Day 065 - 09 Dec 94 - Page 36

     
     1        always show up in some of these studies, does not mean that
     2        it does not exist.
     3
     4   Q.   If an advertisement has an effect and in reaching that
     5        effect it has to go through a number of filters including,
     6        in particular, parental decision making before it has that
     7        effect, why then the effect is, largely speaking -- the
     8        cause of the advertisement in making that effect is no more
     9        than one of a number of factors and by no means the most
    10        significant factor, is it?
    11        A.  It may also go through other channels that may
    12        reinforce the advertising message.  It is complex.
    13
    14   Q.   Yes.
    15        A.  It cannot be viewed as simply as I think you are trying
    16        to put it across.
    17
    18   Q.   No.  You see, this paper of yours, would you agree, might
    19        be characterised as demonising advertising and advertisers
    20        in the food industry?
         A.  No, I would not agree with that.
    22
    23   Q.   "Advertisers' Dream, Nutrition Nightmare?"
    24        A.  I still would not agree with your statement.
    25
    26   Q.   This document, Ms. Dibb, is a wild over-simplification, is
    27        it not, of a very complex problem?
    28        A.  It points out it is a complex problem.  As you say, it
    29        is a problem, indeed.  It is complex and there are
    30        interreacting factors.  It makes that very clear.  Because
    31        it is a difficult area and a complex area it does not mean
    32        that we are not talking about something of significance.
    33
    34   Q.   Can we read on, I got to the words:  "Children's reactions
    35        to advertising".  I will go on:  "The latter, more recent,
    36        research approach presents daunting methodoligical and
    37        measurement issues, but is preferable because it takes into
    38        account the social and cognitive structures that form the
    39        context for children's responses to advertising.  In
    40        particular, Young expressed interest in understanding what
         he called children's 'advertising literacy'.  By this he
    42        means the total process by which children understand the
    43        nature of advertising 'discourse' as opposed to other forms
    44        of discourse.
    45
    46        The group felt Young's approach was a useful way to look at
    47        this topic, because there is no consensus that any of the
    48        models is entirely correct.  A number of issues emerged
    49        with respect to advertising.  These included questions such
    50        as:  Do children or adolescents understand advertising; do 
    51        they pay attention to it in all media or in particular 
    52        media; do they remember advertising; does advertising 
    53        affect their behaviour; and do they store information
    54        learned through advertising for future use.  Young
    55        suggested that the ability to understand advertising may
    56        develop at a younger age than had been previously thought,
    57        based on studies involving non-verbal communications.  But
    58        he cautioned that it is quite difficult to conduct studies
    59        that measure young children's comprehension of
    60        advertising."