Day 065 - 09 Dec 94 - Page 48
1 word -- "to differentiate between programmes and adverts,
2 but their ability to distinguish them by non-verbal
3 response was extremely good".
4 A. I would agree with the first part there. As I have
5 confirmed, that does refer to their ability to verbally
6 differentiate. I come back to the point as what they were
7 able to distinguish non-verbally is less clear.
8
9 MR. JUSTICE BELL: What you say the important thing is, whether
10 they can tell that someone is trying to sell them
11 something?
12 A. But that is different. The ability to distinguish is
13 not the same as an ability to know that something is being
14 sold to you.
15
16 Q. I am only too well aware of that. That is why I put the
17 suggestion to you.
18 A. Sorry. I apologise. Do you want to ask me again?
19
20 Q. You need not apologise at all. I was suggesting -- you
21 tell me if I am wrong -- that you say the important thing
22 is whether the child may be able to differentiate between
23 the commercial and a programme. But is what you are saying
24 the important thing is whether, having made a distinction,
25 the child can perceive that the commercial is trying to
26 sell him or her something?
27 A. Yes, that is also very, very important in children
28 developing understanding. Perhaps one of the early stages
29 is an ability in some way to differentiate, but, as Young
30 quite clearly points out, that is not something that
31 automatically happens by a certain age when a child reaches
32 a certain birthday. It is an on-going process which has
33 many parts to it.
34
35 MR. RAMPTON: I understand the proposition, Ms. Dibb. My
36 question was directed at another aspect, which is why you
37 misdescribed the effect of that study in your paper.
38 I would like an answer, please.
39 A. Yes, and I am happy to give you an answer. The word
40 that would have helped clarify this point, though it is
41 clear in the paper and I have not sought, I feel, to
42 purposely misrepresent it, is that it was referring to the
43 ability to verbally differentiate. This is one study. It
44 must be seen, I think, in the broader context of other
45 studies as well. The purpose of this section was to point
46 out by using reference to some studies, the process through
47 which children go through in learning to understand about
48 advertising.
49
50 Q. I will move from that, if I may, to another study on
51 precisely the same topic which was included as a chapter in
52 June Esserman's book which, apparently, you had at or
53 before the time when you wrote your paper. You will find
54 it, if you would be so good, in the second green file at
55 tab 5. Have you got it?
56 A. I have, yes.
57
58 Q. I think I am right that you agreed with me last time you
59 were here that June Esserman is something of an authority
60 in this field; is that right?
