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 Contents vii

The Uses of Secondary Research 55

Advantages of Secondary Research 59
Limitations of Secondary Research 60
Evaluating the “Goodness” of Secondary Information 61
Locating Secondary Information 62
Non-indexed Online Sources 62
Indexed Online Sources: Search Strategies 63
Beyond the General Search Engines 69
Staying Current 70
E-mail Newsletters 70
Newsletter Publishers 70
Whitepapers, Research Reports, Webinars, and
Presentations 72
Applying Chapter Concepts 74
Summary 75
Review Questions 75
Application Exercises 76
Endnotes 77

Chapter 4 Sampling 79
An Overview of Sampling 80
Random Sampling and Quantitative Research 81
Sample or Census 81
Define Target Population 83
Select Sampling Method 87
Sample Frame 87
Types of Probability Sampling 88
Sample Size in Random Samples 96
Sample Selection Bias in Probability Samples 99
Nonprobability Sampling and Quantitative Research 102
Convenience Sampling 102
Judgment Sampling 103
Quota Sampling 104
Snowball Sampling 104
Sample Size in Nonprobability Samples 105
Sample Selection and Qualitative Research 106
Sample Size 107
Applying Chapter Concepts 107
viii Contents

Summary 107
Probability Sampling 108
Nonprobability Sampling 108
Review Questions 109
Application Exercises 109
Theory Underlying Sample Size Determination 113
Sample Size When the Estimate Is a Proportion 113
Sample Size When the Estimate Is a Mean 116
Endnotes 117

PART III Qualitative Research

Chapter 5 Collecting Qualitative Insights 119

Personal and Focus Group Interviews 121
Personal Interviews 121
Focus Groups and Minigroups 122
Approaches to Collecting Qualitative Insights 123
Direct Question Types 123
Projective Techniques 127
Techniques Using Verbal Stimuli 128
Techniques Requiring Imagination or Scenarios 130
Pictures as Stimuli 131
Process Techniques 134
The Qualitative Interview 139
Active Listening and Probes 141
Setting the Right Environment 142
Summary 144
Review Questions 145
Application Exercises 146
Endnotes 148

Chapter 6 Focus Groups 150

Planning for Focus Groups 152
Select a Moderator 152
Brief the Moderator 153
Prepare, Evaluate, and Revise Discussion Guide 154
Determine Group Characteristics 156
Determine the Number and Location of Required Groups 157
 Contents ix

Select the Facility 158

Schedule Groups, Specify Sample, and Recruit Participants 158
Conduct the Groups 160
Assess Group Success and, If Necessary, Revise the Discussion
Guide 162
Analyze and Present Findings; Apply Findings to Decision
Making 162
Viewing Focus Groups 163
Online Focus Groups 164
Applying Chapter Concepts 166
Summary 168
Review Questions 169
Application Exercises 169
Endnotes 171

Chapter 7 Analysis of Qualitative Data 173

Activities Conducted Prior to Data Examination 174
Review Problem Definition and Informational Needs 174
Evaluate the Sample and Note Any Limitations 175
Data Examination 176
Understand the Intensity of Respondents’ Feelings and Points of
View 177
Understand the Respondent, Not Individual Responses 177
Review with a Critical Eye and Ear 178
Reflection 179
Theme Identification, Analysis, and Revision 179
Theme Development 180
Coding Data According to Themes 181
Examining Relevant Data 181
Theme Evaluation and Revision 182
Relating Individual Themes to Form Metathemes 183
Serendipitous Discoveries 183
Evaluating the Analysis 184
CAQDAS: Computer-Assisted Qualitative Data Analysis
Software 185
Summary 186
Review Questions 187
Application Exercises 187
Endnotes 189
x Contents

PART IV Quantitative Research

Chapter 8 Observation Research: Human and Automated 190
Human Observation 191
Qualitative or Quantitative? 192
Types of Human Observation 193
Human Observation: Case Examples 196
Automated Observation 199
Observing Online Behaviors 199
Observing Offline Behaviors 203
Observing Consumer-Generated Media 203
Applying Chapter Concepts 213
Video Consumer Mapping Study 213
Campaigning with Social Media 216
Summary 216
Review Questions 217
Application Exercises 217
Endnotes 219

Chapter 9 Observation Research: Biometrics 221

Eye Tracking 222
Application of Eye Tracking to Advertising Planning 224
Application of Eye Tracking to Evaluation and Revision of
Advertising Creative 228
Combining Eye Tracking with Retrospective Interviews 230
Combining Eye Tracking with Facial Coding and Verbal
Response 231
Additional Examples of Eye Tracking Applications to
Advertising 232
Neuromarketing 232
fMRI: Activation of Specific Brain Areas 234
Overall Brain Activation (EEG) Plus Physiological Measures 236
Exclusive Reliance on Physiological Measures 238
Alternative Views 238
Applying Chapter Concepts 239
Tobii Technology Eye Tracking Cases 239
Etre Web Site Analysis 240
One to One Insight: Emotion, Engagement, and Internet
Video 240
 Contents xi

MindSign fMRI Advertising Test of Virgin Mobile Phones

“Fantastic Journey” 241
Summary 241
Review Questions 242
Application Exercises 242
Endnotes 243

Chapter 10 Data Collection Through Surveys 246

Methods of Collecting Survey Information 247
Personal Interviews 247
Telephone Interviews 248
Mail Surveys 249
Online Surveys 253
Hybrid (Mixed-Mode) Surveys 253
Criteria for Selecting a Data Collection Method 254
Cost 254
Timing Requirements 255
Sample, Interview, and Administrative Control 255
Informational Needs 256
Complexity of the Topic and Questionnaire 256
Interview Length 257
Response Rate, Nonresponse Rate, and Nonresponse
Error 258
Causes of Nonresponse Errors 260
Improving Response Rate to Reduce Nonresponse Error 260
Summary 264
Review Questions 264
Application Exercises 265
Endnotes 266

