schiff_cb_ce_06 Consumer Learning and its dimensions
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Transcript of schiff_cb_ce_06 Consumer Learning and its dimensions
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Chapter 6Consumer Learning
Consumer Behaviour
Canadian Edition
Schiffman/Kanuk/Das
Copyright © 2006Pearson Education Canada Inc.
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Copyright © 2006 Pearson Education Canada Inc. 6-2
Opening Vignette Why did these products fail?
–Listerine Toothpaste
–Ben-Gay Aspirin
–Oreo Little Fudgies Why did PocketPaks succeed?
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Copyright © 2006 Pearson Education Canada Inc. 6-3
Consumer LearningConsumer Learning
A process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future related behaviour.
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Copyright © 2006 Pearson Education Canada Inc. 6-4
Learning Processes
Intentional –learning acquired as a result of a
careful search for information Incidental
-- learning acquired by accident or without much effort
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Copyright © 2006 Pearson Education Canada Inc. 6-5
Importance of Learning
Marketers must teach consumers:– where to buy
– how to use
– how to maintain
– how to dispose of products
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Copyright © 2006 Pearson Education Canada Inc. 6-6
Learning Theories
Behavioural Theories: Theories based on the premise that learning takes place as the result of observable responses to external stimuli. Also known as stimulus response theory.
Cognitive Theories: A theory of learning based on mental information processing, often in response to problem solving.
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Copyright © 2006 Pearson Education Canada Inc. 6-7
Elements of Learning Theories
Motivation Cues Response Reinforcement
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Copyright © 2006 Pearson Education Canada Inc. 6-8
Reinforcement
A positive or negative outcome that influences the likelihood that a specific behaviour will be repeated in the future in response to a particular cue or stimulus.
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Copyright © 2006 Pearson Education Canada Inc. 6-9
Behavioural Learning Theories
Classical Conditioning Instrumental Conditioning Modeling or Observational Learning
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Copyright © 2006 Pearson Education Canada Inc. 6-10
Classical ConditioningClassical Conditioning
Pairing a stimulus with another stimulus that elicits a known response to produce the same response when used alone.
http://almaz.com/nobel/medicine/1904a.html
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Copyright © 2006 Pearson Education Canada Inc. 6-11
Instrumental (Operant) Instrumental (Operant) ConditioningConditioning
learning based on a trial-and-error process, with habits forced as the result of positive experiences (reinforcement)
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Copyright © 2006 Pearson Education Canada Inc. 6-12
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Copyright © 2006 Pearson Education Canada Inc. 6-13
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Copyright © 2006 Pearson Education Canada Inc. 6-14
Classical conditioning – cont’d
Classical conditioning is the learning of associations among events that allows us to anticipate and represent our environment.
From this viewpoint, classical conditioning is not reflexive action, but rather the acquisition of new knowledge
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Copyright © 2006 Pearson Education Canada Inc. 6-15
Neo-Pavlovian Conditioning
Forward Conditioning (CS Precedes US) Repeated Pairings of CS and US A CS and US that Logically Belong to Each
Other A CS that is Novel and Unfamiliar A US that is Biologically or Symbolically
Salient
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Copyright © 2006 Pearson Education Canada Inc. 6-16
Strategic Applications of Classical Conditioning
Repetition Stimulus Generalization
– The inability to perceive differences between slightly dissimilar stimuli.
Stimulus Discrimination
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Copyright © 2006 Pearson Education Canada Inc. 6-17
Repetition
Repetition increases strength of associations and slows forgetting
but over time may result in advertising wearout.
Cosmetic variations reduce satiation.
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Copyright © 2006 Pearson Education Canada Inc. 6-18
Three-Hit Theory
Repetition is the basis for the idea that three exposures to an ad are necessary for the ad to be effective
The number of actual repetitions to equal three exposures is in question.
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Copyright © 2006 Pearson Education Canada Inc. 6-19
Stimulus Generalization
The inability to perceive differences between slightly dissimilar stimuli.
Marketing applications– Product Line, Form and Category
Extensions– Family Branding– Licensing– Generalizing Usage Situations
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Copyright © 2006 Pearson Education Canada Inc. 6-20
Stimulus DiscriminationStimulus Discrimination
The ability to select a specific stimulus from among similar stimuli because of perceived differences.
