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"This important source for students, researchers, advertisers and parents reviews the debates about advertising to children, and presents new information about children's understanding of advertising. Contributing authors analyse food and alcohol advertising and their effect on children and young people, and explore the point at which children can first identify advertisements and when they can understand that advertisements are persuasive messages. As well as reporting research about television advertising, this volume includes studies about advertising to children in new media, including web pages, search engines, and advergames. There is a discussion of the new ways that marketers reach children, for instance through the internet or with product placement, as well as practical explanations of how parents and educators can help children become more critical of advertisements"--

The growth of TV platforms in terrestrial, satellite, and cable formats will soon move into digital transmission. These all offer opportunities for greater commercialisation through advertising on media that have not previously been exploited. This book looks to the future in considering how effective codes of practice and regulation will develop

AbstractChildren's response to television advertising is investigated in this paper. Children aged between six and ten years were tested for their recall, recognition and understanding of novel television advertisements. Children were able to recognise scenes from the advertisements after one exposure but recall of the brand names was poor for the younger children, even after three exposures. Recall for the advertising content increased by age and number of exposures. None of the six‐year‐olds and only a quarter of the eight‐year‐olds and a third of the ten‐year‐olds discussed advertising in terms of persuasion. Therefore, although children remember television advertisements, their purpose is not fully understood, even by many ten‐year‐olds. Copyright © 2002 Henry Stewart Publications.

Research by Heller suggested that speed and accuracy of reading may be seriously compromised by the inclusion of noncanonical (tilted) braille text. The study presented here extended that research by including characters other than those used by Heller and whole words. Similar results were found for Heller's original character set ( B–J), but the effect of orientation was reduced with other letters and whole words. The authors conclude that braille readers, especially experienced ones, have more facility with noncanonical braille than would be inferred from Heller's results.

The study reported here investigated the quality and content of visually impaired and sighted children's descriptions of two routes around their schools from memory and by using a map (print or tactile). It found that the descriptions from maps were generally poorer than those from memory, the descriptions of the visually impaired children contained more information than and were qualitatively different from those of the sighted children, and the descriptions of the younger visually impaired children were less well specified than those of the older visually impaired children and the sighted children.

This article describes research carried out in 1993. 24 children with visual impairments and 22 sighted children (aged seven to 13 years) were asked to learn a tactile map and then reconstruct it from memory. While the children were learning the map they gave a continuous commentary on what they were doing and thinking. The commentaries and map reconstructions were analysed to identify and assess the learning strategies which the children used to memorise the map. Overall, the reconstructions made by children with visual impairments were less accurate than the ones made by sighted children. However, it was noted that most of the children with visual impairments used strategies which were inappropriate for the task. It is suggested that teaching appropriate learning strategies would improve the ability of visually impaired children to encode information from tactile maps.

Tactile maps can have both immediate and long term benefits in helping visually impaired children to find their way through their environment and to acquire spatial abilities. In a series of studies (1991-92), reported in this article, the authors established that young visually impaired children can understand and use tactile maps. The children adopted a variety of strategies for acquiring information from a map, some of which were more effective than others. In the final study, it was established that training in a simple strategy can improve children's performance in a map task.

Tactile diagrams can be produced by several processes, each of which has specific advantages. There has been little previous work to indicate whether microcapsule maps and diagrams are as easy to use as those made by more traditional methods such as the thermoform process. This article describes a study which set out to compare the performance of a group of children using the same maps produced on microcapsule paper and by the thermoform process. The children performed almost equally well with both sets of maps, which indicated that children would not be at a disadvantage when using microcapsule maps and diagrams.

This study investigates advertising aimed at children and the food environment in children's programs broadcast on the China Central Television network. The study documented how foods were shown in television advertisements and editorial content. Findings show that children were exposed to a large number of unhealthy food advertisements. In addition, the advertising appeals used in the television advertisements were similar to those used in Western countries. As part of the socialization process, the television advertisements may have a negative influence on children's health in China.

