Professional Documents
Culture Documents
https://testbankfan.com/download/mm-3rd-edition-dawn-iacobucci-solutions-manual/
MM – Instructor Manual
CHAPTER OUTLINE
TEACHING NOTE: Students can be asked to describe the process in which they
bought their laptops or any other similar item. Students should explain their reasons
for buying a laptop, how they identified the features they required, how they gathered
information regarding product features and prices, why they chose a particular brand,
and how they made the purchase (online or at a store). They should also comment on
their level of satisfaction with their laptops. This will help students understand all
three phases of the purchase process.
This figure outlines the three phases in the purchase process and the actions taken by
consumers during each of these phases.
B. Purchase: The consumer creates a consideration set that includes all those
brands that are deemed potential candidates for purchase and excludes those
brands that have been rejected. During this stage, consumers also determine the
retail channel through which they will make the purchase.
1
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Visit TestBankFan.com to get complete for all chapters
MM – Instructor Manual
C. Post-purchase: In this stage, buyers assess their purchase and the purchase
process. They determine if they are satisfied with the purchase and, if they are,
they recommend it to others.
TEACHING NOTE: Students can be asked to describe the manner in which they
would buy a packet of detergent, a refrigerator, and a house. Students should explain
the factors they would take into consideration and the amount of time they would
spend in gathering information for each of these purchases.
This section begins by giving examples of the three different types of purchases:
convenience purchases, shopping purchases, and specialty purchases. In the case of
business-to-business (B2B) transactions, purchases are categorized as a straight rebuy, a
modified rebuy, or a new buy.
Figure 2.2: Types of Purchases in B2C and B2B is a Matter of Customer Involvement
The figure shows the continuum between low customer involvement and high customer
involvement in both business-to-consumer (B2C) and business-to-business (B2B)
scenarios. As shown in the figure, consumer involvement is the least for convenience
items (for B2C) and in the case of a straight rebuy (for B2B). For items that customers
care more about, they’ll expend some time and effort prior to the purchase. Customer
involvement is moderate for a shopping purchase and a modified rebuy while it is the
highest for specialty purchases and in the case of a new buy.
The category a brand and target segment is in will suggest the appropriate marketing
activities. The marketer can create loyalty programs regardless of the level of customer
engagement, but they would take different forms, e.g., price discounts for low
involvement purchases vs. brand communities and events for high-involvement products
and brands. Low-involvement products need to be widely available so the customer can
pick them up without thinking whereas high-involvement products will be sought out by
more customer activity. Also, for high-involvement purchases, marketers should provide
as much information as possible.
TEACHING NOTE: Students can be asked to describe their favorite advertisement and
the aspects of the advertisement that capture their attention. This exercise will help
students understand the significance of color and sound in attracting the attention of
consumers.
2
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
MM – Instructor Manual
This section discusses the concepts of sensation and perception, learning and memory,
motivation, attitudes, and decision making which help in understanding consumer
psychology.
By using Apple’s iPod as an example, the text describes the significance of visible
elements (such as the color of the product) in attracting the attention of the consumers.
Colors also come to convey cultural meaning. Hence, selecting packaging or logos for
multinational brands is a challenging task for brand managers. Using the example of
Harley-Davidson bikes, the text describes the significance of sound in marketing a
product. The text also describes how smell, taste, and touch can be used to attract the
attention of consumers.
The text describes the concept of subliminal advertising. The idea is that an ad can be
shown very quickly, on TV or in the movies, so that it doesn’t quite meet the threshold of
liminal recognition and consciousness, and therefore is said to be subliminal, and yet,
somehow the vision is captured subconsciously and marketers hope the message would
compel action. In the case of written ads, colors and fonts provide subtle clues to a
reader. They make a message seem more professional, more emotional, or more
contemporary.
Learning is the process by which associations get past the sensory and perception stages
into short-term memory, and then with repetition and elaboration, long-term memory.
One of the ways of learning is through classical conditioning. The text describes the
experiment conducted by Ivan Pavlov to demonstrate classical conditioning. This theory
explains how people come to associate certain logos or symbols with a particular brand
and why organizations change their names and logos to change their image.
The second way that people learn is through operant conditioning. The text describes how
Skinner boxes can be used to demonstrate the significance of reinforcement. The theory
of operant conditioning explains why loyalty programs can increase sales.
Motivation
The figure describes the different levels of needs starting from the basic needs (such as
food and water) to the need for self-actualization. One way that marketers use this
hierarchy is by identifying their product with a certain level of needs. They use imagery
to appeal to those motivations. For example, the entire Volvo brand is positioned for
safety.
3
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Another random document with
no related content on Scribd:
Mr. Gibson, of Ohio, Mr. Eagan, of Nebraska, and Mr. Oliver, of
Iowa, and others.
Senator Warner Miller, of New York, presented the name of Hon.
Levi P. Morton, of New York, which was seconded by Mr. Sage, of
California, Governor Foster, of Ohio, Mr. Oliver, of South Carolina,
General Hastings, of Pennsylvania, and others.
Mr. McElwee, of Tennessee, presented the name of William R.
Moore, of that State.
