Consumer Behavior Eighth Edition SCHIFFMAN KANUK Chapter 7

Consumer Behavior, Eighth Edition SCHIFFMAN & KANUK Chapter 7 Consumer Learning 7 -1

The Importance of Consumer Learning to New Product Success • Why did these products fail? – Listerine Toothpaste – Ben-Gay Aspirin – Oreo Little Fudgies • Why did Pocket. Paks succeed? 7 -2

Importance of Learning • Marketers must teach consumers: – where to buy – how to use – how to maintain – how to dispose of products 7 -3

Learning Theories • Behavioral Theories: Theories based on the premise that learning takes place as the result of observable responses to external stimuli. Also known as stimulus response theory. 7 -4 • Cognitive Theories: A theory of learning based on mental information processing, often in response to problem solving.

Consumer Learning 7 -5 A process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future related behavior.

Learning Processes • Intentional: • Incidental: learning acquired as acquired by a result of a careful accident or without search for much effort information 7 -6

Elements of Learning Theories • Motivation • Cues • Response • Reinforcement 7 -7

Reinforcement 7 -8 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.

Figure 7. 1 Product Usage Leads to Reinforcement 7 -9

Behavioral Learning Theories • Classical Conditioning • Instrumental Conditioning • Modeling or Observational Learning 7 -10

Classical Conditioning 7 -11 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 (Operant) Conditioning 7 -12 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.

Figure 7. 2 A Pavlovian Model of Classical Conditioning Unconditioned Stimulus Meat paste Unconditioned Response Salivation Conditioned Stimulus Bell AFTER REPEATED PAIRINGS Conditioned Stimulus Bell 7 -13 Conditioned Response Salivation

Figure 7. 2 B Analogous Model of Classical Conditioning Unconditioned Stimulus Dinner aroma Unconditioned Response Salivation Conditioned Stimulus 6 o’clock news AFTER REPEATED PAIRINGS Conditioned Stimulus 6 o’clock news 7 -14 Conditioned Response Salivation

Cognitive Associative Learning • Classical conditioning is viewed as the learning of associations among events that allows the organism to anticipate and represent its environment. • From this viewpoint, classical conditioning is not reflexive action, but rather the acquisition of new knowledge 7 -15

Neo-Pavlovian 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 7 -16

Strategic Applications of Classical Conditioning • Repetition • Stimulus Generalization • Stimulus Discrimination 7 -17

Repetition • Repetition increases strength of associations and slows forgetting but over time may result in advertising wearout. • Cosmetic variations reduce satiation. 7 -18 Figure 7. 3 Cosmetic Variations in Ads

Figure 7. 4 Substantive Variations 7 -19

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. 7 -20

Stimulus Generalization 7 -21 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 7 -22

Figure 7. 5 Product Line Extension 7 -23

Figure 7. 6 Product Form Extensions 7 -24

Figure 7. 7 Product Category Extensions 7 -25

Figure 7 -8 Shoe Manufacturer Licenses Its Name 7 -26

Stimulus Discrimination The ability to select a specific stimulus from among similar stimuli because of perceived differences. Positioning Differentiation 7 -27

Figure 7. 9 Stimulus Discrimination 7 -28

Figure 7. 10 A Model of Instrumental Conditioning Stimulus Situation (Need goodlooking jeans) Try Brand A Unrewarded Legs too tight Try Brand B Unrewarded Tight in seat Try Brand C Unrewarded Baggy in seat Try Brand D Reward Perfect fit Repeat Behavior 7 -29

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 specific behavior. 7 -30

Instrumental Conditioning and Marketing • Customer Satisfaction (Reinforcement) • Reinforcement Schedules – Shaping • Massed versus Distributed Learning 7 -31

Reinforcement • Negative • Positive Reinforcement: Positive outcomes that Unpleasant or negative outcomes that serve to strengthen the likelihood of a specific encourage a specific behavior response • Example: Ad showing wrinkled skin as beautiful hair as a reinforcement to buy skin cream shampoo 7 -32

Other Concepts in Reinforcement • Punishment – Choose reinforcement rather than punishment • Extinction – Combat with consumer satisfaction • Forgetting – Combat with repetition 7 -33

Observational Learning 7 -34 A process by which individuals observe the behavior of others, and consequences of such behavior. Also known as modeling or vicarious learning.

Figure 7. 11 Consumers Learn by Modeling 7 -35

Cognitive Learning Theory 7 -36 Holds that the kind of learning most characteristic of human beings is problem solving, which enables individuals to gain some control over their environment.

Figure 7. 12 Appeal to Cognitive Processing 7 -37

Information Processing 7 -38 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.

Figure 7. 13 Information Processing and Memory Stores Sensory Input Sensory Store Forgotten; lost 7 -39 Rehearsal Working Memory (Shortterm Store) Forgotten; lost Encoding Longterm Store Retrieval Forgotten; unavailable

Retention • Information is stored in long-term memory – Episodically: by the order in which it is acquired – Semantically: according to significant concepts 7 -40

Table 7. 1 Models of Cognitive Learning Promotional Tricompetent Model Sequential Stages of Processing 7 -41 Attention Interest Desire Action Cognitive Affective Conative Decision. Making Model Innovation Adoption Model Awareness Knowledge Awareness Innovation Decision Process Knowledge Interest Evaluation Persuasion Purchase Trial Decision Postpurchase Adoption Confirmation Evaluation

Involvement Theory 7 -42 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.

Figure 7. 14 Split Brain Theory • Right/ Left Brain Hemispheres specialize in certain functions 7 -43

Figure 7. 15 Encouraging Right and Left Brain Processing 7 -44

Issues in Involvement Theory • Involvement Theory and Media Strategy • Involvement Theory and Consumer Relevance • Central and Peripheral Routes to Persuasion • Measures of Involvement 7 -45

Central and Peripheral Routes to Persuasion 7 -46 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 Likelihood Model (ELM) 7 -47 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.

Figure 7. 16 Peripheral Route to Persuasion 7 -48

Figure 7. 17 Unexpected Headline Metaphor Increases Impact 7 -49

The Elaboration Likelihood Model Involvement HIGH 7 -50 LOW Central Route Peripheral Route Message Arguments Influence Attitudes Peripheral Cues Influence Attitudes

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 7 -51

Figure 7. 18 Starch Readership Scores Measure Learning 7 -52

Phases of Brand Loyalty • • 7 -53 Cognitive Affective Conative Action

Figure 7. 19 Brand Loyalty As A Function of Relative Attitude and Patronage Behavior Repeat Patronage Relative Attitude 7 -54 High Low High Loyalty Latent Loyalty Low Spurious Loyalty No Loyalty