Chapter 7 Consumer Learning. ©2000 Prentice Hall Cognitive Learning Theory A theory of learning based on mental information processing, often in response

Chapter 7

Consumer Learning

©2000 Prentice Hall

Cognitive Cognitive Learning Learning TheoryTheory

A theory of learning based on mental information

processing, often in response to problem solving.


Consumer Consumer LearningLearning

A process by which individuals acquire the

purchase and consumption knowledge and experience

that they apply to future related behavior.


Elements of Learning Theories

• Motivation• Cues• Response• Reinforcement


ReinforcementReinforcement

A positive or negative outcome that influences the

likelihood that a specific behavior will be repeated in the future in response to a particular cue or stimulus.


Behavioral Behavioral Learning Learning TheoriesTheories

Theories based on the premise that learning takes

place as the result of observable responses to external stimuli. Also

known as stimulus response theory.


Behavioral Learning Theories

• Classical Conditioning• Instrumental Conditioning• Modeling or Observational Learning


Classical Classical ConditioningConditioning

A behavioral learning theory according to which a

stimulus is paired with another stimulus that elicits

a known response that serves to produce the same

response when used alone.


Instrumental Instrumental (Operant) (Operant)

ConditioningConditioning

A behavioral theory of learning based on a trial-and-error process, with

habits forced as the result of positive experiences

(reinforcement) resulting from certain responses or

behaviors.


Conditions for Optimal 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


Figure 7.1A Pavlovian Model of Classical Conditioning

Unconditioned StimulusMeat paste

Conditioned StimulusBell

Unconditioned ResponseSalivation

Conditioned StimulusBell

Conditioned ResponseSalivation

AFTER REPEATED PAIRINGS


Figure 7.1B Analogous Model of Classical Conditioning

Unconditioned StimulusDinner aroma

Conditioned Stimulus6 O’clock news

Unconditioned ResponseSalivation

Conditioned Stimulus6 O’clock news

Conditioned ResponseSalivation

AFTER REPEATED PAIRINGS


Basic Concepts of Classical Conditioning

• Repetition• Stimulus Generalization• Stimulus Discrimination


Stimulus Stimulus GeneralizationGeneralization

The inability to perceive differences between slightly

dissimilar stimuli.


Stimulus Generalization and Marketing

• Product Line, Form and Category Extensions• Family Branding• Licensing• Generalizing Usage Situations


Stimulus Stimulus DiscriminationDiscrimination

The ability to select a specific stimulus from among similar stimuli because of perceived

differences.


Stimulus Discrimination and Marketing

• Positioning• Differentiation


Instrumental Conditioning and Marketing

• Customer Satisfaction (Reinforcement)• Reinforcement Schedules

– Shaping• Massed versus Distributed Learning


Figure 7.6 A Model of Instrumental Conditioning

Stimulus Situation

(Need good-looking jeans)

Try Brand D

Try Brand C

Try Brand B

Try Brand A

UnrewardedLegs too tight

UnrewardedTight in seat

UnrewardedBaggy in seat

RewardPerfect fit

Repeat Behavior


Observational Observational LearningLearning

A process by which individuals observe the

behavior of others, remember it, and imitate it. Also known as modeling.


Cognitive Cognitive Learning Learning TheoryTheory

Holds that the kind of learning most characteristic of human beings is problem

solving, which enables individuals to gain some

control over their environment.


Information Information ProcessingProcessing

A cognitive theory of human learning patterned after computer information

processing that focuses on how information is stored in human memory and how it is

retrieved.


Issues In Information Processing

• How Consumers Store, Retain and Retrieve Information

• Limited and Extensive Information Processing


Figure 7.9 Information Processing and Memory Stores

Sensory Store

Sensory Store

Working Memory (Short-term

Store)

Working Memory (Short-term

Store)

Long-term Store

Long-term Store

Sensory Input Rehearsal Encoding Retrieval

Forgotten; lost

Forgotten; lost

Forgotten; unavailable


Sensory StoreSensory Store

The place in which all sensory inputs are housed very briefly before passing into the short-term store.


Short-Term Short-Term StoreStore

The stage of real memory in which information received from the sensory store for

processing is retained briefly before passing into the long-

term store or forgotten.


Long-Term Long-Term StoreStore

In information-processing theory, the stage of real

memory where information is organized, reorganized and retained for relatively extended periods of time.


