Effect Of Subliminal Advertising: Children

Effect Of Subliminal Advertising: Children Many of us find the idea of subliminal messages altering our thought processes to be horrifying today. Often seen as akin to brainwashing, the notion that advertisers rely on subliminal messages to prey on childrens minds, demanding their attachment to some new cereal, toy, or game, is equally if not more disturbing to many people. Yet despite the protests of those against advertising to children, the effects of normal commercials are hardly subliminal, and hardly cause uncontrollable or irreversible change in disposition or desire. Additionally, though the effects of product placement in movies and television may more compellingly be seen as subliminal, and likely impact children more than adults, the effects of such advertising are not necessary severe, irreversible, or long-term for children. In this essay, I review research findings related to subliminal advertisings effects on children. I argue that while product placement in movies and television does technically qualify as subliminal advertising that can be seen to significantly effect children (unlike traditional commercial advertising, which does not technically produce subliminal effects), neither product placement nor commercial advertising has been proven to have irreparable unconscious or subconscious effects that vary according to age. While children are more vulnerable to product placement advertising as subliminal messaging than are adults, children should nonetheless not be seen as victims of brainwashing, but merely as less-informed or autonomous actors in a world where we can avoid advertisings effects by critically receiving messages and providing an alternative voice or message to those less informed around us. Subliminal Advertising Versus Commercial Advertising As Rogers points out in his historical examination of the idea of subliminal market advertising, the idea of the subliminal advertisement came about in the late 1950s, when it was suggested that data projected briefly on television would reach the consuming public subconsciously, rather than consciously, providing a qualitatively stronger effect that could be advantageous to marketers. Despite a lack of scientific validation for this claim, which one early critic likened to the idea that a whiff of a martini is worse than a swallow (qtd. in Rogers 13), the idea caught hold in the popular imagination that subliminal advertising strongly effected people without their knowing it, in favor of advertisers interests. In one movie theater where messages to eat popcorn and drink Coke were projected quickly (and therefore subliminally) on the screen, it was claimed that sales skyrocketed (Rogers 13). Yet this early experiment was not confirmed by third parties or conducted with an eye to potential limitations, and other variables were not carefully considered. Additionally, organizations concerned with protecting ordinary citizens from subliminal messages, such as the Federal Communications Commission, did not find in their experiments that such messages had strong or even noticeable effects (Rogers 15). Later research adhering more closely to scientific standards confirmed on the contrary that a strong stimulus produces a strong response, and a weak stimulus produces a weak response, implying that zero perception equals zero response, and so subliminal means in practical terms no effect' (Rogers 15). It has been argued nonetheless that for young children who may not recognize the difference between television programming and advertisements, commercials serve as subliminal advertising, effecting their beliefs and behaviors without their control. As Goldstein notes, the argument repeated in nearly every document on advertising to children assumesthat commercials create wants because young viewers do not understand advertising and are therefore particularly influenced by it (Children and Advertising 5). However, Goldsteins review of empirical research highlights evidence suggesting that advertising to children does not strongly effect their behavior or attitudes, in comparison with other sources of influence and socialization (Policy Implications). Parents and peers play a role in shaping children, which is arguably stronger than that of any commercial or corporation. As Goldstein writes, children learn to be consumers in the same way they are socialized into politics or acquire the ir attitudes about the sexes-from a variety of sources, including family, friends, teachers, and the mass media (Policy Implications 9). Additionally, no research indicates that not comprehending an advertisement as such gives it a stronger impact. As with the claim regarding subliminal messaging more generally, if you cannot comprehend something, then there is no reason why it would more strongly influence you than would something you can comprehend. As Goldstein argues, if children cannot extract the commercial message, they are not in a position to act on it (Policy Implications 5). Studies in different countries and contexts additionally confirm that commercials have little impact on young children, despite intuitive but anecdotal evidence of children identifying goods and toys on commercials as things they would like to possess (Goldstein, Children and Advertising 6).. Thus, while the research remains open to interpretation in this complex area of study, claims that commercials extraordinarily impact the youngest should not be taken as the ultimate truth. In summary, the idea of subliminal advertising having a strong effect on children or people in general due to its incomprehensibility is not strongly backed up by research, despite its initial appeal. Neither adults nor children are necessarily effected strongly by advertising messages they do not consciously recognize as advertising, while it seems likely on the contrary that subliminal advertisements not consciously received have little to no impact. Product placement within television programming or movies better fits the description of subliminal messaging, however, as it does have an impact, albeit a manageable one, on people (such as children) who fail to notice it. Product Placement: Subliminal Advertising that We Can Manage While images flashing across the screen effect adults little more than commercials that children do not recognize impact children, subliminal messaging is likely more effective in advertising through product placement, where characters in a movie or television series smoke a particular brand of cigarettes or drink a particular