Consumer Socialization and the Role of Branding in Hazardous Adolescent Drinking

This study examines the relationship between alcohol marketing and consumer socialization to alcohol brands (assessed here using aided and unaided brand recognition and brand saliency), and the associated relationship between consumer socialization and hazardous alcohol consumption among a cohort of adolescents surveyed in Scotland. The research addresses gaps in the consumer socialization literature, by examining how marketing influences brand consumer socialization, and how brand consumer socialization influences subsequent hazardous consumption behavior over time, using a robust longitudinal design that assesses causal relationships while controlling for a wide range of important confounding variables. The results demonstrate the contribution of marketing to adolescents’ brand socialization to alcohol and the impact of this socialization on subsequent drinking behaviors. Implications for marketing managers, parents, policymakers, and consumer researchers are discussed, together with suggestions for future consumer research

A young child's use of multiple technologies in the social organisation of a pretend telephone conversation

This chapter contributes understandings of how a young child constructs her simultaneous use of multiple technologies so that her orientation to one occasions and informs her use of another. It illustrates the interplay between technologies as they are used by the child to socially organise and produce a pretend telephone call. Data are drawn from a video recording made by the child’s mother in their home. In the recording, the child views a Barbie™ YouTube video while simultaneously constructing a pretend telephone conversation with Barbie on a toy mobile phone. The sociological perspectives of ethnomethodology and conversation analysis are used to produce detailed descriptions of the child’s talk and embodied actions using the technologies. Analysis reveals how the interplay between technologies is developed in the child’s orientation, via gaze, gesture and talk, to each device. Discussion establishes that the child’s meaning-making of the video is integral to her construction of her telephone conversation. It highlights how the child displays interactional competencies and knowledge of how people interact over the phone to accomplish her social world