CB 7 Consumer Learning

8/2/2019 CB 7 Consumer Learning

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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 ToothpasteBen-Gay Aspirin

Why did Pocket Packs succeed?


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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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LearningT

heories

Behavioral Theories:

Theories based on the

basis that learningtakes place as the

result of observable

responses to external

stimuli. Also knownasstimulus response

theory.

Cognitive Theories:

A theory of learning

based on mentalinformation

processing, often in

response to problem

solving.


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ConsumerConsumerLearningLearning

Aprocessby which

individuals acquire the

purchase and

consumptionknowledge

and experience

that they apply tofuture related behavior.


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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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Consumer learning contd. Example

some ads may induce learning (Brand names)even though the consumers attention is elsewhere(on a magzine article rather than the ads on facingpage)

Other ads are sought out and carefully read byconsumers for making a purchase decision.


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Elements of Learning

Theories

Motivation

Cues

Response

Reinforcement


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Motivation The degree of relevance or involvement

determines consumer level of motivation to

search for

knowledge OR

information about a product or a service.


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Cues

Motives serve to stimulate learning,

Cues are the stimuli that gives direction to

these motives e.g. an ad is a cue forconsumer motivation for a specific productor service.

In the market place price, styling,packaging, advertising and the storedisplays all serve as cues.


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Cues Marketers teach motivated consumer

segments why and how their products will

fulfill the consumers need.

Motives serve to stimulate learning.


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Response How individuals react to a drive or cue

How they behave constitute their response

e.g. a marketer that provides consistent cues

to a consumer may not always succeed in

stimulating a purchase.


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Response contd However if marketer succeeds in forming a

favorable image of a particular product in

consumers mind.

It is likely that he or she will consider that

product.


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Reinforcement

A positive or

negative outcome

that influences the

likelihood that a

specific behaviorwill be repeated in

the future in

response to aparticular cue or

stimulus.


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Figure 7.1 Product Usage Leads to

Reinforcement


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Behavioral LearningT

heories

Classical Conditioning

Instrumental Conditioning

Modeling or Observational Learning


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ClassicalClassicalConditioningConditioning

A behavioral learningtheory according to

which a stimulus is

paired with another

stimulus that elicits a

known response that

serves to produce the

same response whenused alone.


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Example If you usually listen to the 9 o clock news

while waiting for dinner to be served you

would tend to associate the 9 o, clock newswith dinner, So that eventually the soundsof the 9 o clock news alone might causeyour mouth to water even if dinner was not

being prepared and even if you were nothungry.


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InstrumentalInstrumental

(Operant)(Operant)

ConditioningConditioning

A behavioral theory of

learning based on a

trial-and-error process,

with habits forced as

the result of positiveexperiences

(reinforcement)

resulting from certain

responses or

behaviors.


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Figure 7.2B Analogous Model of

Classical Conditioning

Unconditioned Stimulus

Dinner aroma

Conditioned Stimulus

9 oclock news

UnconditionedResponseSalivation

Conditioned Stimulus

9 oclock news

ConditionedResponse

Salivation

AFTERREPEATED PAIRINGS


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Strategic Applications of ClassicalConditioning

Repetition

Stimulus Generalization

Stimulus Discrimination


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Repetition

Repetition

increases strength

of associations and

slows forgetting but

over time may

result in advertising

wearout.

Figure 7.3 Cosmetic

Variations in Ads


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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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Three-Hit

Theory

1) to make consumers aware of the product

2) to show cosumers the relevance of the

product

3) to remind them of its benefits

according to others marketing scholars

11 to 12 repetitions


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StimulusStimulusGeneralizationGeneralization

The inability to

perceive differencesbetween slightly

dissimilar stimuli.


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Continued. It explain why some imitative me-too

products succeed in the market place.

Because

Consumers confuse them with original

product they have seen advertised


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Example That an individual can learn to take dinner

not only to the sound of 9 o clock news but

also to the some what similar sound of Azan.


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Stimulus Generalization andMarketing

Product Line, Form and CategoryExtensions

Family Branding

Licensing

Generalizing Usage Situations


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Figure 7.5

Product LineExtension

(adding related

products to an

already

established

brand)


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Product form extensions Such as crest toothpaste to to crest

whitestrips,

Listerine mouthwash to listerine paks

Bath soaps to liquid soaps


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Figure 7.6 Product Form

Extensions


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Figure 7.7

ProductCategory

Extensions


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Family branding The practice of marketing a whole line of

company products under the same brand

name


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Family branding The practice of marketing a whole line of

company products under the same brand

name.

A strategy that capitalizes on the consumers

ability to generalized favorable brand

associations from one product to others: e.gNestle


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Licensing Allowing a well known brand name to be affixed

to products of another manufacturer.

A strategy that operates on the principle of stimulus generalizations.

Examples: names of designers, manufacturers,

celebrities, corporations and even cartoon

characters are attached for a fee i.e rented.


