Does Advertising Literacy Mediate the Effects of Advertising on Children? A Critical Examination of Two Linked Research Literatures in Relation to Obesity and Food Choice

By Sonia Livingstone, Ellen J. Helsper. 2006

403 citations recorded by the source corpus.

Subfields: Literature and Literary Theory, Marketing, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7046c46c511609946c2dfe209c31e061a69d6a0f

How researchers see this paper

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

In Literature and Literary Theory

1. E. V. van Reijmersdal
2. Moniek Buijzen
3. Esther Rozendaal
4. Liselot Hudders
5. L. Owen
6. Veroline Cauberghe
7. Suzanna J. Opree
8. Patti M. Valkenburg

In Marketing

1. E. V. van Reijmersdal
2. Moniek Buijzen
3. Esther Rozendaal
4. Liselot Hudders
5. Veroline Cauberghe
6. L. Owen
7. S. De Jans
8. Sophia van Dam

In Sociology and Political Science

1. Moniek Buijzen
2. E. V. van Reijmersdal
3. Esther Rozendaal
4. Liselot Hudders
5. Veroline Cauberghe
6. Patti M. Valkenburg
7. Suzanna J. Opree
8. L. Owen

Citations in the corpus

• Harm and Offence in Media Content: A Review of the Evidence (2006, background): “Second, and curiously perhaps, the commonplace assumption that as children become more media literate they become less easily affected by the media is not supported by evidence (Livingstone and Helsper, 2006); indeed, if this were the case, one would suppose adults immune from media influence (again”
• Children’s understanding of advertisers’ persuasive tactics (2011, background): “Although the relationship between children’s advertising literacy and their susceptibility to advertising effects is widely taken for granted, little research has investigated it (Livingstone & Helsper 2006).”
• Introducing the PCMC Model: An Investigative Framework for Young People's Processing of Commercialized Media Content (2010, positive): “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).”
• Development and Validation of a Survey Instrument to Measure Children's Advertising Literacy (2016, background): “First, it is widely assumed that advertising literacy can make children less susceptible to advertising effects (see Kunkel et al., 2004; Livingstone & Helsper, 2006).”
• Reconsidering Advertising Literacy as a Defense Against Advertising Effects (2011, background): “This advertising-related knowledge has often been referred to as ‘‘advertising literacy’’ (Livingstone & Helsper, 2006; Young, 1990).”
• Who’s messing with my mind? (2008, background): “…an increasing number of researchers note that there are scarce empirical grounds for the assumption that persuasion knowledge enables a child to make a practical independent and informed assessment of the potential effects of advertising on their consumption behaviour (Livingstone & Helsper 2006).”
• Children's Responses to Advertising in Social Games (2013, background): “…combination with children’s immature cognitive skills, children are highly unlikely to activate and apply their persuasion knowledge as a critical defense when confronted with advertising (see Buijzen, van Reijmersdal, and Owen 2010; Harris, Brownell, and Bargh 2009; Livingstone and Helsper 2006).”
• Comparing TV Ads and Advergames Targeting Children: The Impact of Persuasion Knowledge on Behavioral Responses (2013, background): “This knowledge helps consumers critically process the information, leading to less trust in the advertisement and a diminished desire to buy the advertised product (Livingstone and Helsper 2006).”
• Is Children's Understanding of Nontraditional Advertising Comparable to Their Understanding of Television Advertising? (2013, background): “Note that a sophisticated understanding of advertising and the associated consumer defenses may still fail to protect children from the impact of commercial messages delivered below the level of consciousness (Buijzen, Van Reijmersdal, and Owen 2010; Chernin 2008; Livingstone and Helsper 2006; Malli”
• Advertising targeting young children: an overview of 10 years of research (2006–2016) (2019, background): “Since then, it has become an increasingly important research topic, and several articles have elaborated on this (e.g. Lapierre 2015; Livingstone and Helsper 2006; Rozendaal et al. 2011).”
• Comparing Children's and Adults' Cognitive Advertising Competences in the Netherlands (2010, background): “Inspired by this public debate, academic research on children and advertising has often focused on the development of children’s cognitive advertising competences (see John, 1999; Kunkel et al., 2004; Livingstone & Helsper, 2006).”
• Insights in adolescents’ advertising literacy, perceptions and responses regarding sponsored influencer videos and disclosures (2019, background): “…sponsorships (i.e. dispositional knowledge), situational activation of this knowledge might be complicated due to its hidden and integrated character (Hudders et al., 2017; Livingstone & Helsper, 2006; Verhellen et al., 2014), especially compared to traditional formats (such as TV commercials).”
• Priming Effects of Television Food Advertising on Eating Behavior (2009, positive): “These findings also highlight the need for media literacy programs that go beyond teaching children how to analyze and evaluate advertising messages and increase the public’s understanding of how advertising may affect them outside of their awareness ( Livingstone & Helsper, 2006 ).”