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7/21/2019 Chapter 5

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Consumer LearningConsumer Learning

and Memoryand Memory

Chapter 5

Consumer Learning

and Memory

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Why Marketers are Concernedabout How Consumers Learn Marketers want to “teach” consumers about

their products product attributes

where to buy them how to use and dispose of them

They want to know how effective they havebeen in communicating with the consumer directly, through advertisements Indirectly, through product appearance,

packaging, price and distribution channels

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What is Learning?

enerally, learning is a process by which

changes occur in the content or organi!ation

of an individual"s long#term memory

$rom a marketing standpoint, learning can be

thought of as the process by which

individuals acquire the purchase and

consumption knowledge and experience thatthey apply to future related behavior

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Range of Learning Situations

Learning occurs at various levels of consumer

involvement

Low-level involvement% consumers have little

or no motivation to process the information High-involvement learning% consumers are

highly motivated to process the information

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Learning Theories

There are many theories about how people

learn

They fall into two general categories%&' (ehavioral learning theories

)' Cognitive theories

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eha!iora" Learning Theories

*re also referred to as stimulus-response theoriesbecause based on premise that observable

responses to specific e+ternal stimuli signal

learning has taken place

hen a person responds in a predictable way to aknown stimulus, he or she is said to have learned

There are two behavioral theories with relevance

to marketing%

&' Classical conditioning

)' Instrumental-operant conditioning

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C"assica" Conditioning

The theory that conditioned learning results

when a stimulus that is paired with a stimulus

that elicits a known response serves to

produce the same response when used alone

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C"assica" Conditioning

.chematic /resentation of Classical Conditioning

Conditioned

Stimulus (CS)

Unconditioned

Stimulus (US)

Unconditioned

Response (UR)

0licits

C o m e s t o 0 l i c i t

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The use of a well#known, admired individualto advertise a product can condition

consumers to have positive feelings about

the product

“Cause marketing”

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Strategic #pp"ications ofC"assica" Conditioning Three basic concepts derive from classical

conditioning

&' 1epetition

)' .timulus generali!ation

2' .timulus discrimination

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Increases the strength of the associationbetween a conditioned stimulus and anunconditioned stimulus 3learning4

It is used by advertisers when schedulingmedia e+posure for an advertising campaign

Too much repetition can lead to advertisingwearout

Consumers may become annoyed withrepetitive ads and develop a negative imageof the product as a result

$% Repetition

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&% Stimu"us 'enera"i(ation

Learning relies not only on repetition, but on

peoples" ability to generalize##that is, respond

in the same way to slightly different stimuli

0+plains why some manufacturers try to

make their generic-store brands similar in

appearance to name brands

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Marketers use this principle to take

advantage of a well#known and trusted

brand in a number of ways

&' /roduct line e+tensions

)' /roduct form e+tension

2' /roduct category e+tension

1eferred to as the halo effect

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)% Stimu"us *iscrimination

5pposite of stimulus generali!ation

1esults in the selection of a specific stimulus

from among similar stimuli

$orms the basis for marketers" positioning

strategy

/ermits marketers to differentiate their

product from competitors" 3through, e'g'different features, colors, ingredients, etc'4

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+perant ,-nstrumenta".Conditioning ('$' .kinner

Learning occurs through trial and error

6abits are formed as a result of rewards for

certain behaviors

Consumers who try different brands, models,

styles until they find the one that “fits” are

engaged in instrumental learning

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+perant Conditioning

Specif ic ehavior

Reinf or cementor !unishment

"ncreased or #ecreased!ro$a$ility of Response

.chematic /resentation of 5perant Conditioning

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Reinforcement

* reward given to acknowledge a desiredbehavior and increase the probability it will

be repeated

%& !ositive reinforcement 0vents that strengthen the likelihood of a specific

response

'& egative reinforcement * negative outcome that also serves to

encourage a specific behavior

$ear appeals

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/unishment

/unishment discourages behavior as

opposed to encouraging behavior to avoid a

negative result

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01tinction

hen a learned response is no longer

reinforced, it diminishes to the point of

e+tinction7i'e', there is no longer a link

between the stimulus and the e+pectedreward

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Strategic #pp"ications of-nstrumenta" Conditioning Customer Satisfaction

In order to keep its customers, a marketer or

business must ma+imi!e positive

reinforcement

This can be done through the product itself

Can also be done with other elements of the

purchase situation

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Reinforcement Schedu"es

The pattern in which reinforcements aregiven

Marketers have found that while product

8uality needs to remain high to satisfy

consumers, non#product positivereinforcement does not have to be offered

every time

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Three types of reinforcement schedules%

&' Continuous-total 3every time4

)' .ystematic-fi+ed ratio 3every “nth” time4

2' 1andom-variable ratio

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TimeTime

(

e h a v i o r M a i n t e n

a n c e

(

e h a v i o r M a i n t e n

a n c e

Reinforcement Schedu"es 23orgetting

$orgetting occurs more 8uickly

$orgetting occurs gradually over time

and the residual effects of learning

persist

Continuous Reinforcement "ntermittent Reinforcement

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Cogniti!e Learning Theory

Learning based on mental activity 3i'e'

thinking and problem#solving4

9nlike simpler organisms, we learn not only

by trial and error, but by searching for information

evaluating the information, and

making a decision about what is best for us

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Marketing -mp"ications ofCogniti!e Learning Theory /rimary implication is to emphasi!e the

importance of providing information to

consumers

/roviding information can be a promotionalstrategy as well

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Cogniti!e #ssociati!eLearning

*lso called Neo-Pavlovian theory Learning involves not only the ac8uisition of

new reflexes: it is the ac8uisition of new

knowledg e about the world

9nder this theory, consumers are viewed as

information seekers who use logical and

perceptual relations among events, along

with their own preconceptions, to form asophisticated representation of the world

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-mp"ications for Marketers

Marketers draw on both cognitive and

operant conditioning theories

/roviding information about a product 3e'g',

eggs are 5; to eat4 draws on cognitivetheory

/roviding rewards 3e'g', fre8uent flyer miles,

coupons, etc'4 draws on classicalconditioning theory

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4icarious ,+bser!ationa".Learning The process through which individuals learn

behavior by observing the behavior of others

and the conse8uences of such behavior

1ole models tend to be people consumersadmire because of traits such as appearance,

accomplishment, skill, or social class

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*nother alternative form of observational

learning involves representation of negative

conse8uences of not using the advertised

product

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rand Loya"ty

* consumer"s consistent preference for andpurchase of a specific brand

&' In high-involvement purchases 3e'g', a car4

it reduces risk and facilitates selection)' In low-involvement purchases 3e'g', tissues4

it saves time and effort

(rand loyalty generally results fromconsistent positive e+periences with a

company and-or its products

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There has been a recent decline in brandloyalty

&' (oredom or dissatisfaction with the products

)' <ariety#seeking

2' Increased concern with price

To counter these actions, marketers have

adopted a number of programs 3e'g',fre8uent flyer4 that reward brand loyalty

chapter 5

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