The special issue of Environment and Behavior, "Relations Between Environmental Psychology and Allied Fields," edited by Seymour Wapner (1995) contained seven articles explorng the links between environmental psychology and other subfields of psychology. The articles examined how environmental psychology with its emphasis on context "may serve to integrate psychology as a whole, and to brdge the gap between the interests of professionally ohentated and academic psychologists" (Wapner 1995, p. 5). This article expands on this theme by exploring and summarizing the links between psychology and the allied field of human geography. It is suggested that an integrative framework needs to be adopted to capture the ways that these two disciplines, (and others such as planning and anthropology), have become complementary, and by doing so have provided a broader theoretical conceptualization of environment and behavior interactions.

Purpose To meet stated waste reduction goals, the UK government via Defra (Department for environment, farming and rural affairs) is attempting to reduce household mainstream waste. One approach is to encourage children in environmentally-friendly behaviour. We take this as a starting point to document the environmental content of dedicated childrens channels, and to consider whether television could act as an ecological socialising agent for waste reduction behaviour. Approach Our content analysis of four childrens television channels over 168 hours recorded the extent to which the waste hierarchy (reduce, reuse and recycling behaviour) was included in all forms of broadcast output: programmes, advertisements, trailers, sponsorship and idents. Outcomes We found 6,921 instances of waste activity, distributed across 666 broadcasts which included eleven identifiable materials, such as plastic and cardboard. Whilst reuse behaviour was well represented (5,751), instances of reduction (406) and recycling were relatively infrequent (275) and there were 489 instances of materials being placed in refuse bins. Contribution By placing childrens television on the environmental agenda, we raise the possibility of channels examining their own broadcast material to assess its environmental content, and how that content is distributed across the waste hierarchy and in relation to broadcast output. Further research Our case study was based on four channels and within the specific context of waste. There are many more channels (e.g. available on cable/satellite) and more environmental behaviours that can be examined with a view to meeting other targets " for example those connected to climate change such as travel, domestic energy consumption, and food choices, all of which are included on childrens television. The response of the intended audience to the environmental content can be assessed.

AbstractIndividuals with Williams syndrome (WS) show a specific deficit in visuo‐spatial abilities. This finding, however, derives mainly from performance on small‐scale laboratory‐based tasks. This study investigated large‐scale route learning in individuals with WS and two matched control groups (moderate learning difficulty group [MLD], typically developing group [TD]). In a non‐labelling and a labelling (verbal information provided along the route) condition, participants were guided along one of two unfamiliar 1‐km routes with 20 junctions, and then retraced the route themselves (two trials). The WS participants performed less well than the other groups, but given verbal information and repeated experience they learnt nearly all of the turns along the route. The extent of improvement in route knowledge (correct turns) in WS was comparable to that of the control groups. Relational knowledge (correctly identifying spatial relationships between landmarks), compared with the TD group, remained poor for both the WS and the MLD group. Assessment of the relationship between performance on the large‐scale route‐learning task and that on three small‐scale tasks (maze learning, perspective taking, map use) showed no relationship for the TD controls, and only a few non‐specific associations in the MLD and WS groups.

Thirty-eight people with visual impairments learned a 483-meter novel route through a university campus in four groups: verbalization, modeling, pointing, and control. The performance of all four groups improved with greater experience of the route, but the modeling group improved more than did the control group.

AbstractThe ability to navigate new environments has a significant impact on the daily life and independence of people with learning difficulties. The aims of this study were to investigate the development of route learning in Down syndrome (N= 50), Williams syndrome (N= 19), and typically developing children between 5 and 11 years old (N= 108); to investigate use of landmarks; and to relate cognitive functions to route‐learning ability in these groups. Overall, measures of attention and long‐term memory were strongly associated with route learning, even once non‐verbal ability was controlled for. All of the groups, including 5‐ to 6‐year‐oldTDchildren, demonstrated the ability to make use of all landmark types to aid route learning; those near junctions, those further from junctions, and also distant landmarks (e.g. church spire, radio mast). Individuals withWSperformed better than a matched subset ofTDchildren on more difficult routes; we suggest that this is supported by relatively strong visual feature recognition in the disorder. Participants withDSwho had relatively high levels of non‐verbal ability performed at a similar level toTDparticipants.