Imprinting, to biologists, is a rapid development of a response to a particular stimulus at an early stage of development. This is most commonly referenced to birds and their observed behaviour when newly hatched. In our research work with kids, we have borrowed that term because it best communicates the regularly observed ‘imprinting’ phenomenon, particularly in their responses to certain advertising and communication.
Our understanding of this new idea of ‘imprinting’ developed and grew after numerous observations of kids watching advertisements and viewing other communication materials. The patterns of behaviour did relate to their level of involvement with the advertising, but these patterns also hinted at something much deeper than merely ‘awareness’ and/or ‘enjoyment’. The concept of ‘imprinting’ became even more defined following work we did reviewing trailers of films with kids.
In all ads or ad concepts tested in our projects, qualitative success was determined by awareness (and remembering the story of the ad), the enjoyment and, most importantly, the kids’ ‘take-away’ of the key strategic message(s) of the communication.
Success of any kids’ advertisement would generally be measured by:
. the impact on market and category; and/or
• desire of kids to ask for product or purchase it themselves; and/or
• the stories mothers tell about their kids’ involvement with ads; and/or
• the success of products (sales)
However, we noted that the successful ads (later measured by their in-market success) had one or more of the following common behaviours:
• acting out parts of the advertisement;
• dancing/moving to the music;
• singing the songs; and
• imitating or copying behaviour or sounds or slogans or phrases/statements by the character(s) in the advertisements.
These, in fact, are key triggers of communication success with children, but also can be useful for communication to adults.
This understanding has dramatically changed the way we observe kids viewing ads or other communication ideas. We now actively look for imprinted behaviour, and can recognise these as likely success markers.
Maybe we can now find a better way to talk to kids about vegetables!