Abstract
This study investigates the influences of print advertisements on the affective and cognitive responses of adolescents. Junior and senior high school males (n = 111) and females (n = 84) were randomly assigned to either a low- or high-elaboration condition to process primarily visual and primarily verbal print advertisements. The students then responded to questions measuring three dependent variables—memory of specific facts, inference, and emotional response. Three-way ANOVA results indicated that predominantly visual advertisements elicited memory of more facts, more inferencing, and more intense emotional responses than predominantly verbal ads. In addition, females remembered more facts, made more inferences, reported stronger emotional responses, and detected the explicit claim of the ad more frequently than males. Finally, students in the high-elaboration condition remembered more details than students in the low-elaboration condition. The results are discussed in terms of implications for advertising media literacy.
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