Chapter 11 Measurement 268

The Measurement Process 269
Task One: Identify and Define the Concept of Interest 269
Stage Two: Specify an Observable Event 274
Stage Three: Evaluate and Revise the Observable Event 284
Reliability and Validity: An Overview 285
Assessing Reliability 285
Assessing Validity 287
xii Contents

Summary 288
Review Questions 289
Application Exercises 289
Endnotes 291

Chapter 12 Writing Survey Questions 292

Writing Closed-Ended Survey Questions 293
Nominal Level Questions 293
Ordinal Level Questions 299
Interval Level Questions 300
Ratio Level Questions 305
Developing Open-Ended Questions 306
Considerations in Question Development 307
Question Writing: An Evaluation 309
Applying Chapter Concepts 314
Razorfish Digital Brand Experience Report/2009 315
People From Cossette 315
Summary 316
Review Questions 317
Application Exercises 317
Endnotes 322

Chapter 13 Questionnaire Design 323

Determine the Data Collection Method 325
Determine the Need for Disguise 325
Create Questionnaire Components 326
Introduction 326
Screener 327
Main Body 330
Classification 331
Physically Prepare the Questionnaire 331
Self-Administered Questionnaires 331
Online Questionnaires 333
Transitions 335
Interviewer and Respondent Instructions 335
Internal Evaluation 339
Pretest the Questionnaire 339
Prepare Field Support Materials 342
 Contents xiii

Applying Chapter Content 342

VERB Campaign Evaluation 342
Generation Next 344
Summary 345
Review Questions 345
Application Exercises 346
Endnotes 359

Chapter 14 Experimentation 361

Surveys Versus Experiments 362
The Characteristics of Experiments 364
Independent and Dependent Variables 365
Requirements for Causality 365
Problems Affecting Internal Validity 367
Premeasurement and Interaction 367
Testing 368
Instrumentation 368
Maturation 369
Selection and Mortality 370
History 371
Researcher Bias 371
Experimental Design 372
Quasi-Experimental Designs 372
True Experimental Designs 377
More Complex Experimental Designs 381
Conducting Experiments Online 384
Internal Validity: A Broader View 384
External Validity 386
Applying Chapter Concepts 387
IAB Advertising Effectiveness Study 387
Massive Video Game Advertising Test 388
Summary 389
Review Questions 390
Application Exercises 391
Endnotes 393

Chapter 15 Descriptive Statistics 395

Basic Math and Key Measures 396
Percentage 396
xiv Contents

Average 396
Median and Mode 398
Standard Deviation 399
Making Certain You Have Good Data 404
Data Review, Decisions, and Editing 404
Data Analysis for Specific Question Types 406
Classification, Checklist, and Other Nominal Level
Questions 408
Checklist Questions 411
Ranking and Other Ordinal Level Questions 414
Rating Scales and Other Interval Level Questions 415
Constant Sum and Other Ratio Level Questions 417
The Importance of Subgroup Analysis 418
Data Analysis in Action 420
The Situation 420
The Analysis 420
Conclusion 426
Summary 426
Review Questions 426
Application Exercises 427
Endnotes 431

Chapter 16 Inferential Statistics 433

Statistical Significance 434
Making Judgments about A Single Measure from One Sample 436
Comparing a Sample Average to a Population Average 437
Comparing a Sample Proportion to a Population Proportion 439
Examining the Internal Characteristics of a Single Sample 440
Making Judgments about a Single Measure from Two or More
Independent Samples 441
Comparing Two Means 441
Comparing Three or More Means 443
Factorial Designs: Making Judgments about the Simultaneous
Influence of Two or More Variables 445
Neither Factor Is Significant, No Interaction Between
Factors 446
One Factor Is Significant, No Interaction Between Factors 447
One Factor Is Significant, There Is an Interaction Between
Factors 449
 Contents xv

Two Factors Are Significant, No Interaction Between Factors 451

Neither Factor Is Significant, There Is an Interaction Between
Factors 452
Making Judgments about the Relationship between
Two or More Measures 453
Correlation 453
Chi-Square 456
A Caution Regarding Statistical Tests 457
Summary 457
Review Questions 458
Application Exercises 459
Theory Underlying Statistical Significance 461
The Normal Curve 461
The Standard Normal Curve, Standard Deviation and Area Under
the Curve 462
Area Under the Curve and Probability 463
Hypothesis Testing 463
Endnotes 466

PART V Applied Topics

Chapter 17 Segmentation 468
How Advertisers Use Segmentation 471
Criteria for Selecting Segments 473
Variables Used in Segmentation 474
Demographic Segmentation 474
Geographic Variables 476
Psychographic Variables 477
Category and/or Brand-Related Attitudes and Behaviors 480
Conducting Original Segmentation Research 482
Explicitly State the Research Question(s) 482
Identify the Range of Classification and Descriptive
Variables 482
Reduce the List of Segmentation and Descriptive
Measures 484
Sample and Survey the Population 484
If Necessary, Reduce the Data to a Manageable Number of
Factors or Dimensions 485
Use the Classification Variables to Form Segments 485
xvi Contents

Describe Segments Using Descriptive Variables 487

Create a Summary Sheet, Narrative or Persona for Each Segment 487
Evaluate Segments for Communication Priority 491
Syndicated Approaches to Segmentation 491
Psychographic Segmentation: VALSTM 493
Category and Brand Usage Behaviors 497
Geodemographic Segmentation 502
Applying Chapter Concepts 503
A Typology of Information and Communication Technology
Users 503
Generation C 506
Summary 506
Review Questions 508
Application Exercises 509
Endnotes 512

