1985
DOI: 10.1080/00913367.1985.10672968
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Is it Always as Simple as “Keep it Simple!”?

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Cited by 25 publications
(13 citation statements)
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“…In fact, despite the recommendations of advertising educators and creative directors, simplicity may be too strongly valued. In a study that held constant levels of informativeness and concreteness while manipulating the readability level as measured by common indices (e.g., Dale-Chall Formula, Fry readability graph), Macklin, Bruvold, and Shea (1985) found that readability made no difference on attitudes toward the ad, brand, or purchase intent. "In short, 'Keep it simple!'…”
Section: Complexity In Advertisingmentioning
confidence: 99%
“…In fact, despite the recommendations of advertising educators and creative directors, simplicity may be too strongly valued. In a study that held constant levels of informativeness and concreteness while manipulating the readability level as measured by common indices (e.g., Dale-Chall Formula, Fry readability graph), Macklin, Bruvold, and Shea (1985) found that readability made no difference on attitudes toward the ad, brand, or purchase intent. "In short, 'Keep it simple!'…”
Section: Complexity In Advertisingmentioning
confidence: 99%
“…The very little advertising research that has utilized a psycholinguistic framework has focused on semantic issues such as abstract versus concrete words (Rossiter & Percy, 1978) and the misleading nature of copy that invites readers to make inferences (Harris, 1977;Harris, Dubitsky, &Bruno, 1983). One study investigated the effects of increasing the average reading level of advertising (Macklin, Bruvold, & Shea, 1985), but reading level was increased primarily through vocabulary, not sentence structure. At least one study has specifically addressed syntactic issues.…”
Section: Psycholinguistics and Advertising Researchmentioning
confidence: 99%
“…Likert items have also been employed by Duncan and Nelson (1985), Macklin, Bruvold, and Shea (1985), Messmer (1979), Sullivan (1990), Zinkhan, Locander, and Leigh (1986), and Zinkhan and Martin (1983). Typical response items include enjoyable, likable, persuasive, interesting, amusing, attractive, convincing, helpful, informative, and not clear.…”
Section: Measures/operationalizations Of Aadmentioning
confidence: 99%
“…College-aged students tended to evaluate ads more positively than did older, more mature adults. Macklin, Bruvold, and Shea (1985) observed an inverse relationship between individuals' education level and Aad; individuals with more education uniformly evaluated ads less positively. Kardes (1988) found some evidence that involvement may have a direct effect on Aad, though other studies have documented that involvement (or processing goals) interact with such things as source identification (Homer and Kahle 1990), source expertise (Higie, Feick, and Price 1991) and retrieval cues (Keller 1991) in influencing Aad.…”
mentioning
confidence: 91%