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Chapter 7

Consumer Behavior,Consumer Behavior,

Eighth EditionEighth Edition

SCHIFFMAN & KANUK

Consumer Learning

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The Importance of Consumer

Learning to New Product Success Why did these products fail?

Listerine Toothpaste

Ben-Gay Aspirin

Oreo Little ud!ies

Why did "oc#et"a#s succeed?

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Importance of Learning

%ar#eters &ust teach consu&ers'

(here to )uy

ho( to use

ho( to &aintain

ho( to dispose of products

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Learning Theories

Behavioral Theories:

Theories )ased on the

pre&ise that learnin!ta#es place as the

result of o)ser+a)le

responses to e,ternal

sti&uli Also #no(nasstimulus response

theory

Cognitive Theories:

A theory of learnin!

)ased on &entalinfor&ation

processin!. often in

response to pro)le&

sol+in!

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ConsumerConsumerLearningLearning

Aprocess)y (hichindi+iduals ac0uire the

purchase and

consu&ption#no(led!e

and e,perience

that they apply to

future related )eha+ior

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Learning Processes

Intentional'

learnin! ac0uired as

a result of a carefulsearch for

infor&ation

Incidental'

learnin! ac0uired

)y accident or(ithout &uch effort

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Elements of Learning Theories

%oti+ation

ues

3esponse

3einforce&ent

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einforcement

A positi+e or

ne!ati+e outco&ethat influences the

li#elihood that a

specific )eha+ior(ill )e repeated in

the future in

response to a

particular cue or

sti&ulus

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!igure 7"# Product $sage Leads to

einforcement

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Behavioral Learning Theories

lassical onditionin!

nstru&ental onditionin!

%odelin! or O)ser+ational Learnin!

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ClassicalClassicalConditioningConditioning

A )eha+ioral learnin!theory accordin! to

(hich a sti&ulus is

paired (ith another

sti&ulus that elicits a

#no(n response that

ser+es to produce the

sa&e response (henused alone

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InstrumentalInstrumental

%&perant'%&perant'

ConditioningConditioning

A )eha+ioral theory of

learnin! )ased on atrial-and-error process.

(ith ha)its forced as

the result of positi+ee,periences

8reinforce&ent9

resultin! fro& certain

responses or

)eha+iors

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Figure 7.2A Pavlovian Model of

Classical Conditioning

$nconditioned Stimulus

%eat paste

Conditioned Stimulus

Bell

$nconditioned esponse

:ali+ation

Conditioned Stimulus

Bell

Conditioned esponse

:ali+ation

(!TE EPE(TE) P(IIN*S

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Figure 7.2B Analogous Model of

Classical Conditioning

$nconditioned Stimulus

;inner aro&a

Conditioned Stimulus

o

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Cognitive (ssociative Learning

lassical conditionin! is +ie(ed as the

learnin! of associations a&on! e+ents that

allo(s the or!anis& to anticipate andrepresent its en+iron&ent

ro& this +ie(point. classical conditionin!

is not refle,i+e action. )ut rather theac0uisition of ne( #no(led!e

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Neo+Pavlovian Conditioning

or(ard onditionin! 8: "recedes =:9

3epeated "airin!s of : and =:

A : and =: that Lo!ically Belon! to >achOther

A : that is o+el and =nfa&iliar

A =: that is Biolo!ically or :y&)olically:alient

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Strategic (pplications of Classical

Conditioning

3epetition

:ti&ulus Generali@ation

:ti&ulus ;iscri&ination

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epetition 3epetition increases

stren!th of

associations and slo(s

for!ettin! )ut o+erti&e &ay result in

advertising wearout.

Cosmetic variations

reduce satiation

!igure 7", Cosmetic

-ariations in (ds

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!igure 7".

Su/stantive

-ariations

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Three+0it Theor1

3epetition is the )asis for the idea that three

e,posures to an ad are necessary for the ad

to )e effecti+e The nu&)er of actual repetitions to e0ual

three e,posures is in 0uestion

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StimulusStimulus*enerali2ation*enerali2ation

The ina)ility to

percei+e differences)et(een sli!htly

dissi&ilar sti&uli

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Stimulus *enerali2ation and

3ar4eting

"roduct Line. or& and ate!ory>,tensions

a&ily Brandin!

Licensin!

Generali@in! =sa!e :ituations

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!igure 7"5

Product LineE6tension

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7-2*

!igure 7" Product !orm

E6tensions

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!igure 7"7

ProductCategor1

E6tensions

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!igure 7+8

Shoe

3anufacturerLicenses

Its Name

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StimulusStimulus

)iscrimination)iscrimination

The a)ility to select

a specific sti&ulus

fro& a&on! si&ilar

sti&uli )ecause of

percei+ed

differences

"ositionin!

;ifferentiation

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!igure 7"9

Stimulus)iscrimination

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Figure 7.10 A Model of Instrumental

Conditioning

:ti&ulus

:ituation8eed !ood-

loo#in! eans9

Try

Brand ;

Try

Brand

Try

Brand B

Try

Brand A

=nre(arded

Legs too tight

=nre(arded

Tight in seat

=nre(arded

Baggy in seat

3e(ard

Perfect fit

epeat Behavior

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Instrumental Conditioning

onsu&ers learn )y &eans of trial and error

process in (hich so&e purchase )eha+iors

result in &ore fa+ora)le outco&es 8re(ards9than other purchase )eha+iors

A fa+ora)le e,perience is instru&ental in

teachin! the indi+idual to repeat a specific)eha+ior

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Instrumental Conditioning and

3ar4eting

usto&er :atisfaction 83einforce&ent9

3einforce&ent :chedules:hapin!