Chapter 18 Brand Mapping 515

Perceptual Maps 516
What Perceptual Maps Tell Us 516
Constructing a Perceptual Map 518
Perceptual Maps and Advertising Strategy 524
Correspondence Maps 529
Application to Advertising Strategy 530
Brand Concept Maps 531
Elicitation 532
Mapping 532
Aggregation 532
Application to Advertising Decision Making 533
Additional Considerations in the Use of Perceptual,
Correspondence, and Concept Maps 537
Perceptual Maps for the Same Brands Often Change Across
Different Consumer Segments 538
Comparing Current and Potential Customers Contributes to
Strategic Decision Making 538
Before and after Maps Can Track Advertising Impact 538
Summary 542
Review Questions 542
Application Exercises 543
Endnotes 545
 Contents xvii

Chapter 19 Advertising Testing: Concept and Communications Tests 546

Concept Tests 547
Product and Non-Product Focused Concept Tests 547
Preparing Stimulus Materials for a Concept Test 551
Communication Tests 552
Reasons for Communication Research 552
Preparing Stimulus Materials for a Communication Test 555
Approaches to Data Collection 555
Custom or Syndicated Options 556
Measurement in Message Concept and Communication Tests 556
Introduction: Setting the Stage 557
Show Concept or Execution 567
Spontaneous Initial Reactions 567
Essential Message 567
Reactions to the Message 568
Affective Reactions 568
Message or Execution Specific Issues 569
Attitudinal and Behavioral Impact 569
Analysis of Concept and Communication Test Data 569
Data Summarization 570
Finding Relationships Among Measures 574
Applying Chapter Concepts 578
Healthy Eating 578
Secondhand Smoke 579
Summary 581
Review Questions 582
Application Exercises 582
Endnotes 591

Chapter 20 Post-Production Advertising Testing and Optimization 593

Copy Testing Research 594
Copy Testing Television Advertising 594
Evaluating Alternative Copy Testing Methodologies 596
Split-Run Tests 597
Split-Run Test Design 597
Split-Run Test Data Analysis 600
A/B Tests 600
A/B Test Data Analysis 602
xviii Contents

Additional A/B Test Considerations 602

Limitations of A/B Testing 605
Full Factorial Designs 605
Multivariate Testing 608
An E-mail Multivariate Test 608
Advantages and Limitations of Multivariate Testing 610
Campaign Evaluation 612
Considerations in Campaign Evaluation 612
Applying Chapter Concepts 615
Mapes and Ross Natural Exposure Copy Test 615
National Tobacco Youth Campaign Evaluation 616
Summary 617
Review Questions 618
Application Exercises 619
Copy Testing from a Legal Perspective 625
Universe Definition and Sample Selection 626
Research Design and Use of Control Groups 627
Questionnaire Design and Question Formats 629
Interviewer Qualifications, Training, and Techniques 630
Data Analysis and Presentation 630
Research Project Administration 631
Endnotes 632

Chapter 21 Reporting Research 635

Characteristics of Good Report Writing 636
Clarity and Conciseness 636
Completeness 638
Coherence 638
Care 638
The Need for Review 639
The Written Research Report 640
Title Page 640
Table of Contents and List of Illustrations/Figures 640
Executive Summary 641
Background 643
Methodology 645
Findings 646
Conclusions 647
 Contents xix

Recommendations and Next Steps 647

Appendices 647
The Oral Research Presentation 647
Improving Powerpoint or Similar Slide-Based Presentations 648
The Researcher As Presenter 650
Using Tables and Charts Effectively 651
Considerations for all Tables and Charts 651
Numeric Tables 654
Bar Charts 654
Pie Charts 657
Line Charts 659
Software Options for Chart Creation 600
Special Considerations for Presenting Qualitative Data 661
Applying Chapter Concepts 662
Summary 663
Review Questions 663
Application Exercises 664
Endnotes 665
Index 667
 PREFACE TO THE SECOND EDITION

Advertising was on the cusp of a metamorphosis when the first edition of Advertising
Research: Theory and Practice was published. Most recognized that advertising was under-
going significant change but, in retrospect, predictions of the future were nowhere near as
breathtaking as the developments we have witnessed. Few predicted the essential impor-
tance of online advertising. The recognized value of social networks, consumer-generated
media, mobile advertising, in-video game advertising, and viral video was still to come.
Many did, however, acknowledge the increasing need for well-designed, insightful research
to help advertisers make decisions regarding the best use of these emerging advertising
options. This book is an attempt to help students better understand how research performs
this role: helping advertisers best make decisions with regard to strategy, target audiences,
and creative in an increasingly complex consumer and media environment.

CHANGES TO THE TEXT

This book covers many of the same topics as the first edition, but it is more than just an
update. While all of the carry-over chapters from the first edition have been significantly
rewritten, new chapters have been added to respond to recent developments in advertis-
ers’ behaviors as well as changes and advancements in research design and methodology.
Some of the original chapters that addressed issues now of secondary importance to
advertisers have been dropped.
This edition shows marked differences from the first edition in four areas.
First, the text itself has been completely rewritten and edited to increase clarity.
Students over the years have commented on the “density” and “formality” of the first edi-
tion. This text, without sacrificing important content, makes a conscious effort to commu-
nicate this content in a way that is much more student-friendly. The text also contains
significantly more examples and elaborated discussion versus the first edition. Beyond
the revisions to the written text, this edition takes a more visual approach to communicat-
ing key concepts. Almost all graphics and visuals from the first edition have been revised
to better illustrate key points, and a significant number of new graphics have been added.
Second, all of the research examples have been updated with an eye toward
increasing not only currency but also student relevance. New research has not simply
been substituted for older research. Rather new research that relates to topics of student
interest—social media, online advertising, viral video, video game advertising, and e-mail
advertising—has been combined with contemporary examples from traditional media.
Along these same lines, brands, products, and situations more likely to be of interest to
students have been substituted for many of the examples used in the first edition.
Third, new developments in methodology have been addressed. The manner by
which research information is collected has changed over the past decade, with increas-
ing amounts of research being conducted online. In response, the text extends traditional
topics such as sampling, question writing, and questionnaire design to online research. In
addition, entirely new sections have been added to address online research ethics and

