What can The Study of Cognitive Development Reveal about Children's Ability to Appreciate and Cope with Advertising?

By L. J. Moses, Dare A. Baldwin. 2005

273 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Marketing

View Paper: https://www.semanticscholar.org/paper/443a109a12c60014d1f1858481f8cc6b2113632d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. V. van Reijmersdal
2. Esther Rozendaal
3. Moniek Buijzen
4. Suzanna J. Opree
5. Katarina Panic
6. Michelle R. Nelson
7. Patti M. Valkenburg
8. Soontae An

In Experimental and Cognitive Psychology

1. J. Best
2. P. H. Miller
3. T. Cornwell
4. Patti M. Valkenburg
5. Lara L. Jones
6. Esther Rozendaal
7. Anna R. McAlister
8. Suzanna J. Opree

In Marketing

1. E. V. van Reijmersdal
2. Esther Rozendaal
3. Moniek Buijzen
4. Suzanna J. Opree
5. Patti M. Valkenburg
6. Katarina Panic
7. T. Cornwell
8. Susannah R. Stern

Citations in the corpus

• Effects of Prominence, Involvement, and Persuasion Knowledge on Children's Cognitive and Affective Responses to Advergames (2012, background): “It is assumed that due to advergames' embedded and involving nature, children have even more difficulty recognizing the source and persuasive intent of advergames when compared to traditional advertising, such as television commercials and print advertisements (Livingstone 2009; Nairn & Fine 2008).”
• Development and Validation of a Survey Instrument to Measure Children's Advertising Literacy (2016, methodology): “…been inspired by developmental theories such as Piaget’s (1929) theory of cognitive development, although other theoretical approaches such as Selman’s (1980) framework of social perspective taking, and the theory of mind paradigm (see Moses & Baldwin 2005; Wellman, 1990) have been used as well.”
• Comparing TV Ads and Advergames Targeting Children: The Impact of Persuasion Knowledge on Behavioral Responses (2013, background): “In this point of view, children’s understanding of advertising tactics and intentions develop together with their general cognitive capacities and information processing skills (John 1999; McAlister and Cornwell 2009; Moses and Baldwin 2005).”
• Comparing Children's and Adults' Cognitive Advertising Competences in the Netherlands (2010, methodology): “Although several theoretical models (Friestad & Wright, 1994; John, 1999; Moses & Baldwin, 2005; Roberts, 1983) provide insight into advertising-related knowledge these competences.”
• Executive Functions after Age 5: Changes and Correlates (2009, background): “Finally, decreases in suggestibility (as measured using misleading questions regarding a video; Roebers & Schneider, 2005) and susceptibility to advertising (Moses & Baldwin, 2005) are also related to EF.”
• Children's brand symbolism understanding: Links to theory of mind and executive functioning (2010, background): “In a conceptual paper, Moses and Baldwin (2005) argue for the importance of consumer behavior research that focuses on children’s “theory of mind” and “executive functioning” development.”
• Reconsidering Advertising Literacy as a Defense Against Advertising Effects (2011, background): “Even if we grant that children have the necessary conceptual knowledge about advertising in place, it does not necessarily follow that they will actually enact it as a critical defense against the persuasive appeal of advertising (Brucks et al., 1988; John, 1999; Moses & Baldwin, 2005).”
• Mitigating the Effects of Advergames on Children (2011, background): “…the effects of advertising on children in the online advergame context. children’S UnderStAnding of AdvertiSing Central to scholarly investigation of advertising effects on children is how children develop knowledge about advertising and persuasion (see Kunkel et al. 2004; Moses and Baldwin 2005).”
• Introducing the PCMC Model: An Investigative Framework for Young People's Processing of Commercialized Media Content (2010, unknown): “They have a limited ability to take a perspective other than their own, which inhibits their understanding of advertisers’ intentions (John, 1999; Moses & Baldwin, 2005).”
• Children’s understanding of advertisers’ persuasive tactics (2011, methodology): “Moses and Baldwin (2005) have argued that understanding persuasive intent involves an appreciation of secondorder mental states (i.e. the insight that advertisers attempt to change one’s mental state) and, therefore, requires a higher developmental level than understanding selling intent.”