voices
  • Boys had features of aggressiveness, loudness and deepness
  • Young children tend to mimic these exaggerations when pretending to be a certain gender
32
Q

What 5 categories were the verbs used in adverts categorised into?

A
  • Action (ride, jump, crawl)
  • Competition/destruction (crush, slam, fire on)
  • Control (rule, defeat, control)
  • Limited activity (beware, look, wait)
  • Feeling and nurturing (love, cuddle, take care of)
33
Q

What did Johnson and Young find about the occurrence of action verbs?

A

More action verbs in boy-orientated than girl-orientated adverts.

34
Q

What did Johnson and Young find about the occurrence of competition/destruction verbs?

A

More in boy-orientated than girl-orientated adverts.

35
Q

What did Johnson and Young find about the occurrence of control verbs?

A

More in boy-orientated than girl-orientated adverts.

36
Q

What did Johnson and Young find about the occurrence of limited activity verbs?

A

More in girl-orientated than boy-orientated adverts.

37
Q

What did Johnson and Young find about the occurrence of feeling and nurturing verbs?

A

More in girl-orientated than boy-orientated adverts (none in boy).

38
Q

What is the stereotypical belief in Western Cultures about the speaking roles of men and women?

A

Women are talkers and men are doers.

39
Q

What was found to do with amount of speaking in girl/boy orientated adverts?

A

In boy adverts, was speaking in 26%, whereas in girl adverts there was speaking in just over 50%.

40
Q

What were the results to do with power discourse in Johnson and Young’s study?

A

The word power was used in 21% of boy adverts, but only one girl advert.

41
Q

What are the 2 main reasons why these differences occur in advertisement?

A
  • Good to promote gender differences in terms of profit as they can make male and female toys
  • Early gender stereotyping prepares children for gender-biased adult products
42
Q

What are the three main ways to reduce the impact of advertising that is aimed at children?

A
  • Reduce amount of television
  • Advert makers could consider production techniques
  • Reduce humour and jokes, show fewer people ‘getting away with it’ and reduce use of celebrity role models

Child Psychology (6 decks)

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