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The Effects of Advertising

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Submitted By mrnevadito
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Marcos Blanco Fernández
Métodos y técnicas de investigación social
2º Publicidad & RR.PP. – 2012/2013

La violencia simbólica de la música en la publicidad destinada a la infancia – Massimo Ragnedda y Maria Laura Ruiu. Università de Sassari.

I Parte descriptiva

¿Cuál es el tema general del artículo?

Este artículo presenta una investigación, llevada a cabo sobre una muestra de 282 estudiantes italianos, de edades comprendidas entre los 8 y los 12 años, dirigida a comprobar el conocimiento real que los niños tienen del mundo publicitario y su relación con la televisión.

¿Qué objetivos plantean los autores?

El objetivo de la investigación es entender cómo puede la publicidad influir en los niños, cuál es el peso que tiene en su vida, y cómo es interpretada. Al analizar

Describir muy brevemente el marco teórico.

La música en particular, en el centro de esta investigación, se muestra como un elemento de importancia fundamental para la publicidad televisiva, porque consigue que se instaure un proceso de fascinación y seducción que convierte el mundo publicitario en un lugar mágica y deseable. La música es el primer elemento que captura la atención de los más pequeños y se infiltra en los recovecos de la memoria.

¿Tiene hipótesis? ¿Cuál/es es/son?

Las claves de lectura utilizadas son las imágenes y, sobre todo, la música que, unida a las palabras, constituye una de las bases fundamentales que determinan el poder persuasivo de la publicidad televisiva.
Manipular el lenguaje equivale a manipular las mentes, los deseos y los sueños. Para hacer esto, se parte de las emociones, y la música es el camino principal para llegar al corazón y establecer un contacto empático con los niños.

Fuentes de datos y métodos aplicados.

La investigación ha sido realizada con la colaboración de algunos colegios de primaria (con niños de 8 a 12 años) de la ciudad de Sassari (Italia), entre marzo y mayo de 2009.
Se les ha propuesto la experiencia a 282 niños como si se tratase de un juego sin ninguna consecuencia, con un test anónimo (sólo había que indicar el sexo y la edad del encuestado), en el que se invitaba a los jóvenes estudiantes a expresar con total libertad sus preferencias y opiniones.
El estudio proponía dos tipos de cuestionarios:

* El primer test consistía en responder a las preguntas de un cuestionario estructurado excepto en los dos últimos puntos, en los que la respuesta estaba abierta para permitir que los niños anotasen libremente su canal de televisión preferido y para la enunciación de la marca que se le ocurre si escucha una categoría determinada de productos.

No era obligatorio responder en los casos en que ninguna de las soluciones disponibles se adaptaba a la opinión del alumno, y se les daba la posibilidad de añadir comentarios personales que se tenían en cuenta en la fase posterior de los datos.

* El segundo test se ha realizado con música: se les ha pedido a los niños que escuchasen las sintonías de cinco spots y, en base solamente a la escucha, que reconociesen el producto anunciado, la marca, los protagonistas y, finalmente, para testar la eficacia persuasiva de la música y del spot, se les ha pedido que expresasen sus preferencias entre algunas marcas diferentes de productos pertenecientes a la categoría publicitada.

Era necesario señalar una única respuesta para cada pregunta que se considerase válida. Sólo en la última pregunta, que hacía referencia a las preferencias personales para cada spot, se podían indicar más respuestas.

Tipos de análisis (exploratoria/descriptiva/explicativa; corte transversal/longitudinal, etc.).

Nos encontramos ante una investigación que se puede clasificar como:

* Exploratoria: analiza un objeto poco estudiado y sus resultados son una visión aproximada de dicho objeto. * Descriptiva: establece pautas y peculiaridades. * Explicativa: da razones del por qué de los fenómenos. * Seccional/transversal: recoge información del estudio en un momento determinado.

Resumen de los resultados.

Los datos obtenidos demuestran que los estudiantes entienden que la música representa para ellos el elemento de mayor interés, confirman que cantan habitualmente los temas que acompañan a los spots, y sueñan con las atmósferas y los mundos propuestos por la publicidad.

¿Cuánto les gusta la publicidad? Resultados obtenidos sin haber realizado la experiencia de escucha y reconocimiento de los spots.

Al 22% de los estudiantes les gusta la publicidad, mientras que a un 78% no.

¿Cuánto les gusta la publicidad? Resultados obtenidos después de haber realizado la experiencia de escucha y reconocimiento de los spots.

