Contemporary Marketing 3rd Edition Boone Solutions Manual 1

68 Part 2 Understanding Buyers and Markets
Contemporary Marketing 3rd Edition by

Boone ISBN 0176648828 9780176648824
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CHAPTER 4
CONSUMER BEHAVIOUR
CHAPTER OVERVIEW
Why do people buy one product over another? Finding answers to this question is at the centre of
every marketer’s job. The answers—and there are many—aren’t always obvious. But they directly
affect every aspect of marketing strategy, from the development of a product to its pricing, its
presentation to the target audience, and its promotion to various segments.
Marketers who plan to succeed with today’s consumers need to understand how their potential
market behaves. This calls for an understanding of consumer behaviour—the process through
which consumers (and business buyers) make purchase decisions, from toothbrushes to autos to
vacations. The study of consumer behaviour builds on an understanding of human behaviour in
general. In their efforts to understand why and how consumers make buying decisions, marketers
borrow extensively from the sciences of psychology and sociology.
This chapter focuses on individual purchasing behaviour, including the personal and interpersonal
determinants of consumer behaviour. The chapter then discusses the importance of changing or
modifying components of consumers’ attitudes about their products to gain a favourable attitude
and purchase decision. It then elaborates on the consumer decision process that helps marketers
to design effective marketing strategies. Chapter 5 will shift the focus to business buying decisions.
Changes in the Third Edition
A number of new features have been added to this edition:
Copyright © 2013 Nelson Education Limited

Chapter 4 Consumer Behaviour 69
• The Opening Vignette and Connecting with Customers look at how consumer shopping
habits are changing. It features researchers like Paco Underhill, an author and the founder
of Envirosell and the companies TNS and Delvinia. These companies help clients
understand the consumer behaviour of retailers by analyzing the videotapes of shoppers’
actions to draw conclusions. Underhill’s favourite project involves assessing the
effectiveness of signage in retail stores. It also discusses how the internet, Facebook, and
Twitter are affecting how consumers gather information.
• Solving an Ethical Controversy analyzes the issue of how Facebook handles the privacy
of its users. The pros and cons of how Facebook explains changes in privacy settings, the
privacy options available, and the true intent of the privacy changes are debated.
• Marketing and the SME takes a look at how to market successful brands in the Quebec
market. Headspace, a Toronto-based marketing firm, works with companies like Weston
Bakeries and Sleep Country Canada. In some cases, existing marketing campaigns can be
used in Quebec. In other situations, an existing campaign may need to be adapted or an
entirely new approach is needed.
• Go Green discusses the work of the Sierra Club of Canada—an environmental organization
whose aim is to “empower people to protect, restore and enjoy a healthy and safe planet.”
The Sierra Club has projects where they work alone and others where they team up with
organizations like the RBC Foundation or Frito Lay Canada.
• Marketing in a Digital World takes a look at how the successful online magazine GLAM
was developed. Bringing together experts from network design, graphic design, Web design
publishing, and media, the company was able to develop a magazine-like website that has
been successful throughout the world.
• Chapter Case 4.1 “How Colour Is Used in Marketing” discusses what marketers evaluate
when deciding on what colours to use in their advertising, packaging, and branding. The
case discusses how people react to different colours and how colours have different
meanings depending on the culture.
• Chapter Case 4.2 “McDonald’s—Adapting to Changing Consumer Behaviour” takes a look

at how McDonald’s has developed its menu to satisfy different customer groups from Happy
Meals for children to their breakfast menus. The case also discusses how McDonald’s is
moving into social media options as a way to promote their products.
• Video Case Synopsis includes an overview of consumer behaviour at Scholfield Honda.
LECTURE OUTLINE
The Opening Vignette and Connecting with Customers—“Are Our Shopping Habits Changing?” How can
the retail world adapt to the drastic change it is undergoing? What steps should companies take in order to
take advantage of social media?
Chapter Objective 1: Define “consumer behaviour” and describe the role it plays in marketing
decisions.
Key Terms: consumer behaviour
PowerPoint Basic: 1,3, 4
PowerPoint Expanded: 1 – 4
1. Consumer behaviour

a. A marketing strategy requires the understanding of how

consumers (or purchasing agents) buy goods and services for
their own use.
b. Consumer behaviour is the process through which the ultimate
buyer makes purchase decisions.
2. The study of consumer behaviour builds on an understanding of human
behaviour.
a. Marketers borrow from the sciences of psychology and
sociology.
b. The relationship states that B = f(P, E).
c. Behaviour (B) is a function (f) of the interactions of personal
influences (P) and pressures exerted by outside environmental
forces (E).
d. In this sense, behaviour is a function of both interpersonal
influences (culture, friends, classmates, coworkers, and
relatives) and personal factors (attitude, learning, and
perception).
Assessment check questions
1. Why is the study of consumer behaviour important to marketers? If marketers

can understand the behaviour of consumers, they can offer the right products to
consumers who want them.
2. Describe the work Kurt Lewin. Kurt Lewin proposed that behaviour is a
function of the interactions of personal influences and pressures exerted by
outside environmental.
Chapter Objective 2: Describe the interpersonal determinants of consumer behaviour: cultural,

social, and family influences.
Key Terms: culture, microculture, reference groups, opinion leaders
PowerPoint Basic: 5, 6, 14 17-20
PowerPoint Expanded: 5 – 22
1. Interpersonal determinants of consumer behaviour
a. Every buying decision is influenced by external and internal
Figure 4.1 Integrated factors—often by what consumers believe others expect of
Model of the them.
Consumer Decision b. Three broad categories of interpersonal influences on consumer
Process. Think of a behaviour: cultural, social, and family factors.
large purchase you’ve 2. Cultural influences
made and outline what
a. Culture refers to the values, beliefs, preferences, and tastes
occurred at each of the
handed down from one generation to the next.
six steps. Then think of
a common item you i. It is the broadest environmental determinant of
buy regularly and see consumer behaviour, so marketers need to understand
if you can define the its role in consumer decision making, both here and
six steps during those abroad.
purchase decisions. ii. Marketing strategies that work in one country or region
may be offensive or ineffective in another, especially
where population is quickly diversifying.
b. Core values in Canadian culture
i. Cultural values may change, but core values do not.