kind of soda, whose brand is one very minor message that easily goes unnoticed in the context of a plot line or other character or story development. Research shows there are effects to product placement that go beyond those associated with traditional forms of subliminal messaging. However, the effects of product placement on children are not necessarily severe or irreversible, leading most to conclude that this form of advertising is not much more of a serious problem for children than are regular commercial advertisements. Though product placement can be understood as non-subliminal as products usually have exposure time measured in seconds rather than milliseconds, making the message easy to see, if one is looking for it, product placement may be considered subliminal nonetheless, as its effects can be taken to be tacit or implicit because recollection of the brands may be unreliable or unavailable (Auty and Lewis, Delicious Paradox 118). Studies have found that children do respond to this sort of subliminal messaging. In one study, half of the children were shown a clip from the movie Home Alone where Pepsi Cola is spilled during a meal, while the other half were shown a similar clip without the branded soda. The majority of the children who saw the Pepsi Cola chose Pepsi over Coke in a later research session, while the majority of those who did not see the Pepsi label in the clip chose Coke. These findings lead Auty and Lewis to conclude that given the tendency of young children to watch videos of t heir favorite films over and over again, the findings have ethical implications for the use of product placement in films targeted at young children who have not yet acquired strategic processing skillsthey have been affected by the exposure in some preconscious way (Childrens Choice 713). Another hypothesis of this study was that younger children would be more vulnerable to product placement than older children. This was not found to be the case, suggesting that age is not a major factor impacting a childs vulnerability to product placement messaging. However, whether one has advertising literacy, which can only be developed at adolescence, does impact the effects of product placement on an individual. As Auty and Lewis write, it appears as if a sophisticated understanding of advertising will actually militate against effective commercial communications because it will stimulate a counterargument (Delicious Paradox 127). When one recognizes an advertisement as a form of attempted manipulation, this critical orientation can disincline one toward the message to buy or desire a particular good or service. Because one requires a certain level of cognitive maturity to understand product placement and other forms of advertising in a critical manner, age therefore becomes cr ucial to understanding how it is that adults but not children can become immune to such messaging. Auty and Lewis regard this as a delicious paradox of product placement as subliminal advertising: adults can guard against preconscious perceptions simply by noting the appearance of a produce as a placement with a commercial origin while children 8-12 years of age need cues to produce counterarguments, thus failing to understand the product placement as a commercial message (Delicious Paradox 128). It seems, therefore, that product placement in film does effect children more so than adults as a form of subliminal messaging. Thus, while it remains the case that unnoticed messages often have little to not effect on people whatever age they are, adults can develop a form of immunity to product placement as subliminal messaging, whereas children are vulnerable to this form of messaging, though its impact remains variable and difficult to understand in a conclusive manner. Such findings have led to much scrutiny particularly of product placement of alcohol or tobacco products in films or television shows accessible by children. In the 1980s many felt certain that such subliminal advertising was inappropriately impacting young people, encouraging them to make unhealthy decisions in the interests of businesses. Yet there remains hope that, as with other forms of subliminal advertising, the effects of product placement on young people can be managed by parental influence and other shapers of young peoples behaviors and attitudes. As Goldstein argues, the best predictors of smoking are whether ones parents and friends smoke (Policy Implications 9). Advertisers have no monopoly in their influence, and on the other hand one can identify countries where smoking is prevalent while people have little exposure to cigarette advertisements (Goldstein, Policy Implications 10), suggesting that the relationship between advertisements and behavior is hardly inevitable . Thus, one can teach their children to critically view media messages and otherwise help shape choice so that the media does not do this for them. In conclusion, there is little reason to be afraid of subliminal advertisings effects on children. Research suggests that at all ages that which one does not comprehend will have a small to nonexistent impact on his or her behavior, attitudes, and desires, which implies that children who watch advertisements that they do not understand are unlikely to be brainwashed or effected in a strong way by the messages. Neither children nor adults are significantly impacted by subliminal messages or other commercials that go unrecognized as such, and thus we have little to worry about when it comes to the effects of subliminal advertising on children. On the other hand, product placement today comes closer to fitting the definition of effective subliminal messaging, as information can be delivered without audience recognition to create an effect on uncritical minds. Clearly children are disadvantaged with regard to product placement as they are not able to recognize product placement as a means of behavior manipulation, and thus this remains a cause of concern for those who fear that children are at risk of taking up bad habits due to product placement of alcohol or cigarettes, for example. Nonetheless, as with other forms of subliminal advertising we cannot recognize or comprehend, we should not be too fearful of the effects of product placement on children as a form of subliminal advertising, as the media is only one of many factors influencing children, including parents, friends, and educators. Subliminal advertising, while it may exist, thus has only a minor impact on children, overall, against other factors vying for childre ns minds.

