Chapter_9_stud Consumer Marketing.ppt

1、9-1,CHAPTER,9,LEARNING, MEMORY, AND PRODUCT POSITIONING,9-2,The Nature of Learning,Learning is any change in the content or organization of long-term or behavior and is the result of information processing. Consumer behavior is largely learned behavior.,9-3,The Nature of Learning and Memory,9-4,Memo

2、rys Role in Learning,Memory consists of two interrelated components: Short-term Memory (STM) a.k.a. working memory is that portion of total memory that is currently activated or in use. Long-term Memory (LTM) is that portion of total memory devoted to permanent information storage. Semantic memory i

3、s the basic knowledge and feelings an individual has about a concept. Episodic memory is the memory of a sequence of events in which a person participated.,9-5,Memorys Role in Learning,STM is Short Lived Consumers must constantly refresh information through maintenance rehearsal or it will be lost.

4、STM has Limited Capacity Consumers can only hold so much information in current memory. Elaborative Activities occur in STM Elaborative activities serve to redefine or add new elements to memory and can involve both concepts and imagery.,Short-Term Memory,9-6,Memorys Role in Learning,Schemas (a.k.a.

5、 schematic memory) Scripts Retrieval from LTM,Long-Term Memory,9-7,Memorys Role in Learning,A Partial Schematic Memory for Mountain Dew,9-8,Memorys Role in Learning,Explicit memory memory is characterized by the conscious recollection of an exposure event. Implicit memory involves the non-conscious

6、retrieval of previously encountered stimuli.,Retrieval: Knowing versus Remembering,9-9,Learning Under High and Low Involvement,A high-involvement learning situation is one in which the consumer is motivated to process or learn the material. A Low-involvement learning situation is one in which the co

7、nsumer has little or no motivation to process or learn the material. Most consumer learning occurs in relatively low involvement contexts. The way a communication should be structured differs depending on the level of involvement the audience is expected to have.,9-10,Learning Under High and Low Inv

8、olvement,9-11,Learning Under High and Low Involvement,Conditioning Conditioning is a set of procedures that marketers can use to increase the chances that an association between two stimuli is formed or learned. There are two types of conditioning: Classical Conditioning Operant Conditioning,9-12,Le

9、arning Under High and Low Involvement,Classical conditioning is the process of using an established relationship between one stimulus (music) and response (pleasant feelings) to bring about the learning of the same response (pleasant feelings) to a different stimulus (the brand).,Classical Condition

10、ing,9-13,Learning Under High and Low Involvement,Classical Conditioning Pavlovs Experiment,Bell ring, dog has the meat, after that, when bell ring, the dog think it can have meat,9-14,Learning Under High and Low Involvement,Operant conditioning (or instrumental learning) involves rewarding desirable

11、 behaviors such as brand purchases with a positive outcome that serves to reinforce the behavior.,Operant Conditioning,9-15,Learning Under High and Low Involvement,Shaping Can Be Used in Operant Conditioning,9-16,Learning Under High and Low Involvement,Cognitive Learning Cognitive learning encompass

12、es all the mental activities of humans as they work to solve problems or cope with situations. It involves learning ideas, concepts, attitudes, and fact that contribute to our ability to reason, solve problems, and learn relationships without direct experience or reinforcement.,9-17,Learning Under H

13、igh and Low Involvement,Iconic Rote Learning Vicarious Learning/Modeling Analytical Reasoning,Cognitive Learning,9-18,Learning Under High and Low Involvement,Learning a concept or the association between two or more concepts in the absence of conditioning is known as iconic rote learning. In iconic

14、rote learning there is neither an unconditioned stimulus (classical) nor a direct reward or reinforcement (operant) involved. Repetition tends to be critical to iconic rote learning.,Iconic Rote Learning,9-19,Learning Under High and Low Involvement,Vicarious learning or modeling can include observin

15、g the outcomes of others behaviors and adjusting their own accordingly. In addition, they can use imagery to anticipate the outcome of various courses of action. Many ads encourage consumers to imagine the feeling and experience of using a product. Such images not only enhance learning about the pro