ii. Strong Canadian core values include a balance between

individualism and collectivism, tolerance and
acceptance, quality of life and peace.
iii. Values that change over time have their effects (such as
valuing rapid communication at any time via
telecommunications technology and the Internet).
c. Microcultures
i. Cultures are not homogeneous entities with universal
values, though core values do dominate.
ii. Each culture contains microcultures—groups with their
own distinct modes of behaviour—that in Canada differ
by ethnicity, nationality, age, religion, geography, and
urban versus rural location.
iii. The Canadian population is changing— by 2031
between 25 and 28 percent of Canadians will be foreign-
born.
iv. Marketers need to be sensitive to the differences in
buying habits among microcultures, ethnic segments,
and new immigrants.
Figure 4.2 Cultural

v. Cultural differences among these segments often affect
consumer preferences.
Groups as a
Percentage of the d. Quebecois consumers
Total Population. i. Quebecois consumers are not a homogeneous group.
Which three groups Quebec is the largest French-speaking area in North
make up the largest American, but there are also pockets of French-
ethnic populations? speaking Canadians across the country.
Which make up the ii. The average age of the population is increasing due to a
smallest? How can this drastic decrease in the birth rate.
information be used by
marketers? iii. This consumer groups prefers local entertainers in their
advertising, advertising is less likely to multicultural, they
are heavy users of perfume and other beauty products,
and are more likely to prepare a shopping list.
e. Chinese Canadian consumers
i. The 1980s brought a large insurgence of Hong Kong
Chinese—this group was wealthy, educated, and had an
entrepreneurial spirit
ii. Later groups came from other areas such as mainland
Marketing and the
China.
SME Have students
give other examples of iii. Chinese Canadians spend $30 billion annually and their
promotional annual household spending is $63 500—$5000 above
campaigns that can be the country’s average.
adopted, need to be f. South Asian Canadian consumers
adapted, or have to
i. South-Asian Canadians come from several cultures,
have entirely new
including Punjabi, Urdu, and Tamil.
approaches. Why did
the Weston’s ii. This group is expected to be the largest cultural group
promotion need a by 2031.
totally new approach? iii. This group is younger and tends to associate with more
with own communities.
g. Other Cultural Groups
i. More than 80 cultural groups live in Canada.

ii. Communities with cultural population clusters often

develop infrastructures that include newspaper, social
clubs, and radio stations.
3. Social influences
a. Every consumer belongs to a number of social groups.
i. Groups influence an individual’s purchase decisions and
behaviour in both overt and subtle ways.
ii. Groups establish norms, which are values, attitudes,
and behaviours that a group deems appropriate for its
members and even for nonmembers who aspire to join.
iii. Buying behaviour is affected by differences in group
status and role.
iv. Status refers to the relative position of any individual
member in a group.
v. Role refers to formal or informal guides for behaviour
that is expected of members who hold specific positions
in the group.
vi. People often make purchases that reflect their status
within a group, particularly regarding expensive
purchases within affluent groups.
b. The Asch phenomenon
i. Groups influence people’s purchase decisions more
than they realize. Many adhere in varying degrees to
expectations of any group that they consider important,
often without being consciously aware of this.
Go Green: One ii. The surprising impact of groups and their norms on
Earth—One Chance individual behaviour is called the Asch phenomenon.
Have students provide
iii. Psychologist S.E. Asch found that individuals conformed
other examples of how
to majority rule, even if that majority rule went against
organizations like the
their beliefs.
Sierra Club could work
companies to promote c. Reference groups
a healthier i. Reference groups are those whose values, structures,
environment. Why do and standards influence a person’s behaviour.
these joint marketing ii. Consumers often try to coordinate purchase behaviour
programs work for with their perceptions of their reference group’s values.
both the
organizations? iii. Strong influence from a reference group requires two
conditions: the product must be one that others can see
and identify, and it must be conspicuous and stand out
as unusual or rare.
iv. Reference groups tend to affect the purchase of luxury,
gourmet, or designer items more than everyday
purchases.
v. Reference groups tend to create “elastic consumers”—
consumers who make decisions to save or splurge in
the same economy.
vi. Children are especially vulnerable to reference groups
that they aspire to.
d. Social classes
i. In North America, social class rankings are determined
by occupation, income, education, family background,
and residence location.

ii. Research has identified six classes in large and small

North American cities—upper-upper, lower-upper,
upper-middle, lower-middle, working class, and lower
class.
iii. Income is not always the primary determinant of
purchase behaviour, though ability to buy certain things
has historically been a key factor in determining class.
iv. Family characteristics (such as occupation and income
of one or both parents) are also critical elements.
v. People in one social class may aspire to a higher class
and exhibit buying behaviour common to that class,
rather than to their own.
vi. Marketers often attract consumers in higher social
classes by offering exclusive memberships or special
services not available to other buyers.
e. Opinion leaders
i. Opinion leaders are trendsetters within a reference
group who are likely to purchase new products before
others in the group and then share their experiences
and opinions via word of mouth.
Marketing in a Digital ii. Generalized opinion leaders are rare; people with
World: GLAM-ous Why knowledge of or interest in specific products often take
is GLAM successful? this role, found in all segments of the population.
Do students think the
success will continue if iii. Information about goods and services may flow from the
others copy the GLAM media (Internet, TV, radio, print) to opinion leaders and
format? then to other consumers, or directly to consumers.
iv. Some opinion leaders influence purchases by others
merely through their own actions, which consumers
decide to emulate.
4. Family influences
a. Most people are members of at least two families in their lives—
the one they’re born into and the one they form later in life.
i. The family group is perhaps the most important
determinant of consumer behaviour because of close
and ongoing interactions among members.
ii. Each family has norms of expected behaviour, and
different roles and status relationships for its members.
b. The family structure in Canada is changing.
i. The birth rate is declining to less than two children per
woman.
ii. There is an increase in child-less couples.
iii. The divorce and separation rates are higher accounting
for smaller households.
iv. Young adults 20 to 29 are remaining home.
c. Marketers describe the role of each spouse in terms of four
categories:
i. Autonomic role—partners independently make equal
numbers of decisions
ii. Husband-dominant role—the husband makes most of
the purchase decisions
iii. Wife-dominant role—the wife makes most of the
purchase decisions

iv. Syncratic role—both partners jointly make decisions

d. The increase in two-income households has changed household
purchasing behaviour.
i. Women have more say in large purchases and often
take the lead—joint purchases are more likely.
ii. More shopping occurs in evenings and on weekends.
iii. Women now outspend men in the purchase of
electronics and men are doing more of the grocery
shopping and child care.
e. Children and teenagers in family purchases
i. Children and teens influence what parents buy, are
exposed to endless messages, are more sophisticated
about purchasing than previous generations were.
ii. They have greater influence over the goods and
services their families purchase.
iii. This group is wired. They are often shopping online.
1. List the interpersonal determinants of consumer behaviour. The interpersonal

determinants of consumer behaviour are cultural, social, and family influences.
2. What is a microculture? A microculture is a group within a culture that has its

own distinct mode of behaviour.
3. Describe the Asch phenomenon. The Asch phenomenon is the impact of

