3-5岁儿童品牌认知发展及影响因素研究

发布时间：2018-09-03 09:54

【摘要】：品牌认知是与品牌相关的想法、感觉、经验、信仰等,与消费者对品牌的再认和回忆、形成品牌形象和理解品牌象征性含义的能力有关。品牌认知的发展分为两个阶段,初期表现为出现品牌意识(品牌再认、品牌回忆)的发展出简单的品牌表征；后期进入品牌认知的高级阶段,即理解品牌的象征性含义。学界普遍认为,这个过程与人自身的认知能力和社会化发展紧密相连,学前期应被视研究的起步阶段。但由于学前儿童认知能力发展不足,品牌经验较少,国内外鲜有对3-5岁学前儿童品牌认知的系统研究,在已有研究中也经常存在因研究方法不当而导致的结果偏差。本研究选取国内3-5岁城市儿童为样本,对品牌认知发展的整体情况及影响发展的主要因素进行了研究。研究一研究了儿童品牌意识(品牌再认／回忆)的发展情况,以及广告接触程度与之的相关性。借鉴Valkenburg和Buijzen(2005)的实验,对被试的品牌意识进行测试；通过对家长进行问卷调查,对被试儿童基本信息和广告接触程度进行了解。将以上结果进行分析,即可得出二者是否存在相关性。研究二,研究学前儿童的品牌表征能力,以及品牌表征能力与执行功能的联系。该研究分为两部分,第一部分借鉴了McAlister (2010)的拼图任务,研究儿童的品牌表征能力；第二部分借鉴Cole和Mitchell (2000)的路径导航(Route Navigation)任务和Reid、Pein、Rothbart (1984)的手偶禁止(Puppet Inhibition)任务,对儿童的执行功能能力进行测试。将两部分实验数据进行回归分析,得出品牌表征能力与执行功能是否存在相关性。研究三,研究学前儿童对品牌象征的理解情况；以及品牌象征理解能力与心理理论之间的联系。该研究分为两部分,第一部分借鉴McAlister和Cornwell(2010)的品牌象征实验,就品牌质量感受、品牌使用人群的受欢迎程度以及品牌购买意图向儿童提出问题,以考察其品牌象征理解情况。第二部分借鉴Gopnik和Astington(1988)、Wellman和Liu(2004)和Baron-Cohen、Leslie和Frith(1985)的实验,考察了被试心理理论的发展情况。将两部分实验数据进行回归分析,可检验品牌象征性与心理理论之间是否存在相关性。综合研究结果,可得出以下结论：(1)3-5岁儿童的品牌认知能力随年龄发展而发展,具体而言,3-4岁发展缓慢且不稳定,5岁开始显著发展。3-5岁儿童已能较好掌握包括品牌再认和品牌回忆在内的品牌初级认知,并开始逐渐展现出包括品牌表征、品牌象征性在内的品牌高级认知能力。(2)3-5岁儿童在熟悉的品牌(往往是儿童品牌)上能最大程度地表现出自己的品牌认知水平。(3)3-5岁儿童品牌再认能力与广告接触程度情况成正相关。广告接触越多,品牌再认能力发展越好。而品牌回忆能力与广告接触程度无明显相关性。(4)3-5岁儿童品牌表征能力与执行功能的发展成正相关。执行性功能发展较好的儿童,品牌表征能力发展也较好。(5)3-5岁儿童品牌象征性能力的发展与心理理论发展成正相关,心理理论得到较好发展的儿童,品牌象征认知也发展得较好。
[Abstract]:Brand cognition is related to brand-related ideas, feelings, experiences, beliefs, and so on. It is related to the ability of consumers to recognize and recall the brand, form brand image and understand the symbolic meaning of the brand. Academics generally believe that this process is closely related to people's own cognitive ability and social development and should be regarded as the initial stage of research. However, preschool children's cognitive ability development is insufficient, brand experience is less, there is little for 3-5 years old at home and abroad. Systematic research on preschool children's brand cognition often leads to deviation of results due to inappropriate research methods. In this study, 3-5-year-old urban children in China were selected as samples to study the overall situation of brand cognition development and the main factors affecting the development of brand awareness. According to Valkenburg's and Buijzen's (2005) experiments, the subjects'brand awareness was tested, and the parents' basic information and the degree of advertising contact were understood through a questionnaire survey. There is a correlation between preschool children's brand representations and their executive functions. In the second study, preschool children's brand representations and the relationship between brand representations and executive functions were studied. Puppet Inhibition (1984) task and Reid, Pein, Rothbart (1984) task were used to test children's executive function. This study is divided into two parts. The first part uses the brand symbolism experiment of McAlister and Cornwell (2010) for reference to ask children questions about brand quality perception, brand users'popularity and brand purchasing intention in order to examine their brand symbolism understanding. Gopnik and stington (1988), Wellman and Liu (2004) and Baron-Cohen, Leslie and Frith (1985) were used to investigate the development of the theory of mind. Regression analysis of the two parts of experimental data can test whether there is a correlation between brand symbolism and theory of mind. Children's brand cognitive ability develops with age. Specifically, 3-4-year-olds develop slowly and unsteadily, and 5-year-olds begin to develop significantly. 3-5-year-olds have a good grasp of brand primary cognition, including brand recognition and brand recall, and begin to show brand high-level cognitive ability including brand representation and brand symbolism. (2) 3-5-year-old children showed their brand recognition level to the greatest extent on familiar brands (often children's brands). (3) 3-5-year-old children's brand recognition ability was positively correlated with the degree of advertising exposure. 4) There was a positive correlation between 3-5-year-old children's brand representation ability and the development of executive function.
【学位授予单位】：复旦大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.1

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