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Understanding the YouTube generation : how preschoolers process television and YouTube advertising

Ini Vanwesenbeeck (UGent) , Liselot Hudders (UGent) and Koen Ponnet (UGent)
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Abstract
Preschool children are generally assumed to lack the skills to critically respond to advertising despite being exposed to a high number of advertising messages while watching videos on YouTube. However, research on how preschool children process YouTube advertising is scarce. This study conducts an experiment to examine how preschool children's (4-5 years old, N = 62) responses to video advertising (20-second toy commercial) vary between YouTube and television viewing. The results suggest that almost half of the children were able to distinguish advertising from regular media content, and almost 70% of the children could correctly identify that the video was advertising. No differences were found between the two media. Children were not skeptical toward the video advertisement. With regard to ad effects, the results show low brand and product recall, whereas aided recall was higher (around 40% of the children could correctly recognize the product and brand shown in the advertisement). These findings suggest that 4-5-year-old children already have a proper understanding of advertising, but lack a critical attitude. Furthermore, children's advertising literacy does not vary between YouTube and television advertising.
Keywords
Applied Psychology, Human-Computer Interaction, Communication, Social Psychology, General Medicine, Computer Science Applications, advertising literacy, preschool children, theory-of-mind, YouTube, advertising processing, CHILDREN, LITERACY, FOOD, PERSUASION

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MLA
Vanwesenbeeck, Ini, et al. “Understanding the YouTube Generation : How Preschoolers Process Television and YouTube Advertising.” CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING, vol. 23, no. 6, 2020, pp. 426–32, doi:10.1089/cyber.2019.0488.
APA
Vanwesenbeeck, I., Hudders, L., & Ponnet, K. (2020). Understanding the YouTube generation : how preschoolers process television and YouTube advertising. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING, 23(6), 426–432. https://doi.org/10.1089/cyber.2019.0488
Chicago author-date
Vanwesenbeeck, Ini, Liselot Hudders, and Koen Ponnet. 2020. “Understanding the YouTube Generation : How Preschoolers Process Television and YouTube Advertising.” CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 23 (6): 426–32. https://doi.org/10.1089/cyber.2019.0488.
Chicago author-date (all authors)
Vanwesenbeeck, Ini, Liselot Hudders, and Koen Ponnet. 2020. “Understanding the YouTube Generation : How Preschoolers Process Television and YouTube Advertising.” CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 23 (6): 426–432. doi:10.1089/cyber.2019.0488.
Vancouver
1.
Vanwesenbeeck I, Hudders L, Ponnet K. Understanding the YouTube generation : how preschoolers process television and YouTube advertising. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING. 2020;23(6):426–32.
IEEE
[1]
I. Vanwesenbeeck, L. Hudders, and K. Ponnet, “Understanding the YouTube generation : how preschoolers process television and YouTube advertising,” CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING, vol. 23, no. 6, pp. 426–432, 2020.
@article{8662748,
  abstract     = {Preschool children are generally assumed to lack the skills to critically respond to advertising despite being exposed to a high number of advertising messages while watching videos on YouTube. However, research on how preschool children process YouTube advertising is scarce. This study conducts an experiment to examine how preschool children's (4-5 years old, N = 62) responses to video advertising (20-second toy commercial) vary between YouTube and television viewing. The results suggest that almost half of the children were able to distinguish advertising from regular media content, and almost 70% of the children could correctly identify that the video was advertising. No differences were found between the two media. Children were not skeptical toward the video advertisement. With regard to ad effects, the results show low brand and product recall, whereas aided recall was higher (around 40% of the children could correctly recognize the product and brand shown in the advertisement). These findings suggest that 4-5-year-old children already have a proper understanding of advertising, but lack a critical attitude. Furthermore, children's advertising literacy does not vary between YouTube and television advertising.},
  author       = {Vanwesenbeeck, Ini and Hudders, Liselot and Ponnet, Koen},
  issn         = {2152-2715},
  journal      = {CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING},
  keywords     = {Applied Psychology,Human-Computer Interaction,Communication,Social Psychology,General Medicine,Computer Science Applications,advertising literacy,preschool children,theory-of-mind,YouTube,advertising processing,CHILDREN,LITERACY,FOOD,PERSUASION},
  language     = {eng},
  number       = {6},
  pages        = {426--432},
  title        = {Understanding the YouTube generation : how preschoolers process television and YouTube advertising},
  url          = {http://dx.doi.org/10.1089/cyber.2019.0488},
  volume       = {23},
  year         = {2020},
}

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