xx
 Preface to the Second Edition xxi

online qualitative research. Beyond this, new methodological approaches have been
developed since the first edition. Chapters 8 and 9, for example, go beyond cursory dis-
cussions of observation research to provide an in-depth discussion of new observational
techniques that use computers to observe human behavior (especially in the online envi-
ronment) and biometric observation that uses eye tracking, physiological measures, and
brain waves to explore consumers’ responses to advertising. Finally, recent developments
in brand mapping, segmentation, advertising testing, and advertising optimization via
multivariate research are also addressed.
Fourth, to assist student learning, review questions and application exercises have
been completely rewritten. The review questions ask students to locate or recall informa-
tion presented in a chapter. The application exercises are designed to encourage student
engagement with chapter content. Many of the application exercises do not have a single
correct answer, but rather are written in a way that encourages students to identify and
then evaluate the strengths and weaknesses of potential actions and resulting decisions.
Additionally, the application exercises that accompany the supplemental readings encour-
age students to critically evaluate real research projects.

TO THE STUDENT
Many students enter a research class believing the following:
• Learning about research is useless and unnecessary unless you want to be a
researcher.
• Research is the same as number crunching; research and statistics are one and the
same.
• Research is the antithesis of creative.
Over the course of a semester, I try to show my students that each of these statements is,
in fact, false. This text is my attempt to convince you of the same.

Research Touches Everyone

As an advertising professional, you will encounter and use research in one of two ways.
If you decide to become a research specialist, you will be responsible for the planning,
execution, analysis, and presentation of research findings. It will be your job to provide
the information others need to make the best advertising- and marketing-related deci-
sions. However, if you decide to take a different position, you will be a research user. You
will use the information gathered by others to help you make better decisions and to help
you do your job more efficiently and successfully.
In short, regardless of the type of position you take, you will either be a user or a
creator of research. Advertising Research: Theory and Practice will help you in both
capacities. This text will teach you how to use and design research. You will also learn
how to evaluate the soundness of information gathered by research, how to evaluate the
appropriateness of various research techniques for different information needs, and how
to interpret and apply research findings. Most important, you will learn that better adver-
tising decision making occurs when you are able to support your professional judgment
with research insights.
xxii Preface to the Second Edition

Research Is Not the Same As Number Crunching

Not all research is numeric. Focus groups and similar forms of research do not even use
numbers to summarize the research findings. Quantitative research, on the other hand,
entails numeric calculations and, when appropriate, the application of statistical tech-
niques. However, these are only the tools one uses to find out what the numbers mean
and imply for the decisions that need to be made. The value of research lies not in num-
ber crunching but in interpretation. Computers can quickly do the math. However, com-
puters cannot tell us what the numbers mean nor what their implications are for the
decisions that must be made. Thinking, insightful people are needed to bring meaning to
the numbers. As a consequence, successful advertising researchers are not necessarily
those who are good at math. Successful advertising researchers are those individuals who
are good at thinking, finding patterns, and explaining what a finding means as opposed
to what it says.
This edition of Advertising Research: Theory and Practice emphasizes the interpreta-
tion of research. It views numeric analyses as a means to the discovery of insights, rather
than an end in themselves. This is seen in both the text itself and in the research reported
in the online supplemental readings. You will see that numeric analyses are absent in many
of these research studies and in others only basic math is used to analyze the data. In all
cases, however, it is the interpretation of the data that provides the value of the research.

The Best Research Is Creative Research

The planning, conduct, analysis, and presentation of research are creative processes. As
you read the text and the supplemental readings, you will see that it takes a great deal of
creativity to clearly identify a research problem, design the most appropriate research,
create the most useful questionnaire or interview guide, and analyze and present the find-
ings in a way that maximizes the usefulness of those findings to decision makers. It is
easy to design bad research. It is easy to present research findings that decision makers
ignore because the findings are viewed as simplistic or irrelevant. Creative research is
much more difficult to design, interpret, and present, but the findings and insights pro-
vided by creative research are welcomed and valued. Advertising Research: Theory and
Practice provides you with the knowledge and skills that you need to be a creative
research end user or designer. Each chapter, as well as the supplemental readings, pro-
vides numerous examples of the creative side of research.

Reading the Text

Every attempt has been made to make the information in Advertising Research: Theory
and Practice useful, accessible, and understandable. Nevertheless, some content is by its
very nature difficult to understand. With this in mind, it is recommended that you begin
each chapter at its end. Read the review questions before you read the chapter. This will
help you identify key terms and concepts. Then read the application exercises. This will
help you understand the type of situations to which the chapter content is applicable.
Then read the chapter. Finally, answer the review questions and any application exercises
that you are assigned. Your postreading performance on the review questions and appli-
cation exercises will help you distinguish between concepts you have successfully
learned and those that you need to review. Finally, conclude each chapter with relevant
 Preface to the Second Edition xxiii

online supplemental readings. This will help you most clearly see how chapter content
applies to real world situations.

