Proposal authors of accepted papers can use the tool below (scroll down) to see where they have been placed in the agenda. Note: Special Topics sessions - Only the submitter's name is searchable, not panelists. [If you wish an overview of the conference please click here: Conference Overview Agenda.
Please use this search form to:
- First or Secondary Author: Click on "person," click on your name, and "search." Then use the bottom scroll bar to slide to the right until you see the search button. Scroll down this screen to see the result of the search!
- Search by Date/Time
- Search by Keywords
- Search by Submission Type (Full Paper or Special Topics)
To see the full agenda, leave all drop-downs blank, and simply click on "Search." Please note that there are some options you may select once you have searched. (Please do not be confused about something that looks like "1.1 Digital Advertising" as this is simply a title of a group of sessions.
Contact the AAA Conference Office to accept the session assignment, or to request a change due to a conflict. Call (727) 940-2658 x 2004 if you have questions. Please be sure to reference the session title(s), date(s) and time(s) if you contact us.
7.2a Building Persuasion Knowledge with Subvertising
Abstract
We focus on family as an important consumer socialization force to build persuasion knowledge (PK) about advertising through critical media literacy and ‘subvertising’. Subvertisements allow audiences to critically evaluate media content and to construct subversive narratives, often through parody. Ninety-two mother-adolescent dyads were randomly assigned to one of three groups (Control, Media Literacy Workshops-Only, Workshops+SMS). Media Literacy Workshops consisted of two sessions a week apart. In the workshops, we taught principles of PK and then families critiqued, created, and competed for the best subvertisements. In addition, one group received SMS “nudges” twice a week for eight weeks reinforcing the workshops’ core content. Dispositional PK was measured at four points across the 3-month study using questionnaires. Results of repeated measures (RM-)MANOVAs revealed the predicted Time effects on mothers’ and adolescents’ PK. However, adolescents’ PK scores fell after the two-month delay. Mothers’ PK scores were generally higher in the intervention groups following the workshops as compared with mothers in the control group. Findings from focus groups with mothers and adolescents showed increased recognition of persuasion tactics and examples of the ‘change in meaning’ principle of PK. Results show some support for the efficacy of the intervention to build PK, particularly among mothers.
First & Corresponding Author
Michelle Nelson, University of Illinois
Authors in the order to be printed.
Michelle Nelson, University of Illinois; Kathy Tian, University of Illinois; Rachel Powell, CDC Foundation; Gail Ferguson, University of Illinois