16、duct, but may even influence how the product is evaluated after an actual trial.,Vicarious Learning/Modeling,9-20,Learning Under High and Low Involvement,Analytical reasoning is the most complex form of cognitive learning. Individuals engage in creative thinking to restructure and recombine existing

17、 information as well as new information to form new associations and concepts. Information from a credible source that contradicts or challenges ones existing beliefs will often trigger reasoning. Analogical reasoning allows consumers to use an existing knowledge base to understand a new situation o

18、r object.,Analytical Reasoning,9-21,Learning Under High and Low Involvement,Stimulus discrimination or differentiation refers to the process of learning to respond differently to similar but distinct stimuli.,9-22,Stimulus generalization or rub-off effect occurs when a response to one stimulus is el

19、icited by a similar but distinct stimulus.,Learning Under High and Low Involvement,9-23,Learning, Memory, and Retrieval,Marketers want consumers to learn and remember positive features, feelings, and behaviors associated with their brands.,Extinction,decays,Retrieval Failure,LTM,9-24,Forgetting over

20、 Time: Magazine Advertisement,Source: LAP Report #5260.1 (New York: Weeks McGraw-Hill, undated). Reprinted with permission from McGraw-Hill Companies, Inc.,Learning, Memory, and Retrieval,9-25,What is required to bring about a long-lasting learned response? One factor is strength of learning. The st

21、ronger the original learning (e.g., of nodes and links between nodes), the more likely relevant information will be retrieved when required.,Strength of learning,Learning, Memory, and Retrieval,9-26,Strength of learning is enhanced by six factors: Importance Message Involvement Mood Reinforcement Re

22、petition Dual Coding,Strength of Learning,Learning, Memory, and Retrieval,9-27,Importance refers to the value that consumers place on the information to be learned. Importance might be driving by inherent interest in the product or brand, or might be driven be the need to make a decision in the near

23、 future.,Importance,Learning, Memory, and Retrieval,9-28,When a consumer is not motivated to learn the material, processing can be increased by causing the person to become involved with the message itself. Self referencing uses second-person pronouns (you, your) in ads to encourage consumers to rel

24、ate brand information to themselves.,Message Involvement,Learning, Memory, and Retrieval,9-29,A positive mood during the presentation of information such as brand names enhances learning. A positive mood during the reception of information appears to enhance its relational elaboration it is compared

25、 with and evaluated against more categories. Produces stronger set of linkages, which in turn enhances retrieval,Mood,Learning, Memory, and Retrieval,9-30,Reinforcement involves anything that increases the likelihood that a given response will be repeated in the future.,Reinforcement,Positive Reinfo

26、rcement A _ or desired consequence,Negative Reinforcement The removal or the avoidance of an _ consequence.,_is the opposite of reinforcement. It is any consequence that _ the likelihood that a given response will be repeated in the future.,Learning, Memory, and Retrieval,pleasant,unpleasant,Punishm

27、ent,decreases,9-31,Repetition enhances learning and memory by increasing accessibility of information or by strengthening the associative linkages between concepts. Repetition depends on importance and reinforcement. Less repetition of an advertising message is needed if importance is high or if the

28、re is a great deal of relevant reinforcement.,Repetition,Learning, Memory, and Retrieval,9-32,Impact of Repetition on Brand Awareness for High- and Low-Awareness Brands,Source: A Study of the effectiveness of Advertising Frequency in Magazines, 1993 Time, Inc. Reprinted by permission.,Learning, Memo

29、ry, and Retrieval,9-33,Learning, Memory, and Retrieval,Repetition Timing and Advertising Recall,Source: Reprinted from H. J. Zielski, “The Remembering and Forgetting of Advertising,” Journal of Marketing, January 1959, p. 240, with permission from The American Marketing Association. The actual data

30、and a refined analysis were presented in J. L. Simon, “What Do Zielskis Data Really Show about Pulsing?” Journal of Marketing Research, August 1979, pp. 415-20.,9-34,Learning, Memory, and Retrieval,Consumers can store (code) information in different ways. Storing the same information in different ways (coding) results in more internal pathways (associative links) for retrieving informatio