Math 213 Reflective Paper

Reflective Paper – Math 213 Math 213 is a class packed full of information valuable to the development of a professional math teacher. There were several major mathematical concepts addressed in the class ranging from problem solving, numeration systems and sets, whole numbers and their operations, to algebraic thinking, integers and number theory, rational numbers as fractions, decimals and real numbers, and proportional reasoning, percents, and applications. This class enhanced my understanding of math in general, as well as enabled me to explore strategies on how to best present mathematical concepts in an elementary classroom setting.Since children learn differently than adults do, and do not have prior knowledge to draw meaning from, an important characteristic of a professional math teacher is to have the ability to create a classroom environment where students are encouraged to take risks and explore problems while learning problem solving strategies. According to the c lass textbook, A Problem Solving Approach to Mathematics for Elementary School Teachers, â€Å"If problems are approached in only one way, a mind-set may be formed. † (Billstein, R. , Libeskind, S. , & Lott, J. 2010) Teachers need to give students a tool box of strategies, such as, look for a pattern, examine a related problem, identify a subgoal, make a diagram, or work backwards. While developing student’s problem solving skills, professional math teachers must begin to teach students to understand the meanings of whole numbers. This step will serve as scaffolding for students as they encounter more advanced concepts. Teachers should encourage the use of manipulatives, such as base-ten blocks, as they will help students relate whole numbers to something real.Teachers can also use Venn diagrams as they allow students to graphically organize material, which aids in the development of their analytical skills and teaches them to draw conclusions based on specific criteri a. Once mathematics teachers are able to create a solid base of knowledge, they can encourage their students to explore algebraic thinking, and expand their ability to think critically by the use of estimation and mental math. It is up to teachers to give students the skills to set up and solve algorithms that will help to build their math confidence and motivate them to expand on what they have learned.Teaching the concept of integers and number theory is a fundamental part of math curriculum. The ability of a professional mathematics teacher to tie in real world experiences, using hand on activities and manipulatives is essential in enabling students to build on mathematic ideas and understand how they interconnect. Also important is the concept of rational numbers as fractions, decimals, and real numbers. Teachers need to help ease the transition from whole numbers by clearly explaining the new rules and definitions students are unfamiliar with.By teaching the importance of ratio s, proportions, proportional reasoning, percents, and their real life applications, teachers are giving students the skills they need to become productive members of society. Proportional reasoning is one of the big ideas in math and if students are able to grasp this concept, they will be able to apply it in many instances in their lives. Teachers can assist students with this by providing interesting, well thought out problems that represent situations students will encounter in the future.This course influenced my philosophy on teaching math by helping me realize how important it is to facilitate mathematical learning through a variety of different learning experiences. I realized that there are often many ways to come up with the same answer, therefore problems should be presented in many in different contexts, as a means of seeing the same thing in a different light. This class also influenced my realization of the important role a math teacher plays not only in presenting info rmation, but in determining where a student went wrong when they do not grasp that information.I realized that for a teacher to be able to do this they must acquire a deep amount of pedagogical content knowledge and need to promote more than just procedural understanding when teaching math to their students. They need to present the â€Å"why†, and they need to be able to teach their students to make sense of mathematics by using reasoning and proof. This conceptual understanding comes from time and practice in a variety of contexts. Providing students with a multitude of mathematical experiences will help them understand math both inside and outside of the classroom.Most importantly, I realized that professional math teachers need to be good motivators. There were times in this class that I felt confused and wanted to give up. It was as if I were walking in my student’s shoes. This experience taught me that I will need to give my students positive encouragement and pl enty of feedback along the way. I will aim to challenge them mentally while providing the support they need to become successful learners. References Billstein, R. , Lineskind, S. and Lott, J. (2010). A Problem Solving Approach to Mathematics for Elementary School Teachers (10th ed. ). Boston: Pearson Education, Inc.

