Transcript PPT - Advertising Principles

Motion and Sound
Adapted from J. Scott Armstrong
Updated July 2015
AdPrin/Lectures for AdPrin/Motion Ads.13
Learning Diary
The lectures follow an experiential learning experience.
To make this work properly:
1. Obtain a learning diary (paper). A 10 x 13 bound
diary is suggested.
2. Keep it up to date.
3. Take the learning diary with you to all class sessions.
4. For self-learners, use the diary to track your
learning progress for all of your learning activities.
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Objectives of this session
To understand and apply these principles and
techniques (not to convince you). Ask for clarification as
needed.
Set a goal for yourself on how many principles and
techniques you plan to use by the end of this session.
Even a goal of one will help you. Put this in your learning
diary now.
Note: We will discuss only some of the slides. When you go
through the lecture on your own, view it in “Slide Show” and
follow the experiential procedures.
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Procedure
Focus on understanding.
Record questions in your learning diary that will help
you to apply the techniques or principles, then,
after you decide which ones you want to apply, try
to answer these from the readings. If not clear, ask
others for help.
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Outline for Motion and Sound
10.1. Scenes
10.2. Voices
10.3. Music and sound
10.4. Pace
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Use of motion ads
When are motion and sound more appropriate than still
ads? Write your answers in your learning diary, then
click for the evidence-based answers.
1. Emotional appeals (than for information)
2. Reinforcing beliefs (than for change)
3. Simple (than for complex messages)
- Commercials with much information irritate viewers
(Pasadeos 1990 - See Persuasive Advertising p 26)
4. Demonstrations
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Is this commercial for Subaru effective
relative to other media?
1.
2.
3.
4.
Is emotion a good way to sell this car?
Does it reinforce previous beliefs?
Is the message simple?
Does it demonstrate usage or benefits?
Write your thoughts in your learning diary.
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Opening scene
Use an opening that is directly related to the
product, brand, or message (10.1.1)
Especially for high-involvement problem-solving
products.
Do not put the product brand, or message at the
very beginning: use one or two seconds to
capture attention.
Evidence: Typical practice and many analyses of
non-experimental data (summary in PA, p. 267-8).
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Provide a relevant surprise in the opening
Evidence based on typical practice.
77% of TV ads opened with a surprise
99.5% of the surprises were at the beginning
What type of surprise? Write your prediction in your
learning diary, then click for the answer.
Relevant to the product (preferably news)
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Emphasize the product or message (10.1.2)
• Zoom in on product so it is legible
Close-ups increase attention & involvement
• Hold product, brand name, or message (zap
proofing)
• Lighting of product (e.g. spot lighting)
• Prominent placement (use the “inner thirds”)
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Non-experimental evidence favors emphasis
on the product
Analysis of data on TV commercials:
Stewart & Furse (1986) (1,059 commercials)
Stanton and Burke (1998) (601commercials)
Ipsos ASI (1,488 thirty-second commercials):
seconds on product
none
1-12
13-19
19 & more
persuasion %
66
90
105
106
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What is the product and message?
Here is a new car. So?
This was part of the introduction of a new car, the
Infiniti, to the US market.
Why this approach? This mysterious emotional
approach was popular in Japanese advertising at
the time. No evidence was found to support such
an approach.
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If believability is important, show the
spokesperson on screen (10.1.3.)
Disadvantages:
1. Does not focus on the product
2. More difficult to adapt ad to other languages
Evidence:
Non-experimental evidence: Higher on recall than voiceovers (weak evidence)
Expert judgment (See Persuasive Advertising p.268-269 for
discussion)
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Use short “supers” to reinforce key points
(10.1.4.)
1. No more than ten words on screen at any time
2. Should stay at least two seconds
3. Synchronize with audio
4. Avoid writing on the picture
(See Persuasive Advertising p.269-270 for evidence)
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Do supers work in this commercial
for Subaru?
Explain your analysis in your learning diary.
1. No more than ten words on screen at any time?
2. Stayed at least two seconds?
3. Synchronized with audio?
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Evidence on supers
Comprehension was much higher when supers
reinforced content (Hoyer, et al 1984: Experimental study
with 22 TV commercials).
Little benefit for ads with supers except when they
reinforced the main point.
92% of 1,059 tested TV commercials contained
“substantive supers.” (Stewart and Furse 1986)
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Make the closing scene relevant
to the key message (10.1.5)
Laboratory research in psychology
Received wisdom
(See Persuasive Advertising p.270 for evidence)
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Avoid distractions in the closing scene
Experts advise against the use of irrelevant
things at the end of an ad such as this
commercial for a Hummer (32 seconds)
The ending was subsequently clipped from the
end of the commercial.
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Use an appropriate voice (10.2.1.)
Match accent to target market (e.g., teens)
Match voice qualities to objectives of the ad (e.g.,
believability)
Match voice qualities to product (clothing; technical
product)
Limited evidence (PA, p.271)
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Voice tells all?
Which of the following can you tell from hearing a person’s voice?
Write your predictions in your learning diary.
Typical study: different people read the same script.
___ age?
___ height?
___ appearance?
___ interests?
___ political preferences?
___ personality?
___ values?
___ intelligence?
Click for the evidence-based answer.
All of the above, but only age can be judged well. However, people
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make inferences. Use an appropriate voice.
Voice qualities
List persuasive voice qualities in your learning diary.
Once you write your list, click for the evidence-based
list.