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Figure 7-8

Shoe

Manufacturer

Licenses

Its Name


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StimulusStimulus

DiscriminationDiscrimination

The ability to select

a specific stimulusfrom among similar

stimuli because of

perceived

differences.

Positioning

Differentiation


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Figure 7.10 A Model of Instrumental

Conditioning

Stimulus

Situation(Need good-

looking jeans)

Try

Brand D

Try

Brand C

Try

Brand B

Try

Brand A

Unrewarded

Legs too tight

Unrewarded

Tight in seat

Unrewarded

Baggy in seat

Reward

Perfect fit

Repeat Behavior


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Instrumental Conditioning

Consumers learn by means of trial and error

process in which some purchase behaviors

result in more favorable outcomes (rewards)than other purchase behaviors.

A favorable experience is instrumental in

teaching the individual to repeat a specificbehavior.


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Instrumental Conditioning and

Marketing

Customer Satisfaction (Reinforcement)

Reinforcement Schedules Shaping

Massed versus Distributed Learning


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Reinforcement

Positive

Reinforcement:

Positive outcomes that

strengthen the

likelihood of a specific

response

Example: Ad showingbeautiful hair as a

reinforcement to buy

shampoo

Negative

Reinforcement:

Unpleasant or negative

outcomes that serve toencourage a specific

behavior

Example: Ad showing

wrinkled (smooth) skin

as reinforcement to buy

skin cream


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Model or observational learning Consumers often observe how others

behave in response to certain situations

(stimuli) and the ensuing (subsequent)results (reinforcement) that occur

&

The imitate (model) the positivelyreinforced behavior when faced with similarsituations.


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Figure 7.11

ConsumersLearn by

Modeling


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CognitiveCognitive

LearningLearning

TheoryTheory

Holds that the kindof learning most

characteristic of

human beings is

problem solving,

which enables

individuals to gain

some control overtheir environment.


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Figure 7.12

Appeal toCognitive

Processing


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InformationInformationProcessingProcessing

A cognitive theory of

human learningpatterned after

computer information

processing thatfocuses on how

information is stored

in human memory

and how it is

retrieved.


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Figure 7.13 Information Processing and

Memory Stores

SensoryStore

Working

Memory

(Short-

term

Store)

Long-

term

Store

SensoryInput Rehearsal Encoding Retrieval

Forgotten;

lost

Forgotten;

lost

Forgotten;

unavailable


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Retention

Information is stored inlong-term memory

Episodically: by the orderin which it is acquired

Semantically: accordingto significant concepts


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Table 7.1 Models of Cognitive Learning

Attention Cognitive

Action Conative Purchase

Postpurchase

Evaluation

Trial

Adoption

Decision

Confirmation

Affective

Evaluation

Interest

Evaluation Persuasion

KnowledgeAwarenessAwareness

Knowledge

Interest

Desire

Sequential

Stages

of

Processing

Innovation

Adoption

Model

Decision-

Making

Model

Tricomponen

t Model

Innovation

Decision

Process

Promotional

Model


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InvolvementTheory

A theory of consumer

learning whichpostulates that

consumers engage in a

range of information

processing activity

from extensive to

limited problem

solving, depending onthe relevance of the

purchase.


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Figure 7.15

Encouraging

Right andLeft Brain

Processing


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Central and

PeripheralRoutes to

Persuasion

A theory that proposes that

highly involved consumers

are best reached through ads

that focus on the specific

attributes of the product (the

central route) while

uninvolved consumers can

be attracted through

peripheral advertising cues

such as the model or the

setting (the peripheral route).


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ElaborationElaboration

LikelihoodLikelihoodModelModel

(ELM)(ELM)

A theory that suggests

that a persons level of

involvement during

message processing isa critical factor in

determining which

route to persuasion is

likely to be effective.


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Figure 7.16

Peripheral

Route to

Persuasion


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Figure 7.17 Unexpected Headline

Metaphor Increases Impact


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The Elaboration Likelihood Model

Involvement

Central

Route

Peripheral

Route

PeripheralCues

Influence

Attitudes

MessageArguments

Influence

Attitudes

HIGH LOW


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Measures of Consumer Learning

Recognition and Recall Measures

Aided and Unaided Recall

Cognitive Responses to Advertising Copytesting Measures

Attitudinal and Behavioral Measures of

Brand Loyalty


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Figure 7.18Starch

Readership

Scores MeasureLearning


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Phases of Brand Loyalty

Cognitive

Affective

Conative

Action


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Figure 7.19

Brand Loyalty As A Function ofRelative Attitude and Patronage

Behavior

Latent

Loyalty

No

Loyalty

Spurious

Loyalty

Loyalty

LowLow

HighHigh

HighHigh LowLow

Repeat PatronageRepeat Patronage

Relative

Relative

AttitudeAttitude

CB 7 Consumer Learning

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