groups and group norms on individual behaviour.
Chapter Objective 3: Explain each of the personal determinants of consumer behaviour: needs and
motives, perceptions, attitudes, learning, and self-concept theory.
Key Terms: need, motive, perception, perceptual screens, attitudes, learning, shaping, self-concept
PowerPoint Basic: 23, 25, 26, 28, 31, 33
PowerPoint Expanded: 23-33
1. Personal determinants of consumer behaviour
a. Consumer behaviour is affected by a number of internal factors,
as well as interpersonal ones.
b. Every buying decision is connected to a person’s unique needs,
motives, perceptions, attitudes, responses, and self-concepts.
2. Needs and motives
a. A need is an imbalance between the consumer’s actual and
desired states.
i. Someone who recognizes or feels a significant or urgent
need then seeks to correct the imbalance.
ii. Marketers arouse this sense of urgency by making a
need “felt” and suggesting a product to satisfy it.
b. Motives are inner states that direct a person toward the goal of
satisfying a need and that prompt some action.
Table 4.1 Marketing
3. Maslow’s hierarchy of needs
Strategies Based on
Maslow’s Hierarchy of a. Psychologist Abraham H. Maslow identified five levels of needs,
Needs. For each level, ranging from simple physiological needs to complex needs for
think of several self-actualization.

products or services i. This theory, referred to as Maslow’s hierarchy of needs,

(not already mentioned says a person must at least partially satisfy lower-level
in the table) that might needs before higher needs can affect behaviour.
satisfy that particular ii. In developed countries where basic needs are more
need. How might these likely already satisfied, higher-order needs may be more
products or services important to consumer behaviour.
vary from individual to
iii. The five levels of needs: physiological, safety, social /
individual as they
belongingness, esteem, and self-actualization
determine what meets
their needs? For b. Physiological needs
example, can the i. Needs at the most basic level concerning essential
same product fill one requirements for survival
person’s physiological ii. Examples: buying food, water, shelter, and clothing
needs while also filling
c. Safety needs
another person’s
esteem needs? i. Needs involving security, protection from physical harm,
and avoidance of the unexpected
ii. Examples: buying life insurance and security devices
d. Social / belongingness needs
i. Needs related to the desire to be accepted by people
and groups that are important to the individual
ii. Examples: joining organizations, becoming preferred
members, and buying goods or services that make an
individual feel part of a group
e. Esteem needs
i. The desire for a sense of accomplishment and
achievement; to gain the respect of others or exceed the
performance of others
ii. Examples: going to luxury hotels, paying for expensive
classes or expert certifications
f. Self-actualization needs
i. The top rung of Maslow’s ladder, the desire to realize
full potential needs or find fulfillment by fully expressing
talents and capabilities
ii. Examples: going on exotic adventure vacations, and
volunteer work for a not-for-profit organization
g. The theory says that once a need is satisfied, it no longer has to
be met, so the individual moves on to the next level of needs.
h. But it has flaws—some don’t move through the hierarchy; some
fixate on a certain level or relate to multiple levels.
4. Perceptions
a. Perception is the meaning that a person attributes to incoming
stimuli gathered through the five senses—sight, hearing, touch,
taste, and smell.
i. A buyer’s behaviour is influenced by his or her
perceptions of a good or service.
ii. Buyers’ perceptions depend as much on what they want
to perceive as on the actual stimuli.
b. A person’s perception of an object or event results from the
interaction of two types of factors:
i. Stimulus factors—characteristics of the physical object
(size, colour, weight, shape)

ii. Individual factors—unique characteristics of the

individual (sensory processes, experiences with similar
inputs, basic motivations, and expectations)
c. Perceptual screens
i. People are bombarded by marketing messages today.
ii. The typical supermarket carries 30 000 packages;
network TV stations typically air 6000 commercials a
week, and thousands of businesses market goods
online.
iii. The increased marketing clutter has caused people to
ignore many promotional messages, responding only to
those that break through their perceptual screens—the
mental filtering process that all inputs must pass
through.
d. Ways to break through perceptual screens
i. Marketers determine which stimuli evoke good
responses, then create a message that stand outs and
gets the attention of prospective customers.
ii. Doubling the size of a print ad breaks through the
clutter, increasing its attention value by 50 percent; use
of white space, dark backgrounds, or colour also attract
viewers.
iii. Word-of-mouth marketing can get attention by a more
natural path of conversation.
iv. Technology: Virtual reality displays 3-D marketing
messages and information via merchandise tours or
walks through service venues and social media such as
Facebook, Twitter, and LinkedIn.
v. Selective perception leads to brand loyalty as customers
tune out information that doesn’t match existing beliefs
and expectations.
5. Attitudes
a. Attitudes are the enduring favourable or unfavourable
evaluations, emotions, or action tendencies toward an object or
idea.
i. Perception of incoming stimuli is greatly affected by
attitudes about the product, store, or salesperson.
ii. Attitudes form over time via individual experiences and
group contacts, and are highly resistant to change.
iii. Because favourable attitudes likely affect brand
preferences, marketers need to determine consumer
attitudes toward their offerings.
b. Attitude components
i. Every attitude has a cognitive, affective, and behavioural
component.
ii. The cognitive component refers to the individual’s
information and knowledge about an object or concept.
iii. The affective component deals with feelings or
emotional reactions.
iv. The behavioural component involves tendencies to act
in a certain manner.

v. All components have stable, balanced relationships to

one another to form an attitude about an object or idea.
c. Changing consumer attitudes
i. Marketers have two choices regarding attitudes: (1) to
encourage consumer attitudes that motivate purchase of
a particular product, or (2) to evaluate existing consumer
attitudes and make the product features appeal to them.
ii. If consumers view an existing item unfavourably, the
seller may redesign it or offer new options.
d. Modifying the components of attitude
i. Attitudes frequently change in response to
inconsistencies among the three components.
ii. Attitudes change when new information changes the
cognitive or affective components of an attitude, such as
when benefits are given or misconceptions are
corrected.
iii. Attitudes change when buyers are engaged in new
behaviour that gets them to try a product.
iv. Attitudes change when new technologies encourage
consumers to change their attitudes.
6. Learning
a. Marketing looks at not only changes in consumer decisions over
time, but also at the current status of those decisions.
i. Learning (in marketing) refers to the knowledge or skill
that is acquired as a result of experience which
consumer behaviour.
ii. It includes the component of drive (any strong stimulus
that impels action) and cue (any object or signal in the
environment that determines the nature of a person’s
response to a drive).
iii. A response is an individual’s reaction to a set of cues
and drives.
iv. Reinforcement is the reduction in drive that results from
a proper or rewarding response, so a strong bond links
the drive and the purchase and increases the chance of
future purchases.
b. Applying learning theory to marketing decisions
i. Shaping refers to the process of applying a series of
rewards and reinforcements to permit more complex
behaviour to evolve over time.
ii. Both promotional strategy and the product itself play a
role in the shaping process.
iii. The first step is getting consumers to try a product,
possibly using a cue such as a sample or coupon.
iv. The second step is to entice the consumer to buy the
product with little financial risk.
v. The third step is to motivate the person to buy the item
again at a moderate cost, with the only reinforcement
being satisfactory performance.
vi. Finally, the consumer decides whether to buy the item at
Solving an Ethical its true price without a discount.
Controversy 7. Self-concept theory

