chapter 3 - my solomon - learning

8/2/2019 Chapter 3 - My Solomon - Learning

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Chapter 3

Learning & MemorySolomon text



Learning Process

Permanent change in behavior

Caused by experienceOn-going process



Methods to learn

Active

learning

Vicariously

observations

Incidental

learning

Without trying,

unintentional,

casuallearning



Behavior Learning Theories

Assumes learning takes place

as a result of responses to external

environments

Stimuli -> Black Box -> Response



Behavior Learning Theories

Two views:

Classical conditioningInstrumental conditioning



1. Classical Conditioning

A stimulus (unconditioned stimuli)

that elicits a response

(conditioned response)

is paired with another stimulus (conditioned stimuli ) –

that does not elicit a response on its own



Classical Conditioning examples

Association between stimuli & expectation

Pavlov’s dog

Food – Bell – drooling // Bell alone = drooling

Automatically using a credit card whenpurchasing items.



Other responses & terms = CC

Repetition

Stimulus generation

Halo effect

Masked branding

Stimulus discriminationSubstitutes



Marketing applications = BLT

Distinctive brand image

Link between product & needBrand equity



Marketing applications = BLT

Ad wearout

(too much repetition)

Backward conditioning

Extinguishing product

associations



Strategies: stimulus generalization

Family branding

Product line extensionsLicensing

Look-alike packaging



2. Instrumental conditioning

A. Operant conditioningAs individual learns to perform

behaviors that produces a positiveoutcome

Avoids those that yield negativeoutcomes



Instrumental learning

Positive reinforcement

Negative reinforcement

Punishment

Extinction When positive outcome no longer occurs



Rules for reinforcements

Fixed –

interval

Variable

Fixed ratio

Variable ratio

Example:

Frequency

marketing Prizes for the

more you buy

Discover Card



3. COGNITIVE LEARNINGTHEORY

Internal mental processes

View people as problem solvers

Actively uses information tomaster environment .



3. CLT:

Conscious learning or not?

Observational learningModeling



3. CLT – Modeling conditions

Must convert information into

action

Must be motivated to perform

actions



3. CLT : marketing application

Consumer willingness

to make own reinforcement

Saves marketers the task

Consumers enjoy using models

for guidance in purchasing



4. Observational Learning

We watch others and notereinforcements they

receive for behaviors Vicarious learning

Socially desirablemodels/celebrities who use or

do not use their products



4. Observational Learning

Modeling: imitating others’ behavior

Figure 3.3 (Abridged)

RETENTIONATTENTIONPRODUCTION

PROCESSESMOTIVATION

OBSERVATIONALLEARNING



Stop – finish on Friday



MEMORY in Learning

Process

Acquires information

Stores it over time for accesslater

Encoding, storage, retrieval



MEMORY: Encoding

Sensory meaning

Semantic meaning

Episodic memories Flashbulb memories

Through narrative or story



Memory Systems

Figure 3.5 (Abridged)

SHORT-TERMMEMORY

SENSORYMEMORY

LONG-TERMMEMORY

ELABORATIVEREHEARSAL

ATTENTION



Memory Systems:

Sensory memory

Short-term memory

Info passes thru attentional gate, then transferred Long-term memory

Retains information for long period of time

Catchy slogans & jingles help this



STORING info in Memory

Multiple-store

Activation models of memory

Knowledge structures Nodes

Hierarchical processing model

Evoked sets



Storing info in Memory

Spreading activation

Coding

Proposition Links nodes with chunks of info

Script

Sequence of events is expected

Service scripts

Scripts that guide behavior in commercial environ.



RETRIEVAL from memory

Info accessed from LT memory

Influencing factors

Age

Situational variable (e.g. environment)

Viewing the environment



Retrieval: (recall)

State-dependent retrieval

If internal state is similar when info learned

Mood Congruence effect

Prior Familiarity with item enhances recall

Salience of brand (level of prominence)

Von Restorff Effect

Surprise element



FORGETTING

Decay

Interference

Retroactiveinterference

Proactive

interference Part-listing cueing

effect

Response bias

Memory lapses

Facts vs. feelings



Products as memory makers

Nostalgia

Retro brand

Updated version of an historical

brand



Measuring memory

Poor job of recall

Factors: Impact

Recognition (longer)

recall



The end

chapter 3 - my solomon - learning

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