TO THE INSTRUCTOR
Advertising Research: Theory and Practice is divided into five parts. This organization of
the text, coupled with its breadth of coverage, provides a great deal of instructor flexibil-
ity with regard to which topics are covered over the course of a semester and the order
in which topics are presented. Additionally, the reports and presentations provided in the
online supplemental readings allow instructors to develop multiple assignments to reflect
their own course priorities.
Parts I and II provide an introduction to issues related to all research. The discus-
sion in Part I provides a framework for the planning and conduct of research (Chapter 1)
and introduces students to ethical considerations in research, paying particular attention
to research ethics in an online environment (Chapter 2). Section II discusses sources of
information in research: secondary information (Chapter 3), and samples and sampling
(Chapter 4).
Part III focuses on qualitative research. Chapter 5 provides a detailed discussion of
approaches to the collection of qualitative data, introducing the student to a broad range of
qualitative data collection techniques including qualitative interviewing, projective tech-
niques, repertory grid, and laddering. Chapter 6 discusses the planning and conduct of focus
groups, while Chapter 7 provides detailed guidance for the analysis of qualitative data.
The nine chapters in Part IV compliment the qualitative discussion with a focus on
quantitative research. The section begins with two chapters on observation research.
Chapter 8 discusses human and automated observation of consumer behavior, with signifi-
cant discussion focused on relating the observation of online behaviors to advertising deci-
sion making. Chapter 9 explores the increasing use of biometric research by advertising
decision makers and discusses eye tracking, brain wave analysis and combined physiologi-
cal approaches. Chapters 11 through 13 focus on data collection. After a discussion of mea-
surement and related issues (Chapter 11), the discussion continues with a focus on how to
phrase and construct survey questions (Chapter 12) and questionnaire design (Chapter 13).
The discussion of experimentation (Chapter 14) is followed by two chapters that address
quantitative data analysis through descriptive and inferential statistics (Chapters 15 and 16).
Part V, the concluding section, focuses on topics of specific interest to advertisers and
advertising researchers. Topics include segmentation (Chapter 17), brand mapping includ-
ing perceptual mapping (Chapter 18), concept and communication testing (Chapter 19),
and post-production advertising testing and optimization (Chapter 20). The section con-
cludes with a discussion of how to best prepare and present research findings (Chapter 21).

TEACHING AIDS

PowerPoint Presentations (0132128349)

A comprehensive set of PowerPoint slides that can be used by instructors for class pre-
sentations or by students for lecture preview or review is available.
xxiv Preface to the Second Edition

Instructor’s Manual (0132128330)

A complete instructor’s manual, prepared by the author, can be used to prepare lecture or
class presentations, find answers to the end of chapter application exercises and even to
design the course syllabus.

Test Item File (0132835746)

The test bank for the 2nd edition contains over 50 questions for each chapter. Questions
are provided in multiple-choice and true/false format. Page numbers corresponding to
answers to the questions are provided for each question.
This Test Item File supports Association to Advance Collegiate Schools of Business
(AACSB) International Accreditation. Questions in the Test Item File were prepared with
the AACSB learning standards in mind. Where appropriate, the answer line of each ques-
tion indicates a category within which the question falls.1 This AACSB reference helps
instructors identify those test questions that support their learning goals.

WHAT Is the AACSB? AACSB is a not-for-profit corporation of educational institutions,

corporations, and other organizations devoted to the promotion and improvement of
higher education in business administration and accounting. A collegiate institution offer-
ing degrees in business administration or accounting may volunteer for AACSB accredita-
tion review. The AACSB makes initial accreditation decisions and conducts periodic
reviews to promote continuous quality improvement in management education. Pearson
Education is a proud member of the AACSB and is pleased to provide advice to help you
apply AACSB Learning Standards to any of your courses.

What Are AACSB Learning Standards? One of the criteria for AACSB accreditation is the
quality of the curricula. Although no specific courses are required, the AACSB expects a
curriculum to include learning experiences in such areas as:
• Communication abilities
• Ethical understanding and reasoning abilities
• Analytical skills
• Use of information technology
• Dynamics of the global economy
• Multicultural and diversity understanding
• Reflective thinking skills
These seven categories are AACSB Learning Standards. While all of these categories
are (to a greater or lesser extent) applicable to instruction in advertising research, the sev-
eral that focus on ethics, reasoning, analytical, and thinking skills directly reflect the text's
orientation regarding the interpretation and applied use of research. Questions that test

1
Please note that not all test questions will indicate an AACSB category
 Preface to the Second Edition xxv

skills relevant to these standards are tagged with the appropriate standard. For example,
a question testing the moral questions associated with conducting research with children
would receive the Ethical understanding and reasoning abilities tag.

How Can I Use These Tags? Tagged questions help you measure whether students are
grasping the course content that aligns with AACSB categories. In addition, the tagged
questions may help to identify potential applications of these skills. This, in turn, may
suggest enrichment activities or other educational experiences to help students
achieve these goals.

TestGen Test Generating Software

Pearson Prentice Hall’s test-generating software is available from the Instructor Resource
Center Online (www.pearsonhighered.com).

• PC/Mac compatible; preloaded with all of the Test Item File questions
• Manually or randomly view test bank questions and drag and drop to create a test
• Add or modify test bank questions using the built-in Question Editor
• Print up to 25 variations of a single test and deliver the test on a local are network
using the built-in QuizMaster feature

Companion Website Featuring Supplemental Readings (0132576600)

At http://www.pearsonhighered.com/davis, instructors and students can click on the
Companion Website link to access the supplemental readings for this text.
The one universal comment most commonly heard from both students and their
instructors is “show us how this applies to the real world.” This text, more so than any
other research text, responds to this comment with its supplemental readings. The
Companion Website for Advertising Research: Theory and Practice is home to excerpts
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“Take it, Sir Knight, and mayst thou bear it back to Burgundy in
memory of me!”

That Rüdiger so courteously,

Did give away his shield,
Filled many an eye with gentle tears,
And to their hearts appealed.
It was his last and dearest gift;
No more could bold knight crave
In token of the courtesy
Of Rüdiger the brave.

