Advertising to Children on TV: Content, Impact, and by Barrie Gunter

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By Barrie Gunter

Main issue is turning out to be in regards to the effectiveness of tv ads legislation within the mild of technological advancements within the media. the present fast development of television systems in terrestrial, sattelite, and cable codecs will quickly circulation into electronic transmission. those all provide possibilities for higher commercialization via ads on media that experience no longer formerly been exploited. In democratic societies, there's a stress among freedom of speech rights and the damage that will be performed to little ones via advertisement messages. This publication explores all of those concerns and appears to the long run in contemplating how powerful codes of perform and law will develop.

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In this chapter, however, the focus is on the empirical results from the research into young children's understanding. CONCEPT OF TELEVISION ADVERTISING Very young children initially have a limited concept of television advertising. At first, it is indistinguishable from the surrounding programs, as the two merge in a montage of sounds and images. Some researchers have shown that the visual attention of very young children (around five years of age) remains stable when viewing advertisements and programs, indicating a lack of differentiation between the two (Ward & Wackman, 1973).

Advertisers encourage children to view products such as toys as fun, whereas parents are approached via a more educational route to persuade them to consider toys as learning tools (Szymanski, 2002). The developmental stages of children are familiar to marketers and inform subsequent promotional activities. For example, toys may be advertised to certain age groups as helping to improve abilities such as thinking, social skills, motor skills, or character development. According to Szymanski (2002), however, the appeal that is most attractive to children is simply fun.

But as we have stressed above one reason for children's apparent success on nonverbal tasks has been the failure of experimenters to consider chance effects. In nonverbal tasks that involve choices between a small number of pictures children may appear to perform well because even if they are guessing they are likely to pick the correct picture by chance. Studies such as Donohue et al. (1980) and Macklin (1987) are frequently cited in the advertising literature, but their validity is questionable.

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