Hanh Vi Nguoi Tieu Dung Bui Thi Phuong Hoa Chapter 3 Learning and Memory (Cuuduongthancong - Com)

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Chapter 3
.c
Learning and Memory
ng
co
an
th
o ng
CONSUMER
du
BEHAVIOR, 8e
u
Michael Solomon
cu
CuuDuongThanCong.com https://fb.com/tailieudientucntt
Learning Objectives
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When you finish this chapter you should understand why:
• It’s important for marketers to understand how
.c
ng
consumers learn about products and services.
co
• Conditioning results in learning.
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• Learned associations can generalize to other things, and
why this is important to marketers.
th
ng
• There is a difference between classical and instrumental
o
du
conditioning.
u
cu
• We learn by observing others’ behavior.
Hoang Duc Binh, MBA, 2008 3-2
Learning Objectives (cont.)
• Memory systems work.
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• The other products we associate with an individual
.c
ng
product influences how we will remember it.
co
• Products help us to retrieve memories from our past.
an
• Marketers measure our memories about products and
ads.
th
o ng
du
u
cu
Learning is a Process
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• Our tastes are
.c
formed as a result of
ng
a learning process,
co
sometimes with
an
painful results.
th
o ng
du
u
cu
Consumer Behavior
The Learning Process
• Products as reminders of life
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experiences
.c
• Products + memory = brand
ng
co
equity/loyalty
• Learning: a relatively
an
th
permanent change in behavior ng
caused by experience
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• Incidental learning: casual,

du
u
unintentional acquisition of
cu
knowledge
Behavioral Learning Theories
• Behavioral learning theories: assume that learning takes
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place as the result of responses to external events.
.c
ng
co
an
th
o ng
du
u
cu
Figure 3.1
Types of Behavioral Learning Theories
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Classical conditioning: a
stimulus that elicits a
.c
response is paired with
ng
another stimulus that
co
initially does not elicit a
an
response on its own.
Instrumental conditioning
th
ng (also, operant conditioning):
the individual learns to
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perform behaviors that
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produce positive outcomes

u
and to avoid those that yield

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negative outcomes.
Classical Conditioning
Ivan Pavlov and his dogs
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• Rang bell, then squirt dry meat
.c
powder into dogs’ mouths
ng
• Repeated this until dogs salivated
co
when the bell rang
an
• Meat powder = unconditioned
th
stimulus (UCS) because natural ng
reaction is drooling
o
• Bell = conditioned stimulus (UC)
du
because dogs learned to drool

u
when bell rang

cu
• Drooling = conditioned response  Click to play

(CR) Pavlov’s dog game
Discussion Question
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• In the 1980’s, the Lacoste
.c
crocodile was an exclusive
logo symbolizing casual
ng
elegance. When it was
co
repeated on baby clothes
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and other items, it lost its
cache and began to be
replaced by contenders such
th
ng
as the Ralph Lauren Polo
o
Player.
du
• Can you thing of other logos

u
cu
that have lost their prestige

due to repetition?
Consumer Behavior
Marketing Applications of Repetition
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Repetition increases learning
.c
• More exposures = increased brand awareness
ng
• When exposure decreases, extinction occurs
co
• Example: Izod crocodile on clothes
an
• However, too MUCH exposure leads to advertising wear
th
ng
out
o
du
u
cu
Marketing Applications of Stimulus
Generalization
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Stimulus generalization: tendency for stimuli similar to a
conditioned stimulus to evoke similar, unconditioned
.c
responses.
ng
•
co
Family branding
•
an
Product line extensions
• Licensing
th
ng
•
o
Look-alike packaging
du
u
cu
Masked Branding
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.c
ng
co
an
th
o ng
du
u
cu
Consumer Behavior
Discussion
Some advertisers use well-known songs to promote their
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products. They often pay more for the song than for
.c
original compositions.
ng
• Why do advertisers do this? How does this relate to
co
learning theory?
an
• How do you react when one of your favorite songs
th
turns up in a commercial?
ng
• If you worked for an ad agency, how would you select
o
du
songs for your clients?