Climate Change And The Global Warming - 2120 Words

Campaign analysis Introduction Climate change has been an important issue for the past century brought about by human activities. As humans aim at growing economically, environment issues are always been overlooked, especially in some developing countries, like China and India. In other words, it is the trade-off between the speed of economic growth and environmental sustainability. (LoÃŒ pez Toman, 2006) Meanwhile, with increasing use of dirty energy source, for example, petroleum and coal, a mass of greenhouse gases is discharged into atmosphere, which would lead to greenhouse effect. And greenhouse effect is the main reason of climate change. Scientists have raised the issue of climate change by providing scientific evidence to show†¦show more content†¦The campaign calls the public to action by stating that the increased rate of climate change has led to a significant problem, increased extinction of the species. Over the last several years, researchers have identified an increasing rate of global t emperatures. But in fact, the rate of change is higher than the rate at which the different species inhabiting the ecosystem can adopt putting them at risk of death thus extinction. (MALCOLM, LIU, NEILSON, HANSEN HANNAH, 2006) There have been a lot of scholars studying this campaign as well as global warming. Dr Tina Tin had analysed this campaign in 2009. She mentioned that the UN Intergovernmental Panel on Climate Change (IPCC) set out an overwhelming body of scientific evidence which demonstrate climate change is human-induced beyond any doubt in 2008. Additionally, the IPCC was also awarded the Nobel Peace prize for recognizing climate change as a major challenge to the security of mankind in the 21st century during 2007. (Tin, 2009) Dr Tin defined present climate change as â€Å"stronger than expected, sooner than forecast†. She drawn this conclusion from following aspects. Firstly, recent 30 or more years, The Arctic Ocean is losing sea ice. (Stroeve, Holland, Meir, Scambon Serreze, 2007) It means ocean water would be warmed more by the sun. And it would cause a vicious circle that the Arctic Ocean could be ice-free quickly during the summer, as well as difficult to form and to retain sea ice during theShow MoreRelatedGlobal Warming And Climate Change974 Words   |  4 Pagesabout global warming, whether it is true or false. Is there evidence to prove that global warming has impacted the climate due to the rise in the earth’s temperature? Climate change is a problem that is worldwide that should be reviewed. The rise in the earth’s temperature has caused some impact to the weather and climate changes to many places worldwide. This rise in temperature has the potential of causing dr astic changes to the earth in many ways. 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George bush Essay - 1691 Words

I. INTRODUCTION Bush, George Herbert Walker (1924- ), 41st president of the United States (1989-1993), president at the end of the Cold War between the United States and the Union of Soviet Socialist Republics (USSR). Bush also organized an unprecedented global alliance against Iraq during the Persian Gulf War of 1991, but he was less successful in dealing with U.S. domestic problems and was defeated after one term by Bill Clinton in the 1992 election. II. EARLY LIFE Bush was born in Milton, Massachusetts, but grew up in Greenwich, Connecticut. His parents came from wealthy Midwestern families. His father, Prescott Bush, a partner in a leading Wall Street law firm, was a Republican U.S. senator from Connecticut between 1952 and 1963.†¦show more content†¦In 1964 Bush ran for the U.S. Senate against Ralph Yarborough, the Democratic incumbent. Yarborough argued that Bushs views were too extreme, and, like most Republican candidates that year, Bush was defeated in the landslide that accompanied the victory of Texas Democrat Lyndon B. Johnson over U.S. Senator Barry Goldwater of Arizona in the presidential election. Bushs strong showing in the firmly Democratic state, however, won the attention of a former Republican vice president and U.S. senator from California, Richard Nixon. In 1966, with assistance from Nixon, an affluent Houston district elected Bush to the U.S. House of Representatives, and reelected him in 1968. In the Congress of the United States Bush identified with Republican moderates who were practical and business-oriented, approaches to which his father had subscribed. He won a coveted seat on the powerful House Ways and Means Committee (which has jurisdiction over financial matters), supported the extension of voting rights to 18-year-olds, and voted to abolish the military draft. 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