Download Consumer Learning

Summary of Chapter 6
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Chapter Two Slide
3
Chapter-5
6.1 Perception
• The process by which an individual selects,
organizes, and interprets stimuli into a
meaningful and coherent picture of the world
• Elements of Perception
1- Sensation
2- Absolute threshold
3- Differential threshold
4- Subliminal perception
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4
Chapter Six Slide
6.2 Aspects of Perception
1- Selection
2- Organization
3- Interpretation
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Inc. Publishing as
5
Chapter Six Slide
1 - Perceptual Selection
Selection Depends Upon:
Nature of the
stimulus
• Includes the product’s physical attributes,
package design, brand name, advertising and
more…
Contrast
Expectations
• Based on familiarity, previous experience or
expectations.
Motives
• Needs or wants for a product or service.
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Inc. Publishing as
6
Chapter Six Slide
2- Organization
Principles
• Figure and ground
• Grouping
• Closure
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Chapter Six Slide
7
3- Interpretation
Stereotypes
People tend to carry
biassed pictures in their
mind of the meanings or
various stimuli, called
stereotypes.
• People add their biased
pictures to the received
sensory stimuli and form
distorted impressions.
• People hold meanings
related to stimuli
• Triggers of strereotypes:
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
–
–
–
–
Physical appearences
Descriptive terms
First impressions
Halo effect
Chapter Six Slide
8
Perceived Risk
• The degree of uncertainty perceived by the
consumer as to the consequences (outcome) of a
specific purchase decision
• Types
–
–
–
–
–
–
Functional Risk
Physical Risk
Financial Risk
Social Risk
Psychological Risk
Time Risk
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Inc. Publishing as
9
Chapter Six Slide
How Consumers Handle Risk
•
•
•
•
•
•
Seek Information
Stay Brand Loyal
Select by Brand Image
Rely on Store Image
Buy the Most Expensive Model
Seek Reassurance
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Inc. Publishing as
10
Chapter Six Slide
Homework
Dead Line: 2 May 2016, after the course
Style: Printed hand out. Max 10 slides
Subject: Write and discuss Hofstede’s Cultural
Dimensions
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Inc. Publishing as
11
Chapter Six Slide
CHAPTER
SEVEN
Consumer Learning
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
Chapter Seven Slide 13
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.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 14
Learning
• Relating one’s past knowledge
to present circumstances and
applying past and present
experiences to future
behavious.
• The process by which
individuals acquire the
purchase and consumption
knowledge and experience that
they apply to future related
behavior
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 15
Consumer Learning
Marketer
Teaching
Consumer
Learning
Where to buy them
What are
The
roles
of consumer
What are the their
needs
How to they get
purchasing decision
How to dispose of
product
How to maintain
them
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How to use them
Chapter Seven Slide 16
In Terms of Consumer Learning, Are These New
Products Likely to Succeed?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 17
These Ads Might Induce Learning Due
to the Familiar Names
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 18
Learning
Consumer learning; is a process continually evolves,
change as a result of knowledge or from actual
experience
Learning can be;
i. Intentional: acquired by searching
ii. Incidental: acquired by accidental
Consumer learning can be;
i. Simple almost reflexive responces
ii. Abstract concepts
iii. Complex problem solving
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 19
7.1 Elements of Learning Theories
Motivation
Cues
Response
Reinforcement
• Unfilled needs lead to motivation and
spurs learning
• Stimuli that direct motives
• Consumer reaction to a drive or cue
• Increases the likelihood that a response
will occur in the future as a result of a cue
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Chapter Seven Slide 20
4.1 Model of the Motivation Process
Course
of action
Fig. 4.2
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Chapter Four Slide 21
Two Major Learning Theories
Behavioral Learning
Cognitive Learning
• Based on observable
behaviors
(responses) that
occur as the result of
exposure to stimuli
• Stimulus- responce
learning
• Learning based on
mental information
processing
• Often in response to
problem solving
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 22
7.2 Behavioral Learning
1. Classical Conditioning: Automatic responce
to a situation built up through repeated
exposure.
2. Instrumental (Operant) Conditioning:
Learning occurs through trial and error
process, with habits formed as a result of
received reward from trial.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 23
1- Classical
Conditioning
• A behavioral learning theory
according to which a stimulus is
paired with another stimulus that
elicits a known response that serves
to produce the same response when
used alone.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 24
Behavioral Learning
It is a process of
behavior modification
made famous by Ivan
Pavlov and his
experiments
conducted with dogs.
Classical/Pavlovian
Conditioning
Ivan Pavlov
Consumer Learning I Prof. Abhipsa Mishra
26
Models of Classical Conditioning
Figure 7-2a
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Chapter Seven Slide 27
Figure 7-2b
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Chapter Seven Slide 28
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.
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http://marketingturkiye.com.tr/haber/cocacolain-yeni-global-kampanyasi-taste-feelingtanitildi
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 29
Strategic Applications of
Classical Conditioning
Basic Concepts
• Repetition
• Stimulus
generalization
• Stimulus
discrimination
• Increases the
association between the
conditioned and
unconditioned stimulus
• Slows the process of
forgetting
• Advertising wearout is a
problem (optimum level
of advertising)
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 30
Why Did Gillette Use
Two Different Ads to Advertise
the Same Product?