However grim Sir Hagen was,

Or ill-disposed in mind,
The generous gift which Rüdiger
So noble and so kind,
When near his end had given him,
His stubborn heart subdued;
While many a lofty knight did sigh,
As that brave act he viewed.

Said Hagen: “May the Lord of Heaven

Sir Rüdiger protect!
When he shall die, his like on earth
We may no more expect:
For he to homeless, shieldless knight
His own defence did give;
May God vouchsafe that when no more,
His virtues still shall live!”

Then he added: “As for thyself, brave Rüdiger, though thou shouldst
slay us every one, yet never shall this sword be raised against thy
life.” And this stout Volker also swore.
Seizing his arms, Rüdiger rushed upon the Burgundians and the
strife began once more. Hagen and Volker stood aside, nor did
Giselher seek to meet his sword; but deep were the wounds it dealt,
and many the knights that fell before it. Rüdiger’s liegemen followed
him, and soon the hall was filled with the din of battle.
When Gernot saw the terrible havoc Rüdiger’s sword wrought
among the Burgundians, he shouted: “I pray thee, cease, Sir
Rüdiger! Now must I seek vengeance for my true liegemen thou hast
slain and thereby turn thy gift against thyself!”
Therewith they cut their way through the press of battle till they stood
face to face. Fast fell the strokes of sword on shield and helm, till
Rüdiger, whirling his sword aloft, smote Gernot; and as Gernot
received his death wound he grasped his sword with both hands and
dealt Rüdiger the mightiest blow that ever he had struck. Both
heroes fell, slain at the same moment by each other’s hands.
When Hagen saw this, his wrath was terrible to behold, and he
swore Rüdiger’s men should pay dearly therefor, while loud were the
lamentations of the princes for the death of their brother. Mad with
fury now, they rushed upon the foe, nor was it long ere the last man
lay dead.
Now once more there was silence, and those who were left of the
Burgundians laid aside their arms to rest them after the fierce
struggle. Meanwhile Etzel and Kriemhild waited without, expecting
each moment to see Rüdiger come forth with word that the
Burgundians were slain. But when all grew still again she began to
doubt that hero, and cried aloud that he had deceived her and made
peace with her foes. Whereat Volker shouted wrathfully: “If I dared to
give the lie to lady such as thou, O Queen, I would right willingly! So
loyally hath Rüdiger kept faith with thee that here he lieth dead with
all his knights. An thou art loath to trust my word, then may thine own
eyes banish doubt.”
Therewith the body was borne out by four knights and laid upon the
stairs. When Etzel beheld this, he cried aloud with grief, while from
all the Huns arose such wails and plaints of woe that they spread far
beyond the court, and tower and hall reëchoed with the cries.
 Chapter XXXII
Hildebrand and Dietrich

NE of Dietrich’s knights heard the doleful sound and

hastened to his master, crying: “I pray thee, lord, give ear!
Etzelburg gives forth such cries of woe and lamentation as
never yet have I heard. I fear the Burgundians have slain
the King or Kriemhild!”
The knights all sprang to their feet, with swords aloft, but Dietrich
said: “Draw not your swords, my faithful liegemen, nor judge too
rashly those of Burgundy, for I have peace with them. Stern
necessity has compelled them to do much that they have done.”
Then stepped forth Wolfhart, the boldest and fiercest of the knights.
In former days he had met Hagen in battle and sorely wounded him,
and now he sought leave to go and learn what had befallen. This
would not Dietrich grant, however, for he feared lest the fiery
Wolfhart should affront the Burgundians with too hasty words. He
despatched Helferich instead, who soon returned with the grievous
news of Rüdiger’s death. Horror-stricken, Dietrich cried: “God forbid
that such report should be true! Sir Rüdiger always held yon heroes
dear in his regard, as well I know. How then could he have earned
such reward of them?”
Wolfhart shouted furiously: “Now, by my faith, an they have slain that
chief who hath done us many a service, they shall die,—aye, every
man!”
Thereupon Dietrich bade the ancient Hildebrand go to the
Burgundians and learn more nearly of the matter, while overcome
with grief he sat by the window to wait his return. As Hildebrand was
about to depart, Wolfhart cried: “Nay, go not thus unarmed, good
master, or perchance yon haughty chiefs will send thee back with
insult. But an they see thou canst defend thyself, then they will spare
thee such attack.”
So the old hero donned mail and helm, and taking his sword and
shield, rode forth. But the knights all followed, likewise fully armed;
and when he asked the cause thereof, they said they would not that
he came to harm. Meanwhile the Burgundians had borne the body of
Rüdiger back within the hall; and as Volker spied Hildebrand and the
knights, he warned his comrades of their approach. Whereupon
Günther and Giselher strode to the window, Hagen following.
The warriors drew rein in the courtyard, while Hildebrand lowered his
shield and asked in Dietrich’s name if it was indeed true that they
had slain Sir Rüdiger. For such foul wrong, he added, might not go
unavenged.
Hagen replied: “Heartily do I wish, Sir Hildebrand, that thou hadst
been deceived. Yet it is true, alas! Noble Rüdiger lies dead in this
hall, nor can his loss be bewailed too deeply!”
Then arose a great cry of woe from Dietrich’s band, and many a
bearded warrior’s cheeks were wet with tears.
For sobbing, noble Hildebrand
No question more could ask:
Said he: “Now, knights, perform the will
Of him who set the task!
Give us, from out the hall forthwith
Sir Rüdiger again,
Whose death is cause of so much grief
To all these warlike men.
That we repay by obsequies
His martial feats of yore
And noble friendship shown to us,
Now lost forevermore.”
And Günther consented to this; but Wolfhart, who could no longer
contain his wrath, demanded with threatening gestures how long
they were to beg and wait for what they sought. Volker replied that
none should bring it to them now; if they would have Rüdiger’s body
they must come with their swords and fetch it themselves from out
the hall. He added: “Such service, methinks, were but Sir Rüdiger’s
due.”
Furious at this, Wolfhart would have rushed at Volker, but Hildebrand
withheld him by force. “Nay—curb thy headlong wrath! or thou wilt
surely bring disgrace upon us all!”
“Let loose, good master Hildebrand,
That lion of rash mood,
That he may come within my reach!”
So said the minstrel good,
“And though he may have slain a host
Of valiant knights before,
I’ll smite him such a stinging blow
That he’ll reply no more.”
These words filled Dietrich’s men with rage, while Wolfhart with a
fierce shout tore himself free and like a raging lion leapt upon his foe,
followed by all the knights. But old Hildebrand was there before him,
“for since to fighting it must come—himself would be the first.”
Straight on Hagen he rushed, and therewith arose a mighty clashing
of sword on shield, while the sparks flew in showers. Yet soon were
they parted by the tide of battle that surged about them. So terrible
was the din, it was as that of a thousand forges. Bravely did they
fight on either side, but Günther and Giselher, Hagen and his brother
Dankwart, and Volker, outdid all the rest. Now Hildebrand saw Volker
slay Sir Dietrich’s kinsman Siegestab, and thirsting for vengeance,
the old warrior sprang upon him. Not long could he withstand such
furious onslaught, and soon thereby did the brave minstrel meet his
end. At the same moment also was Dankwart slain by Helferich.
When Hagen saw both Volker and his brother dead, he swore most
fearfully to avenge their fall, and therewith he rushed into the thickest
of the fray, slaying right and left, and smiting so fiercely that all his
former efforts seemed but as play.
But stout heroes were not lacking among Dietrich’s warriors, and
surely was there never seen so mighty and so dire a combat. Thrice
had the fiery Wolfhart encircled the hall, hewing down all before him,
when he encountered Giselher. Fiercely the young prince sprang at
him, and so truly and so mightily he smote that his sword clove
Wolfhart’s shield and hauberk. Yet summoning all his strength, the
dying hero dealt Giselher too his death stroke so that he fell lifeless
at his feet. When Hildebrand saw his nephew Wolfhart fatally smitten
he sprang quickly to his side and sought to bear him from the hall.

