Day 065 - 09 Dec 94 - Page 35

     
     1        in any way that it does not have an influence.  I come back
     2        to wanting to separate out those two points.
     3
     4   Q.   Do you agree that a child's inability to articulate in
     5        words a difference which he observes is likely to be
     6        greater the younger he is, as a generality?
     7        A.  Yes.
     8
     9   Q.   Whether that does not mean he is not able to tell the
    10        difference, to use some words of yours on a previous
    11        occasion; do you agree with that too?
    12        A.  It may have some understanding or she may have some
    13        understanding, but there is also evidence that younger
    14        children have far more difficulty, not just from a verbal
    15        point of view, but in other ways as well of distinguishing
    16        between advertising and programming.  It is a normal part
    17        of children learning to understand what is going on around
    18        them and what is going on on television.
    19
    20   Q.   I will read the rest of this, then I want to look at
         something else.  This report goes on:  "In any case, he",
    22        that is Dr. Young, "noted a shift from research looking for
    23        specific effects of advertising on children"?
    24        A.  I am not with you.
    25
    26   Q.   Back on that page from the 1990 International Journal of
    27        Advertising.  I left off at the words, "and may not be able
    28        to state all that they know" in the last paragraph.
    29        A.  Yes.
    30
    31   Q.   I will read on:  "In any case, he", that is Dr. Young,
    32        "noted a shift from research looking for specific effects
    33        of advertising on children to research on the intra- and
    34        inter-personal processes that shape children's reactions to
    35        advertising."
    36
    37        As a matter of reality, Ms. Dibb, it is not the
    38        advertisement itself which produces the purchase; it is the
    39        role which the advertisement plays in that much larger
    40        canvas, the intra and interpersonal processes that shape
         children's reactions to advertising, is it not?
    42        A.  I have made that clear in my report.  It is a very
    43        complex situation.  Advertising works in many ways, in many
    44        levels, and by influencing others and has direct and
    45        indirect influences.  I have made that perfectly clear.
    46        Part of the decision-making that goes on around food does
    47        involve personal processes and interreaction of
    48        individuals.
    49
    50   Q.   Family decisions? 
    51        A.  In that child's life within and outside the home. 
    52 
    53   Q.   The idea, Ms. Dibb, that advertising has any direct role to
    54        play in any significant sense on children's choice of food
    55        purchasing is a myth, is it not?
    56        A.  It has a direct effect, but it also has -- it may be
    57        larger than the direct effect -- a very large indirect
    58        effect.  Just because it is indirect, it does not mean it
    59        is not an effect.  It may be harder to measure, and the
    60        fact that it is harder to measure, therefore does not