ABSTRACT
The development of theory is an important step in creating scientific thought. Defined as a systematic set of related statements, including law-like generalizations (Reynolds, 1971), theory can (and according to most, should) be used to guide empirical research (Hunt, 1983). It affords researchers a framework for developing, categorizing, and extending knowledge with respect to a particular phenomenon. Thus, theory, by definition, is applied, in that it is applied to a phenomenon that is distinct and unique from other domains (Fischer, 1975). The present effort was guided by the observations noted in Figure 1.1 of this text that advertising is a variable field, not a natural science, and has evolved as an area of study because scholars have shown an academic interest in it. Variable fields are largely applied and practical, and as a result are consistently evolving (Nan & Faber, 2004). Thus, while in this chapter we hope to propose a theory that is integrative and consistent, it is also likely that our conceptions of a theory of advertising to children will need to be altered over time. We propose in this chapter a set of components, i.e., empirical generalizations (to be explained below) that may represent what we know or think we know about advertising to children, though we do not intend that what follows is exhaustive. Philosophers of science note that theories may take a number of different forms. According to one classification system (Reynolds, 1971), theories may be presented in one of three basic forms: axiomatic, causal process, or as a set of laws. The axiomatic form, which is often used in basic disciplines such as mathematics, includes a set of definitions, propositions, and/or axioms that create a system of relationships and beliefs. The causal process form (often found in well-developed scientific disciplines such as chemistry) includes a set of interrelated definitions and statements that with either deterministic or probabilistic certainty, describe the effect of one or more independent variables on one or more dependent variables. Finally, the set-of-laws form involves the provision of an integrated set of well-supported empirical generalizations (EGs) with
a specific domain. EGs are statements that summarize the results of a number of several empirical studies. Reynolds (1971) suggests that the set-of-laws approach is a useful starting place for emerging disciplines to develop theory. Thus, given that theory development in advertising is in its developmental stage (e.g., Nan & Faber, 2004), in the present chapter we will use the set-of-laws approach to develop a theory of advertising to children. To this end, our chapter will present EGs about advertising and children, thus providing a good overview of theory development in this field.
