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Advertisers are continuously searching for new ways to persuade children; current methods include fully integrating commercial content into media content, actively engaging children with the commercial content, and increasing the number of commercial messages children are confronted with at one moment in time. This poses a challenge for how children cope with embedded advertising. This conceptual article aims to develop a theoretically grounded framework for investigating how children process embedded advertising. More precisely, it sheds light on previous research and conceptualizations of advertising literacy and provides suggestions for future research. The article examines conceptual and methodological issues and discusses the need for research on how to improve children's coping with embedded advertising by emphasizing the value of persuasive intent priming and implementation intentions. To conclude, future research directions are discussed regarding strategies to strengthen children's coping skills and their dispositional (i.e., associative network consisting of cognitive, moral, and affective beliefs related to advertising) and situational (i.e., actual recognition of and critical reflection on advertising) advertising literacy.
Hudders et al. (Tue,) studied this question.