Then said the wounded-unto-death:

“Kind uncle, all is o’er!
No help canst thou or any one
Render to Wolfhart more.
One parting word I leave with thee—
Beware of Hagen’s brand;
He has in heart and arm a power
That nothing may withstand.

“If that my friends, when I am dead,

Do weep and mourn for me,
Then to my best and nearest kin
Say, with much clemency,
That they desist from heart-lament,
Nor of my fall complain,
For that I found a glorious death
And was by king’s hand slain.”

And therewith he died.

At last, in all the great hall there were but three heroes left alive,—
Günther, Hagen, and Hildebrand.
Then Hagen smote Sir Hildebrand,
For that he Volker slew;
The ancient chief did ward his blows
With skill and courage too.
Yet could he not prevail against the might of the Burgundian hero,
but soon received a grievous wound from Balmung’s flashing blade;
whereupon, using his shield for cover, he turned and fled to the
courtyard without.
Now lived of all those stalwart knights
No more than these bold two:
Günther, the King of Burgundy,
And Hagen keen and true.
Sorrowfully sat Dietrich in his chamber meanwhile, hoping for better
news from Hildebrand. Little was he aware that his knights had
followed the old warrior, and still less that all by the Burgundians’
swords were slain. Wherefore, when Hildebrand appeared before
him, his armor stained with blood, the hero shrank aghast and
sternly asked if he had been at strife with the Burgundians against
his strict commands. Hildebrand replied that Hagen had wounded
him, and barely had he escaped with his life from that arch-fiend.
Then said Sir Dietrich, haughtily:
“Thou hast been rightly served;
For thou didst know that from these guests
My friendship never swerved;
Also thou hast infringed the peace
I proffered with my breath:
Were’t not that ’twould be lasting shame,
Thou shouldst atone by death.”
Then Hildebrand sought to excuse himself, saying they had but
asked for the body of Rüdiger, and this the Burgundians had refused
them. When Dietrich thus learned that Rüdiger indeed was dead he
abandoned himself to grief, but after a space asked by whose hand
he fell. Hildebrand replied that Gernot had slain him, and by his
hand, in turn, had been slain. Thereupon Dietrich resolved to go
himself and have speech with the Burgundians; and calling for his
armor, he bade Hildebrand summon his knights forthwith.
“Alas! my lord,” cried Hildebrand, “thou seest before thee all thy
warriors!” And while Dietrich gazed at him horror-stricken, he told
him all that had passed.
Now was Dietrich indeed plunged in sorrow. Loudly did he lament
the loss of Wolfhart and all his brave knights, and cried: “This is the
last day of my joy on earth!”
 Chapter XXXIII
Kriemhild’s Revenge and Death

