Coddling Our Kids: Can Parenting Style Affect Attitudes Toward Advergames?

This study examined parents’ understanding of and experience with child-targeted advergames through exploratory interviews and quantitative pretests of an advergaming definition. Exploratory findings revealed that parents tended to overgeneralize when identifying advergames. Through the use of an online survey, this study also examined how parental socialization styles affect parents’ attitudes toward advergames. As predicted, results indicate that authoritarian and authoritative parents hold more negative perceptions toward advergames compared to indulgent parents, while all parenting styles exhibited negative leanings toward advergaming as a practice. These findings indicate the efficacy of parental socialization theory in explaining parents’ perceptions and attitudes toward this new form of advertising—advergames. We discuss important implications for regulators, practitioners, and parents.     

eBay的品牌管理

eBay的想法是让不同的人进入市场。从而把这个市场变得有效。同时也因为经济的开放。提供一个公平竞争的环境和机会，把不同的人喜欢的不同的东西给连接起来。eBay是历史最长的世界范围的网上交易市场。我们给世界各地所有的人提供一个可以自由贸易的平台。你只要坐在家里，就可以买到你想要的世界上的产品，同时也可以足不出户。卖掉你所要销售的产品。     

Partnering with Parents: Suggestions for Food Marketers and Retailers in the Ongoing Childhood Obesity Debate

Few scholarly research studies and governmental reports have focused on parents' opinions regarding food and beverage marketing toward children and their thoughts as to what can be done to empower them in the childhood obesity debate. The current study represents a missing link in traditional childhood obesity research by identifying the possible contribution of food retailers in helping struggling parents with the issue at hand. Results of an online survey conducted among 282 parents of 6–11-year-olds reveal that parents are looking for partnerships between food marketers and retailers in future promotional endeavors.     

How sponsorship transparency mitigates negative effects of advertising recognition

The proliferation of covert online advertising formats such as advergames has raised concerns about consumers’ ability to recognize such content as advertising and about how recognition affects evaluative outcomes. The present research utilized an online experiment (N?=?179) to examine differences between covertness of advertising format (advergame vs. online video commercials) on advertising recognition, and whether sponsorship transparency mediates – and mitigates – the negative effects of advertising recognition on attitude toward the ad, attitude toward the brand, and purchase intent. The results show that covertness of advertising format, recognition, and sponsorship transparency all shape consumers’ responses to online ads. Specifically, the predicted negative indirect effect of covertness of advertising format on attitudes and behavioral intention via advertising recognition reversed valance when sponsorship transparency was included in the serial mediation model.     

An International Perspective of Online Disclosure Presentation: A Comparison of Banner Ad Disclosures from United States, United Kingdom, and Singapore Web Sites

Effective online disclosure presentation is an important feature in banner advertising worldwide. The U.S. Federal Trade Commission (FTC) is viewed as the leader in providing guidance for making disclosures clear and conspicuous. This study examines the extent to which banner ads in the top 100 web sites in three countries with a shared language and intertwining legal and self-regulatory systems—the United States, United Kingdom, and Singapore—adhere to FTC guidance. The lack of systematic differences across countries suggests the need for disclosure research from a global perspective that takes cultural and linguistic differences into account.     

Examining design cognition coding schemes for P-12 engineering/technology education

Cultivating students’ design abilities can be highly beneficial for the learning of science, technology, engineering, and mathematics (STEM) concepts, and development of higher-order thinking capabilities (National Academy of Engineering and National Research Council in STEM integration in k-12 education: status, prospects, and an agenda for research, The National Academies Press, Washington, 2014). Therefore, examining students’ strategies, how they distribute their cognitive effort, and confront STEM concepts during design experiences, can help educators identify effective and developmentally appropriate methods for teaching and scaffolding design activities for students (National Research Council in standards for k-12 engineering education? The National Academies Press, Washington, 2010). Yet, educational researchers have only recently begun examining students’ engineering design cognition at the P-12 level, despite reports such as Standards for K-12 Engineering Education? (National Research Council 2010) designating this area of research as lackluster. Of the recent studies that have investigated engineering design cognition at the P-12 level, the primary method of investigation has been verbal protocol analysis using a think-aloud method (Grubbs in further characterization of high school pre- and non-engineering students’ cognitive activity during engineering design, 2016). This methodology captures participants’ verbalization of their thought process as they solve a design challenge. Analysis is typically conducted by applying a pre-determined coding scheme, or one that emerges, to determine the distribution of a group’s or an individual’s cognition. Consequently, researchers have employed a variety of coding schemes to examine and describe students’ design cognition. Given the steady increase of explorations into connections between P-12 engineering design cognition and development of student cognitive competencies, it becomes increasingly important to understand and choose the most appropriate coding schemes available, as each has its own intent and characteristics. Therefore, this article presents an examination of recent P-12 design cognition coding schemes with the purpose of providing a background for selecting and applying a scheme for a specific outcome, which can better enable the synthesis and comparison of findings across studies. Ultimately, the aim is to aid others in choosing an appropriate coding scheme, with cognizance of research analysis intent and characteristics of research design, while improving the intentional scaffolding and support of design challenges.     

A meta-synthesis of primary and secondary student design cognition research

International Journal of Technology and Design Education - Design within primary and secondary schools has been increasingly emphasized over the past decade. As a response to this increased...     

The Aad-Ab-PI relationship in children: The impact of brand familiarity and measurement timing

Given the explosion of research in the past decade that has examined the Aad-Ab-PI relationship using adult subjects, one would expect to see an almost parallel stream of research involving children. However, as is evident in Brown and Stayman's (1992) meta-analysis of the literature, no studies investigating this area have used children as the sample. This study provides an initial exploration into the Aad-Ab-PI relationship in children with specific focus given to the impact of brand familiarity and measurement timing while controlling for prior brand attitudes. Forty-three third graders and sixty-eight sixth graders participated in a 2 × 2 factorial experiment that manipulated brand familiarity (familiar vs. unfamiliar) and measurement timing (immediate vs. delayed). Similar to the results using adult subjects, the children's Aad measures significantly affected Ab for both familiar and unfamiliar brands, even after controlling for prior brand attitude. However, contrary to adult responses, the children's Aad had a significant, albeit modest, impact on their PI responses. Based on these results, the paper offers implications for marketers and public policy makers and questions for future research. © 1996 John Wiley & Sons, Inc.