RehearsalRehearsal

The silent, mental repetition of material. Also, the

relating of new data to old data to make the former

more meaningful.


EncodingEncoding

The process by which individuals select and assign

a word or visual image to represent a perceived object

or idea.


Retention

• Information is stored in long-term memory– Episodically: by the order

in which it is acquired– Semantically: according

to significant concepts


Figure 7.10 Conceptualization of Long-Term Storage of Personal Computer Information

PERSONAL COMPUTERS

Manufacturers

Models

SOFTWARE

ManufacturerType

Monitors

Printers

Operating Systems

ManufacturerType

Word processing

Databases

Graphics

Spreadsheets

Games


RetrievalRetrieval

The stage of information processing in which individuals recover

information from long-term storage.


Table 7.1 Models of Cognitive Learning

Attention Cognitive

Action Conative PurchasePostpurchaseEvaluation

TrialAdoption

DecisionConfirmation

AffectiveEvaluation

InterestEvaluation Persuasion

KnowledgeAwarenessAwareness

Knowledge

InterestDesire

Sequential Stages of

Processing

Innovation Adoption

Model

Decision-Making Model

Tricompetent Model

Innovation Decision Process

Promotional Model


Limited and Extensive Information Processing

• Extensive and complex processing of information may not apply to all purchase decisions

• Involvement may influence extent of information processing


Involvement Involvement TheoryTheory

A theory of consumer learning which postulates

that consumers engage in a range of information

processing activity from extensive to limited problem

solving, depending on the relevance of the purchase.


Issues in Involvement Theory

• Involvement Theory and Media Strategy• Involvement Theory and Consumer Relevance• Central and Peripheral Routes to Persuasion• Measures of Involvement


Hemispheral Hemispheral LateralizationLateralization

Learning theory in which the basic premise is that the

right and left hemispheres of the brain “specialize” in the

kinds of information that they process. Also called

split brain theory.


Central and Central and Peripheral Peripheral Routes to Routes to

PersuasionPersuasion

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).


Elaboration Elaboration Likelihood Likelihood

Model (ELM)Model (ELM)

A theory that suggests that a person’s level of

involvement during message processing is a critical factor in determining which route to persuasion is likely to be

effective.


The Elaboration Likelihood Model

Involvement

Central Route

Peripheral Route

Peripheral Cues

Influence Attitudes

Message Arguments Influence Attitudes

HIGH LOW


TO ME, (INSERT PRODUCT OR PRODUCT CATGORY) IS:

Table 7.2 Measuring Involvement on a Semantic Differential Scale

1. Important 2. Interesting 3. Relevant 4. Exciting 5. Meaningful 6. Appealing 7. Fascinating 8. Priceless 9. Involving10. Necessary

1----------

UnimportantBoringIrrelevantUnexcitingMeaninglessUnappealingOrdinaryWorthlessUninvolvingUnnecessary

2----------

3----------

4----------

5----------

6----------

7----------


Table 7.3 Product Involvement Inventory Measuring Consumers’ Enduring

Involvement With Products

1. I would be interested in reading about this product.2. I would read a Consumer Reports article about this

product.3. I have compared product characteristics among bands.4. I usually pay attention to ads for this product.5. I usually talk about his product with other people.6. I usually seek advice from other people prior to

purchasing this product.7. I usually take many factors into account before

purchasing this product.8. I usually spend a lot of time choosing what kind to buy.


Measures of Consumers Learning

• Recognition and Recall Measures– Aided and Unaided Recall

• Cognitive Responses to Advertising– Copytesting

• Attitudinal and Behavioral Measures of Brand Loyalty


Brand Brand LoyaltyLoyalty

Consistent preference and/or purchase of the same brand

in a specific product or service category.


Figure 7.16 Brand Loyalty As a Function of Relative Attitude and Patronage

Behavior

LatentLoyalty

No Loyalty

Spurious Loyalty

Loyalty

LowLow

HighHigh

HighHigh LowLow

Repeat PatronageRepeat Patronage

Relative Relative AttitudeAttitude


Brand EquityBrand EquityThe value inherent in a well-

known brand name.

Documents

Chapter 7 Consumer Learning. ©2000 Prentice Hall Cognitive Learning Theory A theory of learning based on mental information processing, often in response