Facebook: Forced to a. Self-concept—a person’s multifaceted picture of himself or

Look in the Mirror herself—plays an important role in consumer behaviour.
Is privacy an important b. It comes from the interaction of many influences—both personal
issue when using and interpersonal—that affect buying behaviour.
social network sites? c. A person’s needs, motives, perceptions, attitudes, and learning
How could social are at its core, which is also affected by cultural, social, and
network sites improve family influences.
their privacy and
d. The self-concept has four components:
disclosure policies?
i. Real self—an objective view of the total person
ii. Self-image—the way an individual views himself or
herself
iii. Looking-glass self—the way an individual thinks others
see him or her
iv. Ideal self—the image to which the person aspires
e. Consumers are likely to choose products that will move them
closer to their ideal self.
1. Identify the personal determinants of consumer behaviour. The personal

determinants of consumer behaviour are needs and motives, perceptions,
attitudes, learning, and self-concept theory.
2. What are the human needs categorized by Abraham Maslow? The human
needs categorized by Abraham Maslow are physiological, safety, social /
belongingness, esteem, and self-actualization needs.
3. How do perception and learning differ? Perception is the meaning that a

person attributes to incoming stimuli. Learning refers to immediate or expected
changes in behaviour as a result of experience.
Chapter Objective 4: Distinguish between high-involvement and low-involvement purchase

decisions.
Key Terms: high-involvement purchase decisions, low-involvement purchase decisions
PowerPoint Basic: 34, 35
PowerPoint Expanded: 34, 35
1. The consumer decision process
a. Even if they are unaware of it, consumers complete a step-by-
step process in making purchase decisions.
b. The time and effort spent on a particular purchasing decision
depends on the importance of the desired good or service.
i. High-involvement purchase decisions are those with
greater levels of potential social or economic
consequences.
ii. Low-involvement purchase decisions are routine
purchases that pose little risk to consumers.
iii. Consumers invest more time and effort in high-
involvement decisions, but they go through the steps for
low-involvement decisions too.
2. There are six steps in the consumer decision process.
a. Recognize a problem or opportunity.
b. Search for goods or services that will fill the need.

c. Evaluate the alternatives before making a decision.

d. Decide to make the purchase.
e. Purchase the good or service.
f. Afterwards, evaluate the decision.
1 Differentiate between high-involvement decisions and low-involvement

decisions. High-involvement decisions have high levels of potential social or
economic consequences, such as selecting an Internet provider. Low-
involvement decisions pose little financial, social, or emotional risk to the buyer,
such as a newspaper or litre of milk.
2. Categorize each of the following as a high- or low-involvement product:

shampoo, computer, popcorn, apartment, cell phone service. High-involvement
products are the computer, the apartment, and cell phone service. Low-
involvement products are the shampoo and the popcorn.
Chapter Objective 5: Outline the steps in the consumer decision process.

Key Terms: evoked set, evaluative criteria, cognitive dissonance
PowerPoint Basic: 34
PowerPoint Expanded: 36-40
1. Problem or opportunity recognition
a. During the first stage in the decision process, the consumer
becomes aware of a significant discrepancy between the
existing situation and a desired situation.
b. Marketers help prospective buyers identify and recognize
potential problems or needs in the form of advertising,
promotion, or personal sales assistance.
2. Search
a. During the second step, the consumer gathers information about
attaining a desired state of affairs.
b. The search identifies alternative ways to solve the problem
using either internal sources (mentally reviewing or recalling
past experience) or external sources (gathering opinions and
information).
c. The search identifies alternative brands to consider.
i. The number of alternatives that a consumer actually
considers is called the evoked set.
ii. In some searches the consumer knows the brands that
merit further consideration; in others, external searches
bring together this new information.
iii. The number of brands in the evoked set depends on the
situation and the person.
d. Some marketers have set up online shopping sites where
consumers can compare products
3. Evaluation of alternatives
a. The third step is to evaluate the evoked set of options.
b. Actually, some evaluation takes place in the second step as
consumers accept, distort, or reject information found.

c. A brand or product is chosen from the evoked set, or the

decision is made to keep looking for alternatives.
d. Evaluative criteria are the features that a consumer considers in
choosing among alternatives.
i. These criteria may be objective facts or subjective
impressions.
ii. Common criteria include price, brand name, and country
of origin, and can vary with the consumer’s age, income,
social class, and culture.
e. Marketers attempt to influence the outcome in three ways:
i. By educating consumers about attributes that they view
as important in evaluating certain goods
ii. By identifying which evaluative criteria are important to
an individual and showing why a specific brand fulfills
those criteria
iii. By inducing a customer to expand the evoked set to
include the product being marketed
4. Purchase decision and purchase act
a. The fourth and fifth steps involve the eventual purchase decision
and the act of making the purchase.
b. By this time, each alternative in the evoked set has been
weighed, based on the individual’s own evaluative criteria, and
the alternatives have been narrowed down to one.
c. The consumer then decides on the purchase location.
d. Marketers help smooth the purchase by offering benefits such
as warranties, financing, or free delivery, as well as online
Career Readiness— purchasing options.
Handling Angry 5. Post-purchase evaluation
Customers. Which tip
do you think is most a. The purchase act produces one or two results.
important? What might i. The buyer feels satisfaction at the removal of the
happen if this advice is discrepancy between the existing and desired states,
ignored? Can you usually if the purchase meets or exceeds expectation.
think of other tips that ii. The buyer feels anxiety or dissatisfaction with the
would help soothe an purchase.
angry customer? b. Cognitive dissonance
i. A buyer often experiences post-purchase anxiety called
cognitive dissonance—anxiety from an imbalance
among a person’s knowledge, beliefs, and attitudes.
ii. It might include worry about paying too much or
complaining to the seller.
c. Cognitive dissonance may increase in three cases:
i. When the dollar value of the purchase increases
ii. When the rejected alternatives have desirable features
not seen in the chosen alternative
iii. When the purchase decision has a major effect on the
buyer
d. Dealing with cognitive dissonance
i. It’s more often seen in high-involvement purchases.
ii. The consumer may focus on the item’s good points and
ignore anything dissatisfactory.