u
cu
Instrumental Conditioning
• Behaviors = positive outcomes or negative outcomes
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• Instrumental conditions occurs in one of these ways:
.c
• Positive reinforcement
ng
• Negative reinforcement
co
• Punishment
an
th
• Extinction ng
o
du
u
cu
Instrumental Conditioning
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.c
ng
co
an
th
o ng
du
u
cu
Figure 3.2
Instrumental Conditioning (cont.)
• Reinforcement schedules include:
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• Fixed-interval (seasonal sales)
.c
• Variable-interval (secret shoppers)
ng
• Fixed-ratio (grocery-shopping receipt programs)
co
• Variable-ratio (slot machines)
an
th
o ng
du
u
cu
Cognitive Learning Theories:
Observational Learning
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We watch others and note reinforcements they
receive for behaviors
.c
• Vicarious learning
ng
co
• Socially desirable models/celebrities who use or
an
do not use their products
th
o ng
du
u
cu
Observational Learning (cont.)
• Modeling: imitating others’ behavior
om
.c
ng
co
an
th
o ng
du
u
cu
Figure 3.3
Role of Memory in Learning
• Memory: acquiring information and storing it over time so
om
that it will be available when needed
.c
• Information-processing approach
ng
• Mind = computer and data = input/output
co
an
th
o ng
du
u
cu
Figure 3.4
How Information Gets Encoded
• Encode: mentally program meaning
om
• Types of meaning:
.c
• Sensory meaning, such as the literal color or shape of
ng
co
a package
•
an
Semantic meaning: symbolic associations, such as
th
the idea that rich people drink champagne
ng
• Episodic memories: relate to events that are personally
o
du
relevant
u
cu
Memory Systems
om
.c
ng
co
an
th
o ng
du
u
cu
Figure 3.5
Associative Networks
• Activation models of memory
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• Associative network of related information
.c
• Knowledge structures of interconnected nodes
ng
• Hierarchical processing model
co
• [See next slide for an example of an associative
an
th
network] ng
o
du
u
cu
Associative Networks for Perfumes
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.c
ng
co
an
th
o ng
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u
cu
Figure 3.6
Spreading Activation
• As one node is activated, other nodes associated with it
om
also begin to be triggered
.c
• Meaning types of associated nodes:
ng
• Brand-specific
co
• Ad-specific
an
th
• Brand identification ng
• Product category
o
du
• Evaluative reactions
u
cu
Levels of Knowledge
• Individual nodes = meaning concepts
om
• Two (or more) connected nodes = proposition (complex
.c
ng
meaning)
co
• Two or more propositions = schema
an
• We encode info that is consistent with an existing
th
schema more readily ng
• Service scripts
o
du
u
cu
Retrieval for Purchase Decisions
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Retrieving information often requires appropriate factors
.c
and cues:
ng
• Physiological factors
co
• Situational factors
an
• Consumer attention; pioneering brand; descriptive
brand names
th
o ng
• Viewing environment (continuous activity; commercial
du
order in sequence)
u
cu
• Postexperience advertising effects
Retrieval for Purchase Decisions (cont.)
• Appropriate factors/cues for retrieval
om
(cont.):
.c
• State-dependent retrieval/mood
ng
congruence effect
co
• Familiarity
an
• Salience/von Restorff effect
th
ng
(mystery ads)
o
• Visual memory versus verbal
du
memory
u
cu
What Makes Us Forget?
• Decay
om
• Interference
.c
• Retroactive versus
ng
co
proactive
an
• Part-list cueing effect
th
o ng
du
u
cu
Products as Memory Markers
• Furniture, visual art, and
om
photos call forth memories
.c
of the past
ng
• Autobiographical
co
memories
an
• The marketing power of
th
ng
nostalgia  Click image for
o
• Retro brand: updated www.fossil.com
du
version of a brand from

u
cu
a prior period
• Nostalgia index
Discussion
• Marketers often evoke memories of the “good ol’ days”
om
by marketing products with nostalgic images. Though it
.c
seems this strategy targets only middle-aged or older
consumers, it can be used toward college students.
ng
co
• What “retro brands” are targeted to you? Were these
an
brands that were once used by your parents?
th
• What newer brands focus on nostalgia, even though they
ng
never existed before?
o
du
u
cu
Measuring Memory for Marketing Stimuli
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• Recognition versus recall
.c
• The Starch Test
ng
• Problems with memory measures
co
• Response biases
an
• Memory lapses
th
ng
• Memory for facts versus feelings
o
du
u
cu

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om

• We learn by observing others’ behavior.

Hoang Duc Binh, MBA, 2008 3-2

Hoang Duc Binh, MBA, 2008 3-3

• Incidental learning: casual,

Hoang Duc Binh, MBA, 2008 3-5

Hoang Duc Binh, MBA, 2008 3-6

produce positive outcomes

and to avoid those that yield

Hoang Duc Binh, MBA, 2008 3-7

because dogs learned to drool

when bell rang

• Drooling = conditioned response  Click to play

Hoang Duc Binh, MBA, 2008 3-8

• Can you thing of other logos

that have lost their prestige

Hoang Duc Binh, MBA, 2008 3-10

Hoang Duc Binh, MBA, 2008 3-11

songs for your clients?

Hoang Duc Binh, MBA, 2008 3-13

Hoang Duc Binh, MBA, 2008 3-14

Hoang Duc Binh, MBA, 2008 3-15

Hoang Duc Binh, MBA, 2008 3-16

Hoang Duc Binh, MBA, 2008 3-17

Hoang Duc Binh, MBA, 2008 3-18

Hoang Duc Binh, MBA, 2008 3-19

Hoang Duc Binh, MBA, 2008 3-20

Hoang Duc Binh, MBA, 2008 3-21

Hoang Duc Binh, MBA, 2008 3-22

Hoang Duc Binh, MBA, 2008 3-23

Hoang Duc Binh, MBA, 2008 3-24

Hoang Duc Binh, MBA, 2008 3-25

• Postexperience advertising effects

Hoang Duc Binh, MBA, 2008 3-26

Hoang Duc Binh, MBA, 2008 3-27

Hoang Duc Binh, MBA, 2008 3-28

version of a brand from

Hoang Duc Binh, MBA, 2008 3-30

Hoang Duc Binh, MBA, 2008 3-31

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