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Copyright © 2006 Pearson Education Canada Inc. 6-21
Classical Conditioning and Marketing Strategy
Identify and pair product with a known, well-liked stimulus– More attention– More favourable attitudes– Greater intention to buy the product– Learning of key attributes
Use stimulus generalization effectively» Continued
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Copyright © 2006 Pearson Education Canada Inc. 6-22
Classical Conditioning and Marketing Strategy
Distinguish the product through effective use of stimulus discrimination
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Copyright © 2006 Pearson Education Canada Inc. 6-23
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Copyright © 2006 Pearson Education Canada Inc. 6-24
Instrumental Conditioning
Consumers learn by means of trial and error process in which some purchase behaviours result in more favorable outcomes (rewards) than other purchase behaviours.
A favorable experience is instrumental in teaching the individual to repeat a specific behaviour.
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Copyright © 2006 Pearson Education Canada Inc. 6-25
Reinforcement
Positive Reinforcement: Positive outcomes that strengthen the likelihood of a specific response
Example: Ad showing beautiful hair as a reinforcement to buy shampoo
Negative Reinforcement: Unpleasant or negative outcomes that serve to encourage a specific behaviour
Example: Ad showing wrinkled skin as reinforcement to buy skin cream
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Copyright © 2006 Pearson Education Canada Inc. 6-26
Other Concepts in Reinforcement
Punishment– Choose reinforcement rather than
punishment Extinction
– Combat with consumer satisfaction Forgetting
– Combat with repetition
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Copyright © 2006 Pearson Education Canada Inc. 6-27
Instrumental Conditioning and Marketing
Make the product the ultimate reward Provide samples and free trials Provide non-product rewards Practice relationship marketing Reinforcement Schedules
– Shaping Massed versus Distributed Learning
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Copyright © 2006 Pearson Education Canada Inc. 6-28
Cognitive Learning TheoryCognitive Learning Theory
Learning through problem solving, which enables individuals to gain some control over their environment.
Three types:– Observational learning– Rote Learning– Reasoning
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Copyright © 2006 Pearson Education Canada Inc. 6-29
Observational LearningObservational Learning
individuals learn by observing the behaviour of others, and consequences of such behaviour.
Also known as modeling or vicarious learning.
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Copyright © 2006 Pearson Education Canada Inc. 6-30
Iconic Rote LearningIconic Rote Learning
Learning concepts through simple repetition– Repeated ads teach consumers about a
product’s attributes
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Copyright © 2006 Pearson Education Canada Inc. 6-31
Reasoning
Highest level of cognitive learning Involves creative thinking Depends on how information is
processed and stored
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Copyright © 2006 Pearson Education Canada Inc. 6-32
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Copyright © 2006 Pearson Education Canada Inc. 6-33
Retention
Information is stored in long-term memory–Episodically: by the
order in which it is acquired
–Semantically: according to significant concepts
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Copyright © 2006 Pearson Education Canada Inc. 6-34
Information processing and Involvement Theory
Central and Peripheral Routes to Persuasion– highly involved consumers are best reached
through ads that focus on the specific attributes of the product (the central route)
– uninvolved consumers can be attracted through peripheral advertising cues such as the model or the setting (the peripheral route).
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Copyright © 2006 Pearson Education Canada Inc. 6-35
Elaboration Likelihood Model (ELM)Elaboration Likelihood Model (ELM)
a person’s level of involvement during message processing determines which route to persuasion is likely to be effective
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Copyright © 2006 Pearson Education Canada Inc. 6-36
The Elaboration Likelihood Model
Involvement
Central Route
Peripheral Route
Message Arguments Influence Attitudes
Peripheral Cues
Influence Attitudes
HIGH LOW
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Copyright © 2006 Pearson Education Canada Inc. 6-37
Cognitive Learning and Marketing Strategy
Use rote learning to teach consumers about the brand
Use reasoning or problem solving for complex or high-involvement products
Use modelling to extinguish negative behaviour
Use knowledge of information processing to help consumers store, retain and retrieve messages.
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Copyright © 2006 Pearson Education Canada Inc. 6-38
Measures of Consumer Learning
Recognition and Recall Measures– Aided and Unaided Recall
Cognitive Responses to Advertising Copy-testing Measures Attitudinal and Behavioural Measures
of Brand Loyalty