iii. Marketers may help reduce cognitive dissonance by

providing information that supports the chosen item.
iv. The consumer may decide to change products and vow
to purchase the rejected item next time.
1. List the steps in the consumer decision process. The steps in the consumer
decision process are problem or opportunity recognition, search, evaluation of
alternatives, purchase decision, purchase act, and post-purchase evaluation.
2. What is meant by the term “evoked set”? The evoked set is the number of
alternatives that a consumer actually considers in making a purchase decision.
3. What are evaluative criteria? Evaluation criteria are the features that a
consumer considers in choosing among alternatives.
Chapter Objective 6: Differentiate among routinized response behaviour, limited problem solving,
and extended problem solving by consumers.
Key Terms: routinized response behaviour, limited problem solving, extended problem solving
PowerPoint Basic: 41
PowerPoint Expanded: 41
1. Classifying consumer problem-solving processes
a. Marketers recognize three categories of problem-solving

behaviour: routinized response, limited problem solving, and
extended problem solving.
Table 4.2 Consumer
Problem Solving b. The classification of a purchase within this framework influences
the consumer-decision process.
Have students give
examples of products 2. Routinized response behaviour
that they have a. A consumer makes many routine purchases by choosing a
purchased that fit into preferred brand or one of a few acceptable brands in a rapid
each category. How problem-solving method called routinized response behaviour.
can marketers use b. The consumer has already set evaluative criteria and identified
these problem solving options so any further external search is limited.
categories when
c. It’s most common in buying very low-involvement products.
developing their
marketing strategies? 3. Limited problem solving
a. The consumer has already set evaluative criteria for a certain
kind of purchase but then encounters a new, unknown brand.
b. The buyer spends a moderate amount of time and effort in
external searches and in applying the evaluative criteria to
assess the new brand.
c. This limited problem solving is affected by the number of
evaluative criteria and brands, the extent of external search, and
the process for determining preferences.
4. Extended problem solving
a. The consumer feels that brands are difficult to categorize or
evaluate so begins to compare one with another.
b. The consumer needs to understand the product features before
evaluating alternatives.
c. This extended problem solving refers to a lengthy external
search, usually in high-involvement purchase decisions.

5. Strategic Implications of Marketing in the 21st Century

a. Marketers who plan to succeed with today’s consumers need to
understand how their potential market behaves.
b. Marketers need to change or modify components of consumers’
attitudes about their products, use their knowledge on consumer
decision process to design effective marketing strategies.
1. What is routinized response behaviour? Routinized response behaviour is the

repeated purchase of the same brand or limited group of products.
2. What does limited problem solving require? Limited problem solving requires
a moderate amount of a consumer’s time and effort.
3. Give an example of an extended problem-solving situation. An extended

problem-solving situation might involve the purchase of a car or a
postsecondary education.
ANSWERS AND TEACHING NOTES TO CHAPTER EXERCISES
Projects and Teamwork Exercises
1. Choose a person whom you believe to be a true opinion leader. It might be a media celebrity,
political leader, sports figure, or someone in another category entirely. Research ways in which the
person has possibly shaped consumer attitudes toward various goods and services. Present your
findings in class.
Ask your students to choose an opinion leader. He/she should state reasons why that person is an
opinion leader. The goods, services, and products endorsed by the leader, if any, have to be listed
(celebrities may feature in a few ads, whereas business icons or political leaders are not involved in
such endorsements). Finally, the student must present how the opinion leader has shaped
consumer attitudes toward various products.
2. Consider your own participation in family purchases. How much influence did you have on your
family’s decisions as a child? As a teenager? Over what types of products did you have an
influence—or not? Has this influence changed over time? Why or why not? Compare your
answers with those of classmates.
Ask your students to share their ideas about family purchases and who has influenced them over
the years and today. If they’re stuck, suggest to students that they might start by making a list of
family members, without even thinking of purchases. These can be people in the immediate
family as well as extended family. Then, next to each name, write a product or service that they
associate with that person. This could be a clue as to how that person might affect their own
purchasing behaviour. Have them discuss how these decisions change over time as they grow
up, move out of the family home, start their own households, etc. Are there certain elements
(attitudes, beliefs, family values, etc.) that affected them when they were young but no longer do

so today? Are there some that affect them even now? Are there family elements that they feel
may continue to influence their thinking and purchasing decisions in years to come, and probably
won’t change much over time, regardless of their stage of life?
3. One major trend in consumer spending that is likely to last for the next several years is a
focus on value. “The Dollar Stores of the world are winning,” notes Envirosell’s Paco
Underhill. While consumers search for bargains, manufacturers and retailers of luxury goods
are struggling to change consumer attitudes toward their products. On your own or with a
classmate, choose one of the following luxury brands (or select one of your own) and create
an advertisement for the product that seeks to change consumer attitudes about your
product.
a. Mercedes-Benz car
b. Louis Vuitton leather goods
c. Tiffany jewellery
d. Four Seasons Hotels and Resorts
Student answers may vary. They can work individually or in groups. As we know that marketers can
modify attitudes by providing evidence of product benefits, by correcting misconceptions, and by
engaging buyers in new behaviour; students are expected to make advertisements that would try
and change the cognitive or affective components of buyer’s attitude.
4. Consider a purchase decision involving one of the following types of products: a tablet computer,
a smartphone, or a vacation. Develop an evoked set of three alternatives for your purchase
decision. Then create a list of evaluative criteria that you would use to choose among the
alternatives. Research your alternatives in more —online, at a store, at a friend’s apartment, and so
on. Finally, make your purchase decision. Describe to the class how you made your decision—and
why.
Student answers will vary according to the products that they choose. The alternatives of the
product would vary according to the products they choose. However, students should be able to
develop an envoked set. Students can use a variety of methods to research alternatives. The
methods would depend on the type of product chosen. Finally, they should able to provide reasons
why a particular product was preferred over an alternative product.
5. Choose a partner and select a low-involvement, routinized consumer product such as toothpaste
or detergent. Create an ad that you think could stimulate consumers to change their preferred brand
to yours.
A low-involvement, routinized consumer product like toothpaste or detergent involves a regular and
routine purchase decision. A consumer makes many routine purchases by choosing a preferred
brand or one of a few acceptable brands in a quick method called routinized response behaviour.
The consumer has already set evaluative criteria and identified options, so any further external
search is limited. It’s most common in buying very low-involvement products like those mentioned—
toothpaste or detergent. Have students discuss their ideas about how consumers might change
from their preferred brand. They’ll need to remember that consumers won’t take much time to weigh
this decision, so they’ll need to get attention quickly. They might include visual merchandising, new
design or packaging, unusual colouring, signage indicating a sale, etc.
Critical-Thinking Exercises
1. Describe a group to which you belong—it might be a team or a club. Outline the norms of the
group, the major roles that different members play, and your own status within the group. Have you
ever sought to change your status? Why or why not?

