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Solomon_Chapter 7_Consumer Learning_1.ppt
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- 2. Learning Objectives Chapter SevenSlide 2 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.
- 3. Learning Objectives (continued) Copyright2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 3 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.
- 4. Learning Chapter Seven Slide4 • The process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future related behavior
- 5. Elements of LearningTheories Chapter Seven Slide 5
- 6. Two Major LearningTheories Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 6
- 7. Behavioral Learning Copyright 2010Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 7 • Classical Conditioning • Instrumental (Operant) Conditioning
- 8. Copyright 2010 PearsonEducation, Inc. Publishing as Prentice Hall Chapter Seven Slide 8
- 9. Models of ClassicalConditioning Figure 7-2a Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 9
- 10. Figure 7-2b Copyright 2010Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 10
- 11. Strategic Applications of ClassicalConditioning • • • Repetition • Increases the association between the conditioned and unconditioned stimulus • Slows the pace of forgetting • Advertising wearout is a problem Basic Concepts Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 11
- 12. Strategic Applications of ClassicalConditioning • • • Stimulus generalization • Having the same response to slightly different stimuli • Helps “me-too” products to succeed • Useful in: – product extensions – family branding – licensing Basic Concepts Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 12
- 13. Strategic Applications of ClassicalConditioning • • • Stimulus 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 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 13
- 14. Copyright 2010 PearsonEducation, Inc. Publishing as Prentice Hall Chapter Seven Slide 14
- 15. A Model ofInstrumental Conditioning Figure 7.9 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 15
- 16. Reinforcement of Behavior Copyright2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 16
- 17. Reinforcement of Behavior Copyright2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 17
- 18. Strategic Applications of InstrumentalConditioning Chapter Seven Slide 18 • Customer Satisfaction (Reinforcement) • Reinforcement Schedules • Shaping • Massed versus Distributed Learning
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- 20. Information Processing and CognitiveLearning • Cognitive Learning – Learning involves complex mental processing of information – Emphasizes the role of motivation Chapter Seven Slide 20
- 21. Information Processing andMemory Stores - Figure 7.10 Chapter Seven Slide 21
- 22. Discussion Questions Chapter SevenSlide 22 • 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?
- 23. Chapter Seven Slide23 Generic Framework Promotional Model Tricompetent Model Decision- Making Model Innovation Adoption Model Innovation Decision Process Knowledge Attention Cognitive Awareness Knowledge Awareness Knowledge Evaluation Interest Desire Affective Evaluation Interest Evaluation Persuasion Behavior Action Conative Purchase Postpurchase Evaluation Trial Adoption Decision Confirmation Theoretical Models of Cognitive Learning - Table 7.1
- 24. Involvement and Passive LearningTopics Chapter Seven Slide 24 • Definitions and Measures of Involvement • Marketing Applications of Involvement • Central and Peripheral Routes to Persuasion • Hemispheral Lateralization and Passive Learning
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- 26. Copyright 2010 PearsonEducation, Inc. Publishing as Prentice Hall Chapter Seven Slide 26 Measuring Involvement with an Advertisement - Table 7.3 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
- 27. Marketing Applications of Involvement ChapterSeven Slide 27 • Ads in video games • Avatars • Sensory appeals in ads to get more attention • Forging bonds and relationships with consumers
- 28. Central and PeripheralRoutes to Persuasion Chapter Seven Slide 28
- 29. Hemispheric Lateralization and PassiveLearning Chapter Seven Slide 29 • • • Hemispheral lateralization – Also called split-brain theory Left Brain – Rational – Active – Realistic Right Brain – Emotion al – Metapho ric – Impulsiv e
- 30. Measures of ConsumerLearning Brand Loyalty • Recognition and Recall Measures • Brand Loyalty Chapter Seven Slide 30
- 31. Measures of ConsumerLearning Brand Loyalty Chapter Seven Slide 31 Brand Equity – the value inherent in a well-known brand name
- 32. All rights reserved.No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, 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 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide 32
Editor's Notes
- #5 Learning consists of four elements: motives, cues, responses, and reinforcements. Motives: Figuring out customer motives is the primary objective of any marketer. Always remember that unfulfilled needs lead to motivation, which spurs learning. For example, people who want to take up bicycle riding for fitness are motivated to learn all they can about bike riding and practice often. They also seek information concerning the price, quality, and characteristics of different bicycles. They'll read articles in local newspapers. In comparison, individuals who are not interested in bike riding are likely to ignore all such information. The lesson here is that the degree of involvement or relevance determines the customer's level of motivation to seek information about a product or service. Cues: Cues are the stimuli that direct motivated behavior. In marketing, pricing, packaging, styling, branding, and promotions, all these are cues that are designed to persuade consumers to fulfill their needs by buying a specific product or service. For example, an advertisement for an exotic trip that includes bike riding may serve as a cue for bike riders who may recognize that they need a vacation. The ad is the cue that suggests there's a specific way to satisfy a salient motive. Similarly, consumers expect designer clothes to be expensive and to be sold in upscale retail stores. Thus, high fashion designers should always sell their clothes only through exclusive stores and advertise only in upscale fashion magazines. Response: In the context of learning, responses are individual reactions to a marketing cue or drive. Learning can occur even when the responses are not apparent. For example, a car company that spends heavily on advertisements may not always succeed in stimulating a purchase. However, if it forms a favorable image in the minds of the consumer, it is likely that the consumer will consider that particular brand of car when they have the purchasing power. Cues provide some direction, but with many cues competing for the consumer's attention, which response the consumer makes depends heavily on previous learning. Reinforcement: Reinforcement is the reward, benefit, enjoyment, or pleasure that a consumer receives after acquiring, purchasing, or using a product or service. Here, the challenge for marketers is to continue to provide positive products or services, thus reinforcing the purchase in the future. For example, if a person visits a restaurant for the first time, likes the food, service, and ambiance, and considers it value for money, then the customer was reinforced and is likely to dine in at the restaurant again. If that person becomes a regular customer, the restaurant's owner should further reinforce by giving them a free drink and recognizing the person by name. Of course, the quality of food and service must be maintained as they are key elements reinforcing the customer's continued visits. On the other hand, if a loyal customer leaves a restaurant disappointed with the quality of food or service because of the absence of reinforcement, it is unlikely that the customer will visit the restaurant again.
