Schiffman cb10 ppt_07

Consumer Learning

CHAPTERSEVEN

Learning Objectives

1. To Understand the Process and Four Elements of Consumer Learning.

2. To Study Behavioral Learning and Understand Its Applications to Consumption Behavior.

3. To Study Information Processing and Cognitive Learning and Understand Their Strategic Applications to Consumer Behavior.

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 2Chapter Seven Slide

Learning Objectives (continued)

4. To Study Consumer Involvement and Passive Learning and Understand Their Strategic Affects on Consumer Behavior.

5. To Understand How Consumer Learning and Its Results Are Measured.


In Terms of Consumer Learning, Are These New Products Likely to Succeed?

4Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

These Ads Might Induce Learning Due to the Familiar Names


Learning

• The process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future related behavior


Elements of Learning Theories


Two Major Learning Theories


Behavioral Learning

• Classical Conditioning• Instrumental (Operant) Conditioning


Models of Classical ConditioningFigure 7-2a


Figure 7-2b


Discussion Questions

• For Coca-Cola or another beverage company:– How have they used

classical conditioning in their marketing?

– Identify the unconditioned and conditioned stimuli, the conditioned and unconditioned response.


Strategic Applications of Classical Conditioning

• Repetition• Stimulus

generalization• Stimulus

discrimination

• Increases the association between the conditioned and unconditioned stimulus

• Slows the pace of forgetting

• Advertising wearout is a problem

Basic Concepts


Why Did Gillette UseTwo Different Ads to Advertise

the Same Product?


Repetition of the Message with Varied Ads Results in More Information Processing

by the Consumer





discrimination

• Having the same response to slightly different stimuli

• Helps “me-too” products to succeed

• Useful in:– product extensions– family branding– licensing

Basic Concepts


Discussion QuestionsStimulus Generalization

• How does a pharmacy like CVS or Rite Aid use stimulus generalization for their private brands?

• Do you think it is effective?• Should this be allowable?


Which Concept of Behavioral Learning Applies to the Introduction of These Two Products?


Stimulus Generalization


What Is the Name of the Marketing Application Featured Here and Which Concept of Behavioral Learning Is It Based On?


Product Category ExtensionStimulus Generalization





discrimination

• Selection of a specific stimulus from similar stimuli

• Opposite of stimulus generalization

• This discrimination is the basis of positioning which looks for unique ways to fill needs

Basic Concepts


What Are the Names of the Marketing Application and the Behavioral Learning Concept Featured Here?


Stimulus DiscriminationProduct Differentiation


A Model of Instrumental ConditioningFigure 7.9


Reinforcement of Behavior


Strategic Applications of Instrumental Conditioning

• Customer Satisfaction (Reinforcement)• Reinforcement Schedules• Shaping• Massed versus Distributed Learning


Information Processing and Cognitive Learning

• Cognitive Learning – Learning involves

complex mental processing of information

– Emphasizes the role of motivation


Information Processing and Memory Stores - Figure 7.10


Discussion Questions

• How do advertisers drive consumers to rehearse information?

• When does this work against the advertiser?• Can you think of examples of advertisements

which drive you to rehearse?


Attention Cognitive

Action Conative PurchasePostpurchaseEvaluation

TrialAdoption

DecisionConfirmation

AffectiveEvaluation

InterestEvaluation Persuasion

KnowledgeAwarenessAwareness

Knowledge

InterestDesire

Innovation Adoption

Model

Decision-Making Model

Tricompetent Model

Innovation Decision Process

Promotional Model

Knowledge

Behavior

Evaluation

Generic Framework

Theoretical Models of Cognitive Learning - Table 7.1


Involvement and Passive Learning Topics

• Definitions and Measures of Involvement• Marketing Applications of Involvement• Central and Peripheral Routes to Persuasion• Hemispheral Lateralization and Passive

Learning


Measuring Involvement with an Advertisement - Table 7.3

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 38

Subjects respond to the following statements on a 7-point Likert scale ranging from “Strongly Agree” to “Strongly Disagree.”

The message in the slogan was important to me

The slogan didn’t have anything to do with my needs

The slogan made me think about joining the military

The slogan made me want to join the military

While reading the slogan, I thought about how the military might be useful for me

The slogan did not show me anything that would make me join the military

I have a more favorable view of the military after seeing the slogan

The slogan showed me the military has certain advantages

The slogan was meaningful to me

The slogan was worth remembering

38Chapter Seven Slide

Marketing Applications of Involvement

• Ads in video games• Avatars• Sensory appeals in ads to get more

attention• Forging bonds and relationships with

consumers


Central and Peripheral Routes to Persuasion


Hemispheral Lateralization and Passive Learning

• Hemispheral lateralization– Also called split-brain theory

• Left Brain– Rational– Active– Realistic

• Right Brain– Emotional– Metaphoric– Impulsive– Intuitive


What Is the Name of the Learning Theory Concept Featured in This Ad and How Is It

Applied to Air Travel?


Hemispheric LateralizationBoth Sides of the Brain are Involved in Decision


How Is Passive Learning Applied to the Promotional Appeal Featured in This Ad?


The Ad is Targeted to the Right Brain


Measures of Consumer LearningBrand Loyalty

• Recognition and Recall Measures• Brand Loyalty


Measures of Consumer LearningBrand Loyalty

Brand Equity – the value inherent in a well-known brand name


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mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall


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