Student answers may vary. Norms are the values, attitudes, and behaviours a group deems
appropriate for its members. Group members are expected to comply with these norms. They must
define the group norms on these lines.
2. What are the two conditions that must exist for a consumer to be influenced by a reference
group? Have you ever made a purchase based on reference group influence? If so, what was the
purchase and how did you come to the decision to make it? If not, why not?
Student opinions will vary. Strong influence by a group on a consumer’s purchase requires two
conditions:
1. The purchased product must be one that others can see and identify.
2. The purchased item must be conspicuous; it must stand out as something unusual, a
brand or product that not everyone owns.
3. Marketers point out that the five levels in Maslow’s hierarchy of needs are sometimes combined
or even bypassed by consumers making purchase decisions. Explain how each of the following
could fulfill more than one need:
a. A download of “We Are the World”
b. A retirement investment account
c. Body wash
d. Dinner at a restaurant
Students are expected to give answers based on the five levels of needs and provide sufficient
information that can defend their answers. A short discussion between groups can benefit the
students to point out different perspectives on Maslow’s theory, as well as the consumer decision
process for each product/service.
4. What are some of the ways marketers can break through consumers’ perceptual screens? If you
were a marketer for a line of pet food for cats and dogs, what method might you use?
Doubling the size of an ad, using certain colours or graphics, or developing unique packaging are
some techniques that marketers use to elicit a positive response from consumers. Word of mouth or
use of high-tech marketing tools and social media can help marketers break through the perceptual
screens of the consumer. The students are expected to take support of these hints and present
ideas that they would use for a line of pet foods, and break through the consumer’s perceptual
screens.
5. Suppose you are employed by a large electronics retailer, and a customer comes to you with
cognitive dissonance over the purchase of an expensive computer system from your store the
previous week. How would you work with the customer to help dispel that dissonance?
Dissonance is likely to increase (1) as the dollar value of purchase increases, (2) when the rejected
alternatives have desirable features that the chosen alternatives do not provide, and (3) when the
purchase decision has a major effect on the buyer.
Marketers may help reduce cognitive dissonance by providing information that supports the chosen
item or by using advertisements that stress customer satisfaction. The consumer may decide to
change products and vow to purchase the rejected item next time. The consumer may focus on the
item’s good points and ignore anything dissatisfactory.
The students should keep the above stated points in mind while dealing with the consumers and
helping them to dispel their dissonance.

Ethics Exercises
Marketers of online news content are struggling to change consumer attitudes about whether it is
fair to charge for this content. While consumers are already willing to pay for movies, music, and
games, they don’t want to pay for news—whether it is from online versions of newspapers and
magazines or online feeds of radio and talk shows. “Much of their content has basically become a
commodity, readily available elsewhere for free,” notes a Nielsen study. Yet these news formats are
created by professionals and can be expensive to produce.
1. Express your own view. Is it ethical for marketers of online news content to begin charging
consumers for their services? If so, under what circumstances? If not, why not?
2. Go online to research different news sources—those that are free (such as the headlines offered
on Yahoo!) and those for which there is a charge (such as an online magazine or newspaper
subscriptions). Is there a difference in features or the extent of services offered?
3. Based on your research and your knowledge of consumer behaviour, what steps do you think
news marketers might take to change consumer attitudes about whether news should be offered for
free?
Student answers will vary. Ask the students to first understand the point of view of consumers as
well as marketers. By taking an overall view of the situation, they may come up with reasons stating
why charging for online content is ethical or unethical. Students can also state situations and
instances when charging for content can be considered ethical.
Internet Exercises
1. Marketing to children. Advertising and other marketing efforts directed toward children have
long been controversial. Visit the website of Concerned Children’s Advertisers (www.cca-kids.ca),
an organization created by companies that have products aimed at children to address issues
associated with marketing to children. What is the purpose of CAA? What are the major issues
regarding marketing to children? What have been some of its recent actions? Why have some
prominent marketers, such as The Coca-Cola Company, decided to end advertising aimed at
children? What are some of the issues related to marketing to children through the internet? In your
opinion, can industry self-regulation ever be an effective substitute for government regulation?
Student answers will vary. They should visit the website, as well as study the various issues
regarding marketing to children on the Internet. To bring a different perspective, students can find
out the ways marketers are trying to ensure self-regulation that minimize or eliminate controversial
messages.
2. Consumer decision making. Assume you’re in the market for both a new cell phone and cell
phone provider. Follow the beginning stages in the consumer decision process model shown in the
text (problem or opportunity recognition, search, and evaluation of alternatives). Use the Internet to
aid in your consumer decision process. Prepare a report summarizing your experience. Compare
and contrast your experience with an actual consumer purchase decision you recently made.
Student answers will vary. Student answers can focus on a particular problem or a need they
identify and searching for information on this particular problem, and for service providers who

satisfy this need. They should be able to come up with alternatives and narrow down to the best
possible alternative. Students should keep in mind the personal and interpersonal determinants
during this decision process.
3. Marketing strategies and Maslow’s Hierarchy of Needs. Visit the websites listed here. Review
the marketing strategies shown on each site. Which level of Maslow’s hierarchy of needs does each
site emphasize? Be prepared to defend your answers.
http://www.michelin.ca
http://www.starbucks.com
http://shop.holtrenfrew.com
http://www.carnival.com
http://www.unilever.com
Student answers will vary. They can visit these websites and analyze the offering, product,
message, and theme provided by the company. Their answers must defend their opinions. A
discussion on classification of products as per the hierarchy of needs will assist students about the
marketing strategies.
Case 4.1 “How Colour Is Used in Marketing”—Questions for Critical Thinking
1. Choose one of the following companies. What colours does it use predominantly in its logo or
packaging? How do these colours affect the perception of its products?
a. Boston Pizza
b. Microsoft
c. Mountain Equipment Co-op
d. Starbucks
Students should be able to answer the two questions appropriately. They should go through the
case and understand the importance of colours in marketing. The basic purpose of using the colour
combinations by these big brands must be clearly understood by them. The consumer perception
based on the colours should be described in detail.
2. Should a global firm like McDonald’s or General Mills change the colours of its logo or packaging
depending on the country in which it is marketing? Why or why not? How might this affect consumer
attitudes toward the company and its products?
Student answers may vary. They must be able to give reasons for their answers. The answers may
be based on the following: (1) Understanding the psychology of colour—the way it can be used to
affect perception and shape consumer attitudes toward goods and services—is an important tool for
marketers. (2) To break through consumers’ perceptual screens so they are attracted to the
products being offered, marketers need to understand how colour is perceived in order to use it
effectively.
Case 4.2 “McDonald’s—Adapting to Changing Consumer Behaviour”
1. What factors are involved in your decisions about where and what to eat? Is this usually a high-
involvement or low-involvement decision? Where do you eat most often? Why?