A un 39% de los estudiantes no les gusta la publicidad, mientras que a un 61% sí.

Horas que pasan frente al televisor.

Un 45% de los estudiantes pasan de 1 a 2 horas frente al televisor, mientras que el 55% restante pasan de 2 a 5 horas.

Actividades que realizan durante la tarde.

Un 26% contestó que salir al aire libre, mientras que el 74% restante señaló la opción de ver la televisión.

Actividades que querrían desarrollar en el tiempo libre.

Un 9% prefiere quedarse en casa, un 24% ver la televisión y un 67% salir al aire libre.

II Parte metodológica – comentarios

Forma – claridad de exposición.

El artículo establece una serie de pautas bien organizadas para una eficaz comprensión de la investigación llevada a cabo.

Comienza con una introducción, penetrando en el mundo de la publicidad, el consumo y el sistema que se ha impuesto a la sociedad actual. Procede a explicarnos la metodología usada para obtener una serie de resultados que muestra en el siguiente apartado titulado “principales resultados obtenidos”. Dichos resultados son interpretados en el epígrafe “aspectos para el debate” en el que se alcanzan los objetivos propuestos a partir de una hipótesis.

Planteamiento: cumplimiento de los objetivos…

La investigación demuestra que la música es el primer elemento que captura la atención de los niños y que, aunque no se preste mucha atención a las imágenes, es capaz de filtrarse igualmente por los recovecos de la memoria para salir al descubierto de manera repentina.

Metodología – adecuada a los objetivos, propuestas de metodología alternativas.

Considero que la metodología aplicada es correcta porque los investigadores se han visto influenciados por análisis previos con sujetos de igual edad y en un entorno similar. El aspecto cambiante es la socialización a través del actual sistema impuesto. Se han conseguido los objetivos propuestos y los resultados se han argumentado de manera clara y concisa.

Relación entre el marco teórico y el desarrollo del estudio.

Los niños entrevistados han demostrado claramente, además, que conocen a los personajes que dan testimonio de la calidad de los productos anunciados: personas que les son familiares y a las que prestan atención porque las encuentran cada día en las pantallas televisivas y depositan en ellas una absoluta confianza, para alcanzar un mundo que sueñan, que sienten como suyo, y que sin embargo sólo existe en la hiperrealidad, en la pantalla: un mundo hecho de marcas. La música, con sus toques de magia y su encanto irresistible, es la herramienta ideal, como ha intentado demostrar la investigación, para hacer que los niños se sumerjan en la atmósfera creada por los spots de televisión. Un mundo que es fantástico e irreal, pero para los niños el lugar ideal donde vivir. O al menos así lo creen.

III Comentarios al contenido

¿Por qué ha elegido este trabajo?

La elección de este artículo se basa en el análisis de tres lecturas propuesto por la asignatura “Métodos y técnicas de investigación social”. Dos de ellas tienen que ser sobre cualquier tema pero una debía seguir la temática de un trabajo grupal que se lleva como proyecto paralelo a esta actividad en la misma asignatura. Esa lectura es esta.

Comentarios a los resultados.

Se ha verificado que la música es un elemento de importancia fundamental a la hora de conseguir que se instaure el proceso de fascinación y de seducción y, con ello, para que el mensaje pueda alcanzar su objetivo.

Puntos fuertes y débiles del artículo.

Puntos fuertes:

* Los datos obtenidos demuestran la tesis que atribuye un fuerte poder de atracción, seducción y persuasión a la publicidad. * Propone aspectos para la regulación del papel de la publicidad en el proceso de socialización de los niños.

Polémica con el artículo/conclusiones.

* Los pequeños espectadores son “víctimas”, por un lado, de los modelos propuestos por la publicidad; y por otros lado, de los modelos propuestos en los programas de los adultos. * El mayor riesgo es “la desaparición de la infancia” como consecuencia del ataque que las imágenes llevan a cabo a la abstracción del lenguaje. La agresión del mundo de las imágenes y de la publicidad continúa con la violencia simbólica, con la redundante reproposición de esquemas de comportamiento y dinámicas de poder que llevan a interiorizar y a aceptar una visión del mundo a sujetos que sólo se están asomando a él. * Los niños son seducidos e invitados a entrar en este “mundo fantástico”, a aceptar pasivamente las imposiciones de valores y a creer que todo esto no es sólo el mejor, sino el único mundo posible.

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