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Chapter No: 07
Chapter Name: Learning
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8 th edition, Prentice Hall – 2006
01
Definition
Learning are those behaviors that result from:
– Repeated experience
– Thinking.
Or, Learning as a process of understanding on
what happens in the environment.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
02
Definition
Or,
Consumer Learning is the process by which
individuals
acquire
the
purchase
and
consumption knowledge and experience that
they apply to future purchase related behavior.
So,
1.
2.
3.
4.
Acquiring knowledge
Be experienced
Act as a feedback
It is a process
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
03
Definition
Learning is commonly defined as a process that
brings
together
cognitive,
emotional,
and
environmental influences and experiences for
acquiring, enhancing, or making changes in one's
knowledge, skills, values, and world views.
Illeris, 2000; Ormorod, 1995
•
•
cog·ni·tive
: relating to, or involving conscious mental activities (such as thinking, understanding,
learning, and remembering)
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
04
Elements of Learning
Four elements central to how consumers learn
from learning are:
– Drive/ Motivation: A need that moves an individual
to action
– Cue: A stimulus or symbol perceived by consumers
– Response: The action taken by a consumer to
satisfy the drive.
– Reinforcement: The reward.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
05
• Motivation: A need that moves an individual to
action.
– Ex: men and women who want to take up bicycle riding
for fitness and recreation are motivated to learn all they
can about bike riding and also to practice often.
• Cue: It motives serve to stimulate (inspire)
learning, cues are the stimuli that direct these
motives.
– Ex: An advertisement for an exotic trip that includes bike
riding may serve as a cue for bike riders, who may
suddenly “recognize” that they “need” a vacation.
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• Response: How individuals react to a drive or cue
– how they behave-constitute their response.
– Ex: there are many ways to respond to the need for physical
exercise besides riding bicycles. Cues provide some direction,
but there are many cues competing for the consumer’s
attention.
• Reinforcement: if a consumer rewarded.
– Ex: if a person visits a restaurant for the first time, likes the
food, service, and ambience and also feels he or she received
value for the money paid, that customer was reinforced and is
likely to dine at the restaurant again.
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Learning Theories
Learning theories - ideas about how or why change
occurs.
There are four different orientations (the first three
taken from Merriam and Caffarella 1991).
1. The behavioral learning
a)
b)
Classical conditioning
Instrumental (or operant) conditioning
2. The cognitive orientation to learning
3. The humanistic orientation to learning
4. The social/situational orientation to learning
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
08
Learning Theories (Continued)
1. The Behavioral learning
The process of developing automatic responses to a situation built
up through repeated exposure to it. Or, it is simply observing the
outcomes of others behaviors and adjusting one's accordingly.
Marketers use two concepts from behavioral learning theory:
– Stimulus (incentive) generalization:
- Occurs when a response elicited by one stimulus (cue) is generalized to
another.
- Using the same brand name for different products is an application of this
concept
– Stimulus discrimination:
• Refers to a person's ability to perceive differences in stimuli.
• The advertising for Bud Light beer is an example of this concept.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
09
Types of Cognitive Learning Theory
a) Classical Conditioning
This theory is regarded all organisms both animal and human.
Objects are taught by behaviors (conditioning) through repetition.
Ivan Pavlov, a Russian Psychologist, conditioned learning results
when a stimulus that is interact with another stimulus that elicits a
known response serves to produce the same response when used
alone.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
010
Types of Cognitive Learning Theory
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
011
Types of Cognitive Learning Theory
Figure 6-1B: Analogous Model of Classical Conditioning
Unconditioned Stimulus
Dinner aromas
Unconditioned Response
Salvation
Conditioned Stimulus
8 o’clock news
After Repeated Pairings:
Conditioned Stimulus
8 o’clock news
Conditioned Response
Salvation
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
012
Types of Cognitive Learning Theory
2. Instrumental Conditioning
Instrumental theory requires a link between a stimulus and a response.
This theory believes that learning occurs through a trial and error
process.
B. F. Skinner, American Psychologist, most individual learning occurs
in controlled environment in which individuals are “rewarded” for
choosing an appropriate behavior.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
013
Types of Cognitive Learning Theory
2. Figure 7 – 10: A model of instrumental conditioning
Stimulus
Situation
(Need good
looking jeans)
Try
Brand A
Unrewarded
Legs to loose
Try
Brand B
Unrewarded
Tight in seat
Try
Brand C
Unrewarded
Baggy in seat
Try
Brand D
Reward
Perfect fit
Repeat Behavior
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
014
Types of Cognitive Learning Theory
3. Involvement Theory
This theory developed from a stream of research called hemispheral
lateralization, or split-brain theory. The basic premise of this theory is
that the right and left hemispheres of the brain “specialize” in the kinds
of information they process.
The left hemisphere is primarily responsible for cognitive activities such
as reading, speaking and attributional information processing. This
side is rational, active and result oriented.
The right hemisphere is concerned with nonverbal, timeless, pictorial
and holistic information. This side is emotional, metaphoric, impulsive
and intuitive.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
015
Types of Cognitive Learning Theory
Figure 7 – 14: Ad based on split-brain theory
Courtesy of American airlines image @ Abrams Lacagnina/Getty Images/ The Image Bank
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
016
Learning Theories (Continued)
2. The Cognitive Learning
– Involves making connections between two or more ideas
– Or simply learning based on mental activity is called
cognitive learning.
– Learning involves complex mental processing of information.
-relating to, or involving conscious mental
activities (such as thinking, understanding, learning, and
remembering)
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
017
Learning Theories (Continued)
Figure: Information processing and memory stores
Sensory
Input
Sensory
Store
Forgotten,
lost
Working Memory
Rehearsal
(short-term store)
Forgotten,
lost
Encoding
Long-term
store
Retrieval
Forgotten,
unavailable
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
018
Learning Theories (Continued)
3. The Humanistic Orientation
• A personal act to fulfill potential.
• Affective and cognitive needs
• Become self-actualized, autonomous
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
019
Learning Theories (Continued)
4. The Social/ Situational Orientation
• Interaction /observation in social contexts. Movement
from the periphery to the centre of a community of
practice
• Learning is in relationship between people and
environment.
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
20
A Comparison among four theories
Aspect
Behaviorist
Cognitive
Humanist
Social/ Situational
Learning
theorists
Thorndike, Pavlov,
Watson, Guthrie, ,
Tolman, Skinner
Koffka, Kohler, Lewin,
Piaget, Ausubel, Bruner,
Gagne
Maslow, Rogers
Bandura, Lave and Wenger,
Salomon
View of the
learning
process
Change in behavior
Internal mental process
(including insight,
information processing,
memory, perception
A personal act to Interaction /observation in social
fulfill potential.
contexts. Movement from the
periphery to the centre of a
community of practice
Stimuli in external
environment
Internal cognitive
structuring
Affective and
cognitive needs
Learning is in relationship
between people and
environment.
Purpose in
education
Produce behavioural
change in desired
direction
Develop capacity and
skills to learn better
Become selfactualized,
autonomous
Full participation in communities
of practice and utilization of
resources
Educator's
role
Arranges environment to
elicit desired response
Structures content of
learning activity
Behavioural objectives
Competency -based
education
Skill development and
training
Cognitive development
Intelligence, learning and
memory as function of
age
Learning how to learn
Locus of
learning
Manifestations
in adult
learning
Facilitates
Works to establish communities
development of
of practice in which
the whole person conversation and participation
can occur.
Andragogy
Self-directed
learning
Socialization
Social participation
Associationalism
Conversation
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
21
Query?
Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
22
Thank You
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Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006
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