An experimental study on willingness to be interviewed
showed success was higher for interviewers with:
• higher pitch,
• greater variation in pitch,
• greater loudness,
• faster rate of speaking, and
• clearer pronunciation
– (Persuasive Advertising p 271).
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Avoid orally ambiguous words (10.2.2)
Close your eyes and listen to the following
announcement:
“They raised the new house as soon as the old one was
razed.”
Is it possible to avoid ambiguous words?
French book La Disparition, by Georges Perec (1969),
was written without the letter “e” and it was translated
to English, also without the “e,” and then reviewed in
The New York Times without an “e.”
Also, consider reinforcing ambiguous words by
repetition or by supers.
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Music in ads
How can music be used in advertising?
Write your thoughts in your learning
diary and then click for a list.
Music can be used to
1. gain attention,
2. establish mood or emotions,
3. evoke a time period,
4. identify a brand.
Percentage of TV commercials (by
major advertisers) that use music:
40% (although 85% in prime time)
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Evidence
Lab experiment using 30-second radio ads for 9
product categories found that music harmed recall
(Kellaris et al 1993).
A laboratory experiment found that a highinvolvement group had lower purchase intentions
when hearing music, and the findings were reversed
for a low-involvement group (Park and Young 1986).
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Consider using music or sounds for low-involvement
products, but not for high-involvement products with
strong arguments (10.3.1.)
Music is appropriate for hedonic products that are
advertised using emotion.
“If you have nothing to say, sing it.”
- Old adage
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French and German wine
You go to a supermarket. While there, you walk past a
wine display with German and French wine. German
music is playing. Would this make you more likely to
purchase German wine?
Write your prediction of how the music influenced others
in an experiment in your learning diary and then click to
see the answer.
If German music, twice as much German wine.
If French music, five times as much French wine.
When asked why, only 2% mentioned music, and 86% said
music had no influence on their choice
(North, Hargreaves, and McKendrick 1999).
If music or effects are used, make them relevant to the
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product (10.3.2).
Use sound effects only if relevant to the product
Examples: The fizz of a soda drink and the
percolating sounds of coffee
Danger of distraction
Rarely used (2% of tested TV commercials)
Weak but supportive evidence
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When should you
“Beware of Fast Talkers”?
Write your opinions in your learning diary.
Example of a fast talker for a FedEx
commercial(Sedelmaier)
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Speaking speeds
When should announcers speak fast?
Once you have written your response, click for
the evidence-based principle.
Use a rapid speaking for simple messages about
low-involvement products (10.4.1.)
The typical speaking rate is about 160 words per
minute. Listeners prefer about 175 wpm.
Fast talkers are judged as more competent, truthful,
fluent, energetic, enthusiastic, and persuasive than
slow speakers (based on a study by Moore,
Hausknecht, and Thamodaran in 1986– see
Persuasive Advertising p 275).
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How to speak fast
Can use time compression equipment to increase
speed by 30% with little effect on behavioral
intentions, recall, believability or appeal, and only
slight losses in comprehension -- except for older
target markets.
Big savings on media costs.
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Evidence on time compression
Time compression of up to 30% has little effect on
purchase intentions (Vann, Rogers, and Penrod 1987 – also see
Persuasive Advertising p 274)
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Use a slow speech for strong arguments or to
show concern (10.4.2)
“Gentlemen, listen to me slowly.”
Samuel Goldwyn
A fast pace
• disrupts thinking about the arguments
• harms comprehension for older customers
(See Persuasive Advertising p.275 for evidence)
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Use short silences before and/or after
a strong argument (10.4.3.)
Support by advertising experts.
Use a silence of two seconds (avoid silences of 3
seconds or longer).
Silence especially important before the last item in a
series. (Olsen 1997)
Silence just before a key argument led to 44% recall
of the argument vs. 15% for music throughout.
(Olsen 1995)
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Scene changes
Over time, there has been a substantial increase in the
number of scene changes.
30-second commercials decreased from
3.6 seconds per scene in 1978 and 1980, to
2.3 seconds in 1989 through 1991.
The number of camera angles increased from 8.4 to 13.
Why is that? Write your thoughts in your learning diary.
Advertisers seeking attention, especially from young
customers?
Is that a good trend?
Fast pace attracts attention but reduces comprehension.
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Hold scenes to hold attention (10.4.4)
Fast-cut ads harm recall. (See experiments by Bolls &
Muehling 2003 and Geiger & Reeves 1991)
When using scene changes, allow slight delay prior
to key points
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Ideas for Applications of Principles
To learn the principles, use the checklist for
creating ads to apply the message principles.
If you are not currently working for an organization,
pick something to advertise, perhaps a charity.
If you are in a class, design an ad for yourself as the
owner of small advertising agency (commonly
called a “house ad”).
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Techniques
In your diary, describe the techniques that you were
able to use for your motion-and-sound-focused
advertisement and rate your success (e.g., creativity,
objective setting)
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Advice on learning techniques
One study found that fewer than 10% of students were
successful in applying new knowledge.
•This went to 20% if they actively applied what they
were taught during a class session.
•It went to 90% when they worked with a learning
partner and coached each other.
Select techniques to apply
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Follow-up: Complete prior to next session
1. ___ Go through this lecture on your own (It is on
the Educational Materials page)
2.___Study Persuasive Advertising pages 267-277 and
record your reading time in your learning diary.
Highlight techniques and principles that you want to
apply in yellow.
3.___ Complete the End of Chapter Questions for
“Motion Media” and check your answers against PA.
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