HEN Dietrich of Bern had regained his wonted

composure he asked how many of the Burgundians yet
were left alive, and Hildebrand told him none save
Günther and Hagen,—all the rest were slain.
Whereupon, filled with grief and wrath, he seized his arms and went
forth with Hildebrand to seek them.
Leaning against the arched doorway stood the two Burgundian
heroes, their shields before them on the ground; and when they saw
the knights approaching, Hagen, still undaunted, declared himself
ready to do battle with Sir Dietrich; nor did he fear to meet him,
mighty as he deemed himself, for then would it be proved who was
the better knight.
Dietrich heard this bold speech, but vouchsafed no reply. Laying
down his shield and looking sorrowfully at them, he asked: “Wherein,
O knights of Burgundy, have I injured you, that you should slay the
noble Rüdiger, and with him all my friends and warriors?”
“Not all the blame lies with us, Sir Knight,” said Hagen, “for to this
hall thy men came in arms. Thou hast been misinformed.”
“Alas!” replied Dietrich, “I know only too well what passed; for
Hildebrand but now brought me word that he desired of you the
corpse of Rüdiger, and you treated his suit with scorn.”
“Now, by my faith,” cried Günther, “’twas in despite of Etzel that we
refused; but forthwith Wolfhart grew insolent, and thus it came to
strife.”
Then said Dietrich: “Günther of Burgundy, for the evil thou hast
wrought, methinks thou owest me some amends, and thou likewise,
Sir Hagen. If you will yield yourselves captives to my sword, then I
will guard you from the wrathful Huns,—at peril of my life, if need
be.”
“God in heaven forbid,” cried Hagen, “that two such knights should
give up their trusty swords while alive and well armed withal!”
But again Dietrich urged them to accept his terms, and Hildebrand
added: “God knows, Sir Hagen, there is little need for shame in such
atonement. And soon, it may be, the hour will come when you would
gladly obtain such peace.”
DEATH OF KRIEMHILD
“In faith,” replied Hagen, scornfully, “I would indeed accept such
terms ere I, like thee, would fly full-armed, from a single knight.”
Hildebrand would have returned this taunt, but Dietrich forbade them
thus to bandy words like two old market-wives, and turning to Hagen
he said, sternly: “Tell me, valiant hero, did I hear aright that you
wished to measure swords with me?”
Well as he knew Sir Dietrich’s giant strength, he could not gainsay
this; wherefore he replied that he would willingly abide the issue of a
combat with him, so his good Nibelung sword did not fail him.
Thereupon Dietrich raised his shield as signal for attack, and Hagen
sprang fiercely down to meet him, the sword of the Nibelungs ringing
loudly on the stout shield of his foe. Sir Dietrich, too, was well aware
of Hagen’s might, and sought at first with caution merely to ward his
powerful blows, yet did he lose no chance for skilful sword-strokes
here and there. At last he dealt stout Hagen such a deadly wound
that powerless he sank upon the ground. Then casting his sword and
shield aside, Dietrich quickly bound him fast and led him thus unto
the Queen.
Now, indeed, did Kriemhild’s joy and triumph know no bounds.
Vowing her lasting gratitude to Dietrich, she promised to reward him
well that he had thus delivered up her deadly foe into her hands. But
Dietrich urged her to spare Sir Hagen, saying: “Be merciful, O
Queen! and it may chance that one day he shall make amends to
thee for all thy wrongs.”
To this Kriemhild made no reply, but ordered Hagen to be put in
chains and cast into a dungeon where none might see him.
Meanwhile Günther loudly called for Dietrich, that he might avenge
Hagen’s downfall. Soon he returned and then followed another fierce
encounter; but though Günther fought with the courage of despair,
he was overpowered at last, as Hagen had been, and taken before
the Queen.
Kriemhild bade him welcome; but Günther replied: “Small thanks will
I bestow on thee for thy greetings, for well I know they bode us little
good.”
 Then said the gallant prince of Bern:
“Most high and potent Queen!
There ne’er appeared as captive bound
So brave a knight, I ween,
As he whom unto thee I gave
With loyal courtesy,
At thy fair hands let him partake
Of favor due to me!”
Kriemhild declared she would perform his wish; whereupon Dietrich
departed, his eyes wet with tears. But no thought had she for aught
save vengeance. Causing Günther to be also chained and cast into
a separate dungeon, she betook herself to Hagen. Again she
demanded of him her treasure, promising him his life if he would
confess where he had hidden it.
Hagen, although a captive, wounded and in chains, was still
undaunted. With a scornful glance at Kriemhild he replied: “I gave a
solemn oath to my lord Günther, that never while he drew breath
would I divulge the spot where it lies.”
“Now will I quickly make an end of that, forsooth!” cried Kriemhild;
and thereupon she ordered Günther’s head to be struck off. Then
she took it to Hagen, saying: “Now doth thy lord no longer live and
thereby art thou freed from thy sworn oath!”
But Hagen cried:

“Thou hast indeed thy will fulfilled,

As I did fear thou wouldst!
Now where the hoard lies hid is known
To none but God and me,
And shall from thee, accursed Queen!
Forever hidden be!”

She said: “Thou’st foul atonement made

In purpose, deed, and word;
Therefore will I possess myself
Of virtuous Siegfried’s sword,
 Which he did bear upon his thigh
When last I saw that chief,
Whose death has ever been to me
A keen heart-rending grief.”

She drew it from the well-known sheath

Nor could he this prevent;
To take the warrior’s life forthwith
Was her unmasked intent.
She swung it with both hands, and smote
His head from off its trunk.
King Etzel saw the vengeful deed,
And from its horror shrunk.

Just at this moment the King had appeared in the dungeon with
Hildebrand.
“Alas!” the King of Huns did cry,
“How doth the matter stand—
That he, the boldest of all knights,
Should fall by woman’s hand?
He who in onslaught was the first,
The bravest that bore shield!
Although he was mine enemy,
I fain to sorrow yield.”
But Hildebrand shouted in wrath: “She shall rue this shameful deed!
Though he hath well-nigh slain me, yet will I forthwith take
vengeance for valiant Hagen’s death!”
And drawing his sword he rushed on Kriemhild, and despite her
shrieks he smote the terrified Queen so that she fell dead upon the
ground.
Thus were the mighty of the earth
By hand of death laid low.
The people all lamented loud
And bitter grief did show.
In suffering did the King’s feast end—
 That joyous time was past,
For love to sorrow aye must turn,
So long as life shall last.
 TRANSCRIBER’S NOTES:
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