The Meaning of Brand Names to Children: A Developmental Investigation

By G. Achenreiner, Deborah Roedder John. 2003

206 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory, Marketing

View Paper: https://www.semanticscholar.org/paper/5ea392928e1200a46b4702e93f125c1a2209c617

How researchers see this paper

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

In Developmental and Educational Psychology

1. T. Cornwell
2. J. Hill
3. Anna R. McAlister

In Literature and Literary Theory

1. J. Hill
2. Sanjay Sood
3. Shi Zhang
4. A. Nairn

In Marketing

1. John F. Sherry
2. Stefania Borghini
3. M. Mcgrath
4. Nina Diamond
5. A. Muñiz
6. T. Cornwell
7. J. Hill
8. Sanjay Sood

Citations in the corpus

• Endangered childhoods: how consumerism is impacting child and youth identity (2011, background): “By age 12, children are able to think about brands on a conceptual level and begin to incorporate these meanings into many types of brand-related judgments (Achenreiner and John, 2003).”
• “Deep” and “Surface” Cues: Brand Extension Evaluations by Children and Adults (2002, background): “In their experiment investigating how children use brand names (e.g., popular vs. unpopular brands), Achenreiner and John (2002) also included brand extensions that varied from very similar (e.g., Levi belts) to very dissimilar (e.g., Levi stereos).”
• American Girl and the Brand Gestalt: Closing the Loop on Sociocultural Branding Research (2009, background): “The dolls and their stories are conceived as antidotes to premature ripening, but intended meanings may 130 / Journal of Marketing, May 2009 be missed or uniquely constructed if girls are not developmentally ready to receive them.”
• Children's Use of Brand Symbolism: A Consumer Culture Theory Approach (2008, background): “More recently Achereiner and John (2003) examined children’s use of brand symbolism in another experimental study.”
• Introducing the PCMC Model: An Investigative Framework for Young People's Processing of Commercialized Media Content (2010, unknown): “Further, as peer influence becomes more important, in late childhood children become increasingly sensitive to heuristic cues, such as peer popularity and status appeal (Achenreiner & John, 2003; Livingstone & Helsper, 2006).”
• Children's brand symbolism understanding: Links to theory of mind and executive functioning (2010, background): “Rather, children’s performance on brand-related tasks has been measured and cognitive ability has been inferred subsequently from the observed performance (e.g., Achenreiner & John, 2003).”