The students might identify factors like culture or who they are going to be with when they eat out -
family or friends. Most will identify this decision as low-involvement.
2. Do you think McDonald’s is making a good marketing decision to adapt its products and
promotional techniques to changing consumer behaviour? Why or why not?
Student answer may vary. They should be asked to support their answers. There is usually a
general discussion around culture and different eating habits.
3. Do you think McDonald’s has done enough to deal with obesity in children? Why or why not?
This question may provide some lively discussion around whether the students think companies like
McDonald’s are responsible for the problem. Some might feel that parents should be responsible for
what their children eat others may argue that if McDonald’s provided more healthy choices and did
less advertising the problem may not be so severe.
Video Case “Consumer Behaviour at Scholfield Honda”—Questions for Critical Thinking
1. Name the top influences on consumers' decisions to buy cars at Scholfield Honda.
According to the video, the following factors influence customer purchases at Scholfield Honda:
positive recommendations from friends and family members, prior ownership of Honda vehicles,
desire to drive more environmentally friendly cars, Honda's reputation for quality and fuel efficiency,
the dealership's friendly sales associates, and clean showroom environment.
2. Go to http://www.honda.com and view the different Hondas to select the car you would be most
likely to purchase. Carefully consider all the determinants discussed in the chapter and their impact
on your decision.
Answers will vary. However, students should be able to assess their own needs and motives for
selecting a vehicle. Additionally, they should be able to associate their buyer motives with various
interpersonal determinants of consumer behaviour (cultural, social, and family influences) and
personal determinants of consumer behaviour (needs and motives, perception, attitudes, learning,
and self-concept).
COLLABORATIVE LEARNING EXERCISES
Ice Cream and Your Personality
Purpose:
To introduce the topic of consumer behaviour
Background:
As a broad subject that draws from multiple disciplines, consumer behaviour can seem
impenetrable to some students. This exercise is designed to introduce the topic in a fun,
personal way, setting the tone for the rest of the chapter.
Relationship to Text:
Chapter Overview

Estimated Class Time:

Less than 10 minutes
Preparation/Materials:
None needed
Exercise:
Several years ago, a large manufacturer of ice cream commissioned a study to determine
how ice cream flavour preferences relate to personality. The study, conducted by Dr. Alan
Hirsch, neurological director of the Smell and Taste Treatment and Research Foundation,
determined that distinct personality traits correspond with a preference for certain ice cream
flavours.
Is this for real? Apparently it is, according to Dr. Hirsch. The researchers examined
personality profiles for a significant cross-section of people, and then correlated the results
with each person’s ice-cream-flavour preference. Just for fun, ask your students to choose
their favourite flavour from the following options: vanilla, chocolate, butter pecan, banana,
strawberry, and chocolate chip. Ask for a show of hands regarding how many prefer each
flavour, and write the results on the board. Then share the following summarized profiles:
• Vanilla: You are a flamboyant, impulsive risk-taker with close family relationships.
• Chocolate: You are lively and flirtatious, the life of the party, but you do get easily
bored.
• Butter Pecan: You are a take-charge perfectionist with very high standards and
strong integrity.
• Banana: You are kind, empathetic, understanding, generous, and easygoing—an
excellent spouse or parent.
• Strawberry: You are shy, skeptical, and detail-oriented, and you tend to be
pessimistic.
• Chocolate Chip: You are success-driven, competitive, and achievement oriented but
also generous and charming.
Interestingly, when the ice cream manufacturer published their “flavourology” report, they
gave the personality profiles a more positive spin, leaving out potentially problematic
descriptions such as being pessimistic or flirtatious. A company spokesperson explained:
“We are in the ice cream business to make people happy. This is supposed to be fun, not
upsetting.” Also, Dr. Hirsch noted that while the correlations were scientifically reliable, he
could not account for the reasons behind them. So you can assume that switching favourite
flavours won’t change your personality.
Questions for Discussion:
• How could a marketer capitalize on a link between personality and product preference?
• Do you think this type of research is a worthwhile investment? Why or why not?
Sources: Wolf, Buck, “You Are What You Eat for Dessert,” ABC News; “You Are Your Ice Cream,
ABC News; “The Ice Cream Flavor Personality and Compatibility Test,”
www.angelfire.com/ga/sweetgeorgiapeach/icecream.html, accessed 12/18/06
Cultural Values and Consumer Behaviour

Purpose:
To help students explore their perceptions of cultural values
Background:
Culture clearly influences consumer behaviour in both obvious and subtle ways, but
students need to understand the elements of culture in order to appreciate its true impact.
This exercise is designed to help students focus on their perceptions of core values in
Canadian culture.
Core Values in Canadian Culture

About 10 minutes
Whiteboard and marker
Exercise:
Spend a few moments reviewing with your class the idea of core values. Once they fully
understand the concept, divide your students into small groups and give each group a few
minutes to quickly brainstorm a list of core values in Canadian culture (and tell them to base
their list on their own perceptions, not to copy from the book). When their lists are complete,
ask them to prioritize their values from most important to least important.
Then reconvene as a class and ask a representative from each group to share each list. As
the volunteers read the values, determine (via a show of hands) whether all the other groups
included each item, and track the results on the board in three categories: values that all
groups have included, values that a few have included, and values that only one group
included.
The three lists will spark an interesting discussion. What values seem to be universal (at
least among the small sample size)? Why isn’t there more complete agreement among the
groups? Most classes will quickly determine that microculture, age, life experience, and
social class all play a role in the differing perceptions.
Questions for Reflection:

• Why is it important to explore the core values of national culture?
• How does this information impact marketing?
Opinion Leaders and Consumer Behaviour
Purpose:
To highlight the importance of opinion leaders in consumer behaviour
Background:
The world of blogs has offered a new opportunity for opinion leaders in a wide range of
areas to share their information, thoughts, and (of course) opinions on every issue
imaginable. This discussion-based exercise is designed to underscore the marketing
implications and the accompanying ethical issues related to opinions.