- #7 Classical conditioning is one of those unconscious learning methods and is the most straightforward way in which humans can learn. Classical conditioning is the process in which an automatic, conditioned response is paired with specific stimuli(It is the link between different catalysts for creating new membership.) The most famous example of classical conditioning was Pavlov's experiment with dogs, an experiment in which a dog salivated in response to the tone of a bell. During this experiment, Pavlov showed that when the bell was rung every time the dog was fed, the dog learned to associate the sound with the offer of food, and this is the concept of association that we referred to previously. Instrumental conditioning is another term for operant conditioning, a learning process attributed to B. F. Skinner.1 B.F. Skinner Foundation. Biographical information. In instrumental conditioning, reinforcement and punishment are used to increase or decrease the probability that a behavior will occur again in the future. Operant conditioning, sometimes called instrumental conditioning or Skinnerian conditioning, is a method of learning that uses rewards and punishment to modify behavior. Through operant conditioning, behavior that is rewarded is likely to be repeated, while behavior that is punished is prone to happen less. Here’s an example of instrumental conditioning in the classroom: Imagine an elementary school student named Sophia. The rule in Sophia's class is that when a student wants to speak, they have to raise their hand first. Sophia gets rewarded with praise from her teacher every time she raises her hand in class. The praise reinforces the desired behavior (raising her hand before speaking). It’s more likely that Sophia will raise her hand in the future because she associates doing so with a positive outcome (getting praise from her teacher). What if the teacher scolds Sophia for talking without raising her hand? Sophia will link the unwanted behavior (talking without raising her hand) to a negative consequence (being scolded). In the future, she'll be less likely to speak in class without raising her hand first because she will associate the behavior with being punished.
- #12 When a consumer learns certain attributes about a particular product of a particular brand, through stimulus generalization the consumer will associate the products of the same brand with similar attributes. Example :Hintz imitating Nutella's packaging with the same shape, logo, plácement of hazelnuts and colour to attract customers who want Stimulus Generalization Product line extension: Adding related products to established brand Coca Cola Coca Cola varying in Terms of packaging ,flavor, Added facility product form extension: Same product offered indifferent physical form. Family branding: marketing practice involving the use of a single brand name for the sale of two or more related products. Licensing: When a well known brand allows its name to be used by another brand with the concept of operation being stimuli generalization
- #13 The ability to differentiate between stimuli or stimuli on the part of the consumer means his ability to differentiate between similar products or multiple stimuli, determine the difference between them, and place them in different locations based on his personal needs or preferences. Let us illustrate this with some examples: Clothing: When someone is shopping for a shirt, they may compare several different shirts in the store. A consumer may use many influences to make a decision, such as quality, price, and design. When he chooses a specific shirt based on these criteria and leaves out the others, he shows his ability to differentiate between products and decide which one he likes the most.
- #16 Reinforcement of Behavior positive : involves obtaining the desired result from using a particular product or service
- #17 extinction A phenomenon that occurs when a learned response is no longer reinforced and the link between the stimulus and the expected reward is eliminated. forgetting A point at which the link between the stimulus and the expected reward ceases to exist because of lack of engagement in the applicable purchase situation for a lengthy period
- #18 Continuous reinforcement schedules are rewards offered to customers to provide satisfaction each time the product or service is used. An example would be a certain restaurant offering its customer one free drink after every meal. Fixed ratio schedules provide reinforcement every nth time the product or service is purchased. Like getting a free coffee every 10th time they purchase a coffee. The reward is provided after completing a specific and fixed number of required behaviors Variable ratio schedules reward customers on a random basis or on an average frequency basis. Slot machines operate on a random reward program random Where the reward is offered In a non-directional manner, without prior determination of time or context. Example of a fruit after lunch program
- #25 Those primarily involved in the purchasing process tend to be “narrow raters” or “niche raters.” What it means is the operating name has accurate and detailed classification information and options. In the context of collaboration, this generally means that customers who are highly involved in the purchasing process, such as purchasing a new car or choosing a school for their children, will carefully analyze the options and rely on careful and varied criteria. For example, joint customers purchasing a car might evaluate performance, safety, price, and fuel economy separately, and then compare offers based on these criteria. In this case, they are narrow classifiers because they classify options based on specific and precise criteria. This contrasts with clients who may not be as involved, as they may be more likely to make decisions based on general considerations or emotional factors rather than careful analysis. When customers have low involvement in the purchasing process, they tend to be “broad categorizers” or “general categorizers.” This means they categorize information and choices more generally and are prone to simplifying the process. In a practical context, this can be evident when purchasing everyday goods such as food or clothing. When engagement is low, customers may rely on factors like price or brand rather than the exact details of each product. For example, when purchasing a carton of milk, low-involvement customers may merely search for the familiar brand or special offer without looking at finer details such as ingredients or nutrition.