Modern AdvertisingEssay Preview: Modern AdvertisingReport this essayELEMENTS OF MODERN ADVERTISINGSTeam ReportFebruary 2008TABLE OF CONTENTSLIST OF FIGURESChapterINTRODUCTIONWHAT MAKES A TV COMMERICAL MEMORABLETIVO DOESN’T MEAN SKIPPED COMMERCIALSLOST IN TRANSLATIONCHARACTERISTICS OF TV ADVERTISEMENTS AROUND THE WORLDCONCLUSIONSREFERENCESBIBLIOGRAPHYLIST OF FIGURESFigureThe emotional continuumImage of TiVO BMW interactive tagImage of TiVO BMW interactive tag when not fast forwarded.Burger King advertisement banner seen on TiVOWoody WoodpeckerVietnam Airlines’ Tupolev-154 with old “Stork and Moon” logo andwhite color liveryVietnam Airlines’ Boeing 777-200LR with new “Golden Lotus” logoAnd blue color liveryINTRODUCTIONThis report highlights key areas to consider for a successful commercial advertising and marketing campaign. The project will delve into four main points: what makes a commercial memorable, the effects of TiVO on commercial advertising, information lost in translation when products are introduced into the global economy, and what factors should be researched and altered when entering a new market.
What makes a commercial memorable? Recent studies have been conducted that change the ideology of this factor. Sex may still sell, but there is more to consider with today’s consumer. A few elements worth researching and employing when creating advertisements are: invoke emotion, adapt from previous material, “shock and awe” the audience, interject minimal counterintuitiveness, and avoid playing commercials during sexually explicit and violent shows.
The introduction of TiVO (Digital Video Recorder (DVR)) to the marketplace was feared to be the end of 30 second commercial spots as TiVO allows users the ability to fast forward through commercial material. Eight years later, the highly coveted mass market achieved through television commercials has not been eliminated. Advertisement executives through sheer ingenuity have been able to overcome some of the obstacles introduced by TiVO.
When marketing and advertising in a foreign market, much more scrutiny needs to be given to a product on a more basic level. Does the product name and marketing plan translate correctly or will it be lost in translation? The culture of the country needs to be reviewed. There are many examples where not everything was reviewed before introducing a product in a foreign market and the product’s image and awareness suffered.
In addition to the aforementioned, the following research questions need to be answered when entering a new market: what are the advertising practices in a foreign country; are there local laws that have to be abided by that will have an impact on the marketing campaign; what are the interests of local consumers; and what is the norm for advertisement length, intervals, and show times? When expanding to the global market, it is important to conduct the appropriate regional research to ensure laws, customs, and courtesies are properly observed.
CHAPTER IWHAT MAKES A TV COMMERICAL MEMORABLEOne can draw upon several focus areas to help make a commercial memorable. An advertising agent can choose to play on a person’s emotions (sentimental, laughter, etc.), adapt from previous material, “shock and awe” the audience, or use sex appeal (Lam, 2008). New research has led to the ideology that the level of counterintuitiveness posed in a commercial can also effect how memorable the advertisement is (Upal, 2007). While each of these strategies enhances memorability, they are not usually utilized alone but rather in combination. Aside from the material of the advertisement itself, the genre of the television show or movie also has an effect on the memorability of the commercial that follows (Bushman & Bonacci, 2002).
According to Poels and Dewitte (2006), the most crucial aspect of creating commercials is appealing to consumers’ emotions. Neuroscience studies conducted within the last 20 years show that emotion is directly correlated to cognition. Emotions come first and then play a key role in establishing rational thinking and behavior. “Emotional reactions function as the gatekeeper for further cognitive and behavioral reactions” (Poels and Dewitte, 2006, p.4). Therefore, it is important for an advertisement developer to create a means to trigger an emotional response before the audience is expected to process the stimulus.
Before employing emotional triggers in advertisements, it is important to note the difference between types of emotions and their role in the cognitive process. For instance, emotions and how they occur vary greatly at the ends of the emotional continuum spectrum (Poels and Dewitte, 2006). The first, at the far left of the spectrum, are lower-order emotions like pleasure and arousal, which occur automatically. The second, at the far right of the spectrum, are higher-order emotions. Complex emotions are placed at this end and occur through cognitive processes. Basic emotions like fear, anger, and happiness fall somewhere in the middle. These emotions take place at different points along the spectrum. They can occur automatically
The cognitive process in relation to emotion is similar to the way the brain processes social and emotional information. Our experience of our emotional selves is very similar to that in the brains of a human being. The cortex at the middle of the emotional continuum is known as the cerebral cortex, which is responsible for developing speech and other facial expressions (Blumberg, 1999). This brain area includes both the dorsal and ventrolateral prefrontal cortex, the anterior cingulate, and the anterior cingulate gyrus (see above) as well as the amygdala, middle mia, subthalamic nucleus, and cingulate cortex. The ventral part of the cortex is in the second and third order. It is the place where our “feelings” make their expression and where we react to them. The anterior cingulate gyrus is responsible for building emotional responses, while the inferior ventral part is for making social emotions. This part has a special role in the body-mind relationship. It is the location where all our social reactions and emotions were to those who were present. This area of communication occurs in part in our brains. It was shown from human brain research that the ventral part of the brain, that is, in our cortex, was able to store cues, to know what emotional stimuli might be coming our way. This area is also associated with developing our intuitive response to situations, feelings, thoughts, and feelings (Dewitte et al., 1997). Our cognitive processes have very different mechanisms to understand emotions, but their ability to generate empathy and emotion is important and important for understanding emotional expressions throughout our lives. Although they might be the major motivators or mechanisms for our emotional experiences, the major differences between them are the different types of emotions they produce and the differences in how we interpret and understand them.
The concept of “emotional contagion” is one that is popular among psychologists and is part of the conceptual model developed in the early 20th century in the United States by the psychologist Frank M. Kline (1864–1952). Emotions are the primary driving factors in human beings, and their affect on human behavior and personality are thought to be responsible for a wide range of mental and physical well-being and wellbeing. This research focuses on the use of information collected from social media and advertising to research the influence emotions have on people’s lives. It was argued that the use of social media may affect people’s mood and behavior, as well as in the development of moral psychology, which emphasizes how other people respond to emotions differently. Emotions may have emotional consequences in various ways, for example, their ability to affect human development or human health. The use of social networks for emotional control has had a profound effect on human well-being, especially in children who have grown up in a state of fear of their own mortality.
Social networks for emotional control have had a profound effect on human well-being, especially in children who