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Chapter Seven Slide 31
Repetition of the Message with Varied Ads
Results in More Information Processing
by the Consumer
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 32
Strategic Applications of
Classical Conditioning
Basic Concepts
• Repetition
• Stimulus
generalization
• Stimulus
discrimination
• Having the same
response to slightly
different stimuli
• Helps “me-too”
products to succeed
• Useful in:
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
– product extensions
– family branding
– licensing
Chapter Seven Slide 33
Which Concept of Behavioral Learning Applies
to the Introduction of These Two Products?
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Chapter Seven Slide 34
Stimulus Generalization
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 35
Family Branding of Campbell
36
Licensing
37
Strategic Applications of
Classical Conditioning
Basic Concepts
• Repetition
• Stimulus
generalization
• Stimulus
discrimination
• Opposite of stimulus
generalization
• Selection of a specific
stimulus from similar
stimuli
• This discrimination is
the basis of positioning
which looks for unique
ways to fill needs
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 38
What Are the Names of the Marketing Application and the
Behavioral Learning Concept Featured Here?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 39
Stimulus Discrimination
Product Differentiation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 40
2- Instrumental
(Operant) Conditioning
• A behavioral theory of learning
based on a trial-and-error
process, with habits forced as the
result of positive experiences
(reinforcement) resulting from
certain responses or behaviors.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 41
Instrumental Learning
It is a type of learning
in which an individual's
behavior is modified by
its antecedents and
consequences.
Operant/Instrumental
Conditioning
B. F. Skinner
Consumer Learning I Prof.
Abhipsa Mishra
A Model of Instrumental Conditioning
Figure 7.9
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 43
Reinforcement of Behavior
Positive
Negative
• Positive
outcome
• Strengthen
likelihood
• Negative
outcome
• Encourages
behavior
• e.g: Fear
appeals
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 44
Reinforcement of Behavior
Extinction
• A learned
response is no
longer reinforced
• The link is
eliminated
between stimulus
and reward.
Behaviour is
unlearned.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Forgetting
• The
reinforcement is
forgotten.
Because of the
lack of use
Chapter Seven Slide 45
Strategic Applications of
Instrumental Conditioning
•
•
•
•
Customer Satisfaction (Reinforcement)
Reinforcement Schedules
Shaping e.g: test drive
Massed versus Distributed Learning
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 46
Observational Learning
(modeling or vicarious
learning)
• A process by which individuals
learn behavior by observing the
behavior of others and the
consequences of such behavior
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 47
7.3 Information Processing and
Cognitive Learning
• Cognitive Learning
– Learning involves
complex mental
processing of
information
– Emphasizes the role
of motivation
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Chapter Seven Slide 48
Information Processing and Memory
Stores - Figure 7.10
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 49
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?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 50
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
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 51
Involvement
• Degree of personal relevance that the
product or purchase holds for that customer.
• High involvement purchases are very
important to the consumer (in terms of
perceived risk). Complex, goal oriented
purchases
• Low-involvement hold little relevance, have
little perceived risk, and provoke limited
information processing
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 52
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
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 53
Marketing Applications of
Involvement
• Ads in video games
• Avatars
• Sensory appeals in ads to get more
attention
• Forging bonds and relationships with
consumers
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 54
Central and Peripheral Routes
to Persuasion
Central route to persuasion
• For high involvement purchases
• Requires cognitive processing
Peripheral route to persuasion
• Low involvement
• Consumer less motivated to think
• Learning through repetition, passive processing of
visual cues, and holistic perception
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 55
Hemispheral Lateralization and
Passive Learning
• Hemispheral lateralization
– Also called split-brain theory
• Left Brain
– Rational
– Active
– Realistic
• Right Brain
–
–
–
–
Emotional
Metaphoric
Impulsive
Intuitive
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Chapter Seven Slide 56
What Is the Name of the Learning Theory
Concept Featured in This Ad and How Is It
Applied to Air Travel?
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Chapter Seven Slide 57
Hemispheric Lateralization
Both Sides of the Brain are Involved in Decision
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 58
Media Strategy
TV:
 Consumers are passively engaged in info process when wathcing TV.
 Low involvement information processing through non-verbal, pictorial
images
 When exposed to TV ads, the images stored in right brain
 Classical conditioning through repition; the product is paired wit visuals
 TV ads ensures product familiarity through repitions. Thus the visuals
are important to increase involvement.
Print:
 Consumers are activily engaged in info processing with the exposure of
verbal info. Hign involvement media
 Process complex sequence of cognitive stages
 Coginitive activity ensures long term memory and thus recall.
59
How Is Passive Learning Applied to the
Promotional Appeal Featured in This Ad?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 60
The Ad is Targeted to the Right Brain
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Chapter Seven Slide 61
Measures of Consumer Learning
Brand Loyalty
• Recognition and Recall Measures
• Brand Loyalty
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 62
Measures of Consumer Learning
Brand Loyalty
Three groups of factors
Four types of loyalty
• Personal degree of risk aversion or
variety seeking
• The brand’s reputation and availability
of substitutes
• Social group influences
•
•
•
•
No loyalty
Covetous loyalty
Inertia loyalty
Premium loyalty
Brand Equity – the value inherent in
a well-known brand name
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 63
THANKS YOU 

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Copyright © 2010 Pearson Education, Inc. Publishing as
Prentice Hall
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Chapter Seven Slide 65