%assed +ersus ;istri)uted Learnin!

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einforcement

Positive

einforcement'

"ositi+e outco&es that

stren!then theli#elihood of a specific

response

>,a&ple' Ad sho(in!

)eautiful hair as a

reinforce&ent to )uy

sha&poo

Negative

einforcement:

=npleasant or ne!ati+e

outco&es that ser+e toencoura!e a specific

)eha+ior

>,a&ple' Ad sho(in!

(rin#led s#in as

reinforce&ent to )uy

s#in crea&

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&ther Concepts in einforcement

"unish&ent

hoose reinforce&ent rather than punish&ent

>,tinction

o&)at (ith consu&er satisfaction

or!ettin!

o&)at (ith repetition

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&/servational&/servationalLearningLearning

A process )y (hich

indi+iduals o)ser+e

the )eha+ior of

others. and

conse0uences ofsuch )eha+ior Also

#no(n as &odelin!

or +icariouslearnin!

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!igure 7"##

ConsumersLearn /1

3odeling

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CognitiveCognitive

LearningLearning

Theor1Theor1

olds that the #ind

of learnin! &ost

characteristic of

hu&an )ein!s is

pro)le& sol+in!.(hich ena)les

indi+iduals to !ain

so&e control o+ertheir en+iron&ent

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!igure 7"#

(ppeal toCognitive

Processing

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InformationInformationProcessingProcessing

A co!niti+e theory of

hu&an learnin!patterned after

co&puter infor&ation

processin! thatfocuses on ho(

infor&ation is stored

in hu&an &e&ory

and ho( it is

retrie+ed

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Figure 7.13 Information Processing and

Memory tores

:ensory:tore

Wor#in!

%e&ory

8:hort-ter&

:tore9

Lon!-

ter&:tore

:ensory

nput 3ehearsal >ncodin! 3etrie+al

or!ottenC

lost

or!ottenC

lost

or!ottenC

una+aila)le

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7-*6

etention

nfor&ation is stored inlon!-ter& &e&ory

Episodically' )y the orderin (hich it is ac0uired

Semantically' accordin!to si!nificant concepts

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7-*1

!a"le 7.1 Models of Cognitive #earning

Attention o!niti+e

Action onati+e "urchase

"ostpurchase

>+aluation

Trial

Adoption

;ecision

onfir&ation

Affecti+e

>+aluation

nterest

>+aluation "ersuasion

Dno(led!eA(arenessA(arenessDno(led!e

nterest

;esire

Se;uential

Stages

of

Processing

Innovation

(doption

3odel

)ecision+

3a4ing

3odel

Tricompetent

3odel

Innovation

)ecision

Process

Promotional

3odel

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7-*2

InvolvementTheor1

A theory of consu&er

learnin! (hich

postulates that

consu&ers en!a!e in a

ran!e of infor&ation

processin! acti+ityfro& e,tensi+e to

li&ited pro)le&

sol+in!. dependin! onthe rele+ance of the

purchase

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7-*$

!igure 7"#.Split Brain

Theor1

3i!htE Left Brain

e&ispheres

speciali@e in certainfunctions

i!ure 71*

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!igure 7"#5Encouraging

ight and

Left Brain

Processing

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Issues in Involvement Theor1

n+ol+e&ent Theory and %edia :trate!y

n+ol+e&ent Theory and onsu&er

3ele+ance entral and "eripheral 3outes to "ersuasion

%easures of n+ol+e&ent

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Central and

Peripheraloutes to

Persuasion

A theory that proposesthat

hi!hly in+ol+ed consu&ersare )est reached throu!h ads

that focus on the specific

attri)utes of the product 8the

central route9 (hile

unin+ol+ed consu&ers can

)e attracted throu!h

peripheral ad+ertisin! cues

such as the &odel or the

settin! 8the peripheral route9

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Ela/orationEla/oration

Li4elihoodLi4elihood3odel3odel

%EL3'%EL3'

A theory that su!!eststhat a person

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!igure 7"#

Peripheral

oute to

Persuasion

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!igure 7"#7 $ne6pected 0eadline

3etaphor Increases Impact

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The Ela/oration Li4elihood 3odel

n+ol+e&ent

entral3oute

"eripheral3oute

PeripheralCues

Influence

Attitudes

MessageArguments

Influence

Attitudes

G LOW

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3easures of Consumer Learning

3eco!nition and 3ecall %easuresAided and =naided 3ecall

o!niti+e 3esponses to Ad+ertisin! opytestin! %easures

Attitudinal and Beha+ioral %easures of

Brand Loyalty

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!igure 7"#8

Starch

eadership

Scores 3easureLearning

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Phases of Brand Lo1alt1

o!niti+e

Affecti+e

onati+e

Action

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Figure 7.1$

Brand #oyalty As A Function of

Relative Attitudeand Patronage

Behavior

Latent

Loyalty

o

Loyalty

:purious

Loyalty

Loyalty

LowLow

0igh0igh

0igh0igh LowLow

epeat Patronageepeat Patronage

elativeelative(ttitude(ttitude