Chapter 7 Learning The process by which individuals acquire the purchase and consumption knowledge and experience that

t they apply to future related behavior. Learning can be either intentional or incidental. Basic elements of learning 1. Motivation It is based on needs and goals that act as a spur to learning. 2. Cues These are stimuli that give direction to these motives. If cues are consistent with consumer expectation, then it directs consumer drive. 3. Response How individuals react to a drive or cue. Which response the consumer make depends heavily on previous learning that in turn depends on how related responses were reinforced previously. 4. Reinforcement It increases the likelihood that a specific response will occur in the future as the result of particular cues or stimuli.

Chapter 7(Consumer Behavior) Mohammed Sohel Islam

Behavioral Learning Theories Focus exclusively on observable behaviors (responses) that occur as the result of exposure to stimuli. 1. Classical conditioning (Stimulus response theory) 2. Instrumental conditioning (Stimulus response theory) 3. Modeling or observational learning

Cognitive Learning Theories As a function of purely mental process 1. Information processing 2. Involvement theory

CLASSICAL CONDITIONING Conditioning means a kind of automatic response to a situation built up through repeated exposure. Ivan Pavlov Theory Conditioned learning results when a stimulus that is paired with another stimulus that elicits a known response serves to produce the same response when used alone. Fig. 7.2

Chapter 7(Consumer Behavior) Mohammed Sohel Islam

Strategic Application of Classical Conditioning Repetition It strengthens the association between CS and US. Advertising wear out Cosmetic variation Substantive variation Changes in advertisement content across different versions of an advertisement. Three-hit theory Effectiveness of repetition depends upon the amount of competitive advertising. Stimulus generalization Learning depends not only on repetition but also on the ability of individuals to generalize. Making the same response to slightly different stimuli. Product line, form, and category extension Family branding Licensing Stimulus discrimination The selection of specific stimulus from among similar stimuli Positioning Product differentiation

Chapter 7(Consumer Behavior) Mohammed Sohel Islam

INSTRUMENTAL CONDITIONING Stimulus that results in the most satisfactory response is the one that is learned. According to Skinner learning occurs in a controlled environment in which individuals are rewarded for choosing an appropriate behavior. Learning occurs through a trial and error process. A favorable experience is instrumental in teaching the individual to repeat a specific behavior. Reinforcement of behavior Positive (consists of events that strengthen the likelihood of a specific behavior.) Negative (an unpleasant or negative outcome that also serves to encourage a specific behavior) Punishment (to discourage behavior) Extinction (stimulus and response are no longer reinforced) Forgetting (behavior is unlearned because of lack of use rather than lack of reinforcement) Strategic application of instrumental conditioning Customer satisfaction (reinforcement) Best value for the money and avoid raising expectation that product cannot deliver. Reinforcement schedule Total (continuous) Systematic (fixed ratio) Random (variable ratio)
Chapter 7(Consumer Behavior) Mohammed Sohel Islam

Shaping Reinforcement performed before the desired consumer behavior actually tales place. Preliminary reinforcement Distributed Vs Massed learning Learning schedule spread over a period of time or bunched up all at once. MODELING OF BEHAVIORAL LEARNING (VICARIOUS LEARNING) The process through which individuals learn by observing the behavior of others and the consequences of such behavior. COGNITIVE LEARNING THEORY Learning based on mental activity It involves complex mental processing of information It emphasizes the role of motivation and mental process in providing a desired response. Information Processing Consumers with higher cognitive ability apparently acquire more product information and are more capable of integrating information on several product attributes. Imagery; consumers ability to form mental images (imagery vividness, processing style and daydream content & frequency. Greater familiarity (experience) with the product category increases cognitive ability and learning during a new purchase decision.
Chapter 7(Consumer Behavior) Mohammed Sohel Islam

How consumers store, retain and retrieve information: Structure of memory Sensory store, short-term store, long-term store, rehearsal, encoding, retention, retrieval, interference. INVOLVEMENT THEORY Hemispheral lateralization or Split-brain theory Left-brain is responsible for cognitive activities such as reading, speaking and attributional information processing (verbal) It is rational, active and realistic. Right brain is responsible for non-verbal, timeless, pictorial and holistic information. It is emotional, metaphoric, impulsive and intuitive. Involvement theory and media strategy Right brain Individual process right brain information passively (low involvement activity) Passive learning occurs through repeated exposure to a TV commercial and produces changes in consumer behavior prior to changes in the consumers attitude about that product. Right brain processing stress visual component of advertising Through repetition, the product is paired with a visual image to produce desired response (Classical conditioning) Repetition is the key factor for low involvement media Pictorial cues are more effective at generating recall and familiarity with the product.
Chapter 7(Consumer Behavior) Mohammed Sohel Islam

Left-brain Left-brain process information cognitively Print media and interactive media (high involvement media) Models of information processing Verbal cues generate cognitive activity that encourages consumers to evaluate the advantage and disadvantage of the product. Integrated processors Involvement theory and the consumer relevance Consumers level of involvement depends on the degree of personal relevance that the product holds for that consumer. Narrow categorizers (accept fewer brands) Broad categorizers (accept more brands) Central and peripheral route to persuasion Purchase is of high relevance to consumer High involvement purchase More likely to carefully evaluate merits and weaknesses Central route to persuasion Require considered thoughts and cognitive processing

Chapter 7(Consumer Behavior) Mohammed Sohel Islam

Purchase is of low relevance to consumer Low involvement purchase Limited information search Peripheral routes to persuasion Learning occurs through repetition, passive processing of visual cues and holistic perception The Elaboration Likelihood Model (ELM) Involvement high consumers take central route and base their attitude or choices on the message argument Involvement low take peripheral route and rely more on other message elements.

Chapter 7(Consumer Behavior) Mohammed Sohel Islam