Opinion Leaders

About 10 minutes
None needed
Exercise:
Depending on your class, you may want to begin by defining blogs. The word is a shortened
form of “Web log” and essentially refers to web diaries or journals, typically hosted by very
opinionated individuals with intense interest in a narrow topic. Over the past several years,
blogs have exploded in terms of influence and popularity. You may want to begin by
surveying the class about blogs. Do any of students read blogs? Which ones? Why? Do any
students write blogs? On what topics?
Next, share with your class the interesting story of Raging Cow. In early 2003, Dr.
Pepper/7Up began rolling out Raging Cow, a new flavoured-milk product. Part of their
strategy was to create a blog written (ostensibly) by the Cow herself. But more importantly,
Dr. Pepper/7UP hired a team of teenaged bloggers to promote the product as stealth
marketers. Their job was to talk positively about the product—undercover—in their own
blogs. The publicity backlash against this tactic (also used by other companies such as
Nokia) has been intense.
What does your class think? Why are marketers using this tactic? Is this smart marketing or
is it sleazy? Does it undermine the integrity of the Web? Does it make consumers think
differently about “innocent” postings in their own Web communities? Is there a better way to
use blogs for marketing? The discussion potential on this topic is rich.

• What are other ways that marketers can identify and convert opinion leaders?
• Do opinion leaders matter more in some categories than others? Why?
Sources: Grossman, Lev, “Meet Joe Blog,” Time, June 21, 2004; Walker, Rob, “Blogging for Milk,”
Slate Magazine, www.slate.com, April 14th, 2003
Attitudes and Consumer Behaviour
Purpose:
To emphasize the role of attitudes in consumer behaviour
Background:
While everyone knows what it means to “have an attitude,” the marketing implications are
less apparent for many students. This exercise is designed to clarify the relationship
between attitudes and consumer behaviour.
Attitudes

About 20 minutes

Students will need blank paper and pens or pencils (ideally coloured markers)
Exercise:
Remind your class of the three components of attitude: cognitive, affective, and behavioural.
Then divide your students into small groups. Challenge each group to develop three one-
page print ads promoting bubble gum, each ad appealing to a different component of
attitude (headline and visual are usually sufficient). After 10 minutes, ask the groups to
present their ads to the class. The results are typically innovative; the ideas are terrific.
When the presentations are complete, ask the class to vote on which appeal was the most
effective in marketing bubble gum. Why? What role did creativity play in their responses
(versus the type of appeal)?

• How important are attitudes relative to the other influences on consumer behaviour?
• How easy or hard is it to change consumer attitudes? Why?
• What are the best tools for affecting a shift in attitude?
Self-Concept and Consumer Behaviour
Purpose:
To illustrate the close links between who we are and how we consume
Background:
The study of consumer behaviour suggests that many of our purchases reflect recognizable
elements of who we are in terms of gender, personality, individual style, hobbies, etc. This
exercise is designed to highlight those links.
Self-concept

About 10 minutes
Each student will need paper and a pen or pencil.
Exercise:
Direct your students to think for a moment about goods or services that they particularly
enjoy in any category, from shoes to bands, cars, and restaurants. Ask them to write down
their five favourites, including the brand name (e.g., Nike running shoes), without writing
their own names on the papers. Collect the papers, leaf through them, and choose a few
papers that include an assortment of high-profile brands. Read the papers out loud to your
class, and after each one, ask your class to describe the student who wrote it. (You may
want to warn the students in advance not to identify themselves until the rest of the class
has a chance to guess.) Usually the writers of the papers choose to identify themselves,
and—with some notable exceptions—the profiles guessed by the class, based on the
product choices, are astonishingly accurate. Discussion is often spontaneous, but if not, you
may want to ask how marketers can capitalize on the links between who people are and
what they choose to purchase.


• In what categories are our purchases most likely to reflect our personalities?
• Do brands themselves have personalities?
• How can a marketer create a personality for a brand? What is the value in doing so?

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68 Part 2 Understanding Buyers and Markets

Contemporary Marketing 3rd Edition by

Download full test bank at :

Changes in the Third Edition

A number of new features have been added to this edition:

Copyright © 2013 Nelson Education Limited

• Chapter Case 4.2 “McDonald’s—Adapting to Changing Consumer Behaviour” takes a look

• Video Case Synopsis includes an overview of consumer behaviour at Scholfield Honda.

Copyright © 2013 Nelson Education Limited

a. A marketing strategy requires the understanding of how

Assessment check questions

1. Why is the study of consumer behaviour important to marketers? If marketers

Chapter Objective 2: Describe the interpersonal determinants of consumer behaviour: cultural,

Copyright © 2013 Nelson Education Limited

ii. Strong Canadian core values include a balance between

Figure 4.2 Cultural

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ii. Communities with cultural population clusters often

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ii. Research has identified six classes in large and small

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iv. Syncratic role—both partners jointly make decisions

Assessment check questions

1. List the interpersonal determinants of consumer behaviour. The interpersonal

2. What is a microculture? A microculture is a group within a culture that has its

3. Describe the Asch phenomenon. The Asch phenomenon is the impact of

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products or services i. This theory, referred to as Maslow’s hierarchy of needs,

Copyright © 2013 Nelson Education Limited

ii. Individual factors—unique characteristics of the

Copyright © 2013 Nelson Education Limited

v. All components have stable, balanced relationships to

Copyright © 2013 Nelson Education Limited

Facebook: Forced to a. Self-concept—a person’s multifaceted picture of himself or

Assessment check questions

1. Identify the personal determinants of consumer behaviour. The personal

3. How do perception and learning differ? Perception is the meaning that a

Chapter Objective 4: Distinguish between high-involvement and low-involvement purchase

Copyright © 2013 Nelson Education Limited

c. Evaluate the alternatives before making a decision.

Assessment check questions

1 Differentiate between high-involvement decisions and low-involvement

2. Categorize each of the following as a high- or low-involvement product:

Chapter Objective 5: Outline the steps in the consumer decision process.

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c. A brand or product is chosen from the evoked set, or the

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iii. Marketers may help reduce cognitive dissonance by

a. Marketers recognize three categories of problem-solving

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5. Strategic Implications of Marketing in the 21st Century

Assessment check questions

1. What is routinized response behaviour? Routinized response behaviour is the

3. Give an example of an extended problem-solving situation. An extended

ANSWERS AND TEACHING NOTES TO CHAPTER EXERCISES

Projects and Teamwork Exercises

Copyright © 2013 Nelson Education Limited

Copyright © 2013 Nelson Education Limited

Copyright © 2013 Nelson Education Limited

Copyright © 2013 Nelson Education Limited

Case 4.1 “How Colour Is Used in Marketing”—Questions for Critical Thinking

Case 4.2 “McDonald’s—Adapting to Changing Consumer Behaviour”

Copyright © 2013 Nelson Education Limited

Video Case “Consumer Behaviour at Scholfield Honda”—Questions for Critical Thinking