One ballot was taken, resulting as follows:
Morton 591
Phelps 119
Bradly 103
Bruce 11
Thomas 1
Harrison. Cleveland.
California 8 Alabama 10
Colorado 3 Arkansas 7
Illinois 22 Connecticut 6
Indiana 15 Delaware 3
Iowa 13 Florida 4
Kansas 9 Georgia 12
Maine 6 Kentucky 13
Massachusetts 14 Louisiana 8
Michigan 13 Maryland 8
Minnesota 7 Mississippi 9
Nebraska 5 Missouri 16
Nevada 3 New Jersey 9
New Hampshire 4 North Carolina 12
New York 36 South Carolina 9
Ohio 23 Tennessee 11
Oregon 3 Texas 13
Pennsylvania 30 Virginia 12
Rhode Island 4 West Virginia 6
Vermont 4
Wisconsin 11 168
233
168
Harrison’s majority 65
1884. 1888.
Rep. Dem. Rep. Dem.
Maine 72,209 52,140 72,659 49,730
N. Hampsh’e 43,249 39,183 45,728 43,444
Vermont 39,514 17,331 45,192 16,788
Massachus’ts 146,724 122,352 183,447 151,990
Rhode Island 19,030 12,391 21,960 17,533
Connecticut 65,923 67,199 74,584 74,920
New York 562,005 563,154 649,114 635,715
New Jersey 123,366 127,778 144,426 151,154
Penna. 473,804 392,785 526,223 446,934
Ohio 400,082 368,280 416,054 396,455
Indiana 238,463 244,990 263,361 261,013
Illinois 337,469 312,351 370,241 348,360
Michigan 192,669 149,835 236,307 213,404
Wisconsin 161,157 146,459 176,553 155,232
Iowa 197,089 177,316 211,592 177,899
Minnesota 111,685 70,065 136,359 99,664
Colorado 36,166 27,603 51,796 37,610
California 102,416 89,288 124,809 117,729
Kansas 154,406 90,132 182,610 102,580
Nebraska 76,912 54,391 108,425 80,552
Nevada 7,193 5,578 7,238 5,326
Oregon 26,860 24,604 33,293 26,524
Totals 3,608,965 3,153,912 4,081,971 3,610,556
1884. 1888.
Rep. Dem. Rep. Dem.
Delaware 12,951 16,964 12,950 16,414
Maryland 85,699 96,932 99,761 106,172
Virginia 139,356 145,497 150,442 151,977
W. Virginia 63,096 67,317 75,052 75,588
Kentucky 118,122 152,961 155,154 183,800
Tennessee 124,078 133,258 139,815 159,079
Arkansas 50,895 72,927 58,752 85,962
N. Carolina 125,068 142,950 134,784 147,902
Missouri 202,929 235,988 236,325 261,957
Totals 922,194 1,064,794 1,063,035 1,188,851
GULF STATES.
REPUBLICAN.
Territories.
Alaska 2 0 0
Arizona 1 1 0
Dist. of Columbia 0 2 0
Indian Territory 1 1 0
New Mexico 6 0 0
Oklahoma 2 0 0
Utah 2 0 0
Total 535⅙ 182⅙ 182
Absent and not voting, 1⅔.
Reed, of Maine, received 3 votes, and Lincoln, of Illinois, 1.
Major McKinley moved to make the nomination unanimous, and it
was adopted with great enthusiasm.
In response to the unanimous request of the New York delegation,
Hon. Whitelaw Reid was nominated for Vice-President by
acclamation.
[See Book II. for Platform and Comparison of Platforms; Book III.
for speech of Hon. Chauncey M. Depew.]
DEMOCRATIC.
Territories
Alaska 2 0 0 0 0
Arizona 5 0 0 1 0
Dist. of Columbia 2 0 0 0 0
New Mexico 4 1 1 0 0
Oklahoma 2 0 0 0 0
Utah 2 0 0 0 0
Indian Territory 2 0 0 0 0
Total 617⅓ 115 103 36½ 38⅔
Number of votes cast, 909½. Necessary to a choice, 607.
Of the scattering votes Campbell got two from Alabama.
Carlisle got 3 from Florida, 6 from Kentucky, 5 from Ohio. Total
14.
Stephenson got 16⅔ from North Carolina.
Pattison got 1 from West Virginia.
Russell got 1 from Massachusetts.
Whitney got 1 from Maine.
Adlai E. Stevenson, of Illinois, former Assistant Postmaster-
General, was nominated Vice-President on the first ballot, his chief
competitor being Senator Gray, of Indiana.
[See Book II. for Democratic National Platform and Comparison;
Book III. for Governor Abbett’s speech nominating Cleveland.]
A notable scene in the Convention was created by Mr. Neal, of
Ohio, who moved to substitute a radical free trade plank as a
substitute for the somewhat moderate utterances reported by ex-
Secretary of the Interior Vilas, who read the report of the Committee
on Platform. The substitute denounced the protective tariff as a
fraud.
Mr. Neal made an earnest speech in support of his substitute and
was ably seconded by Mr. Watterson.
Mr. Vilas replied defending the majority report in a vigorous
speech, which was as generously applauded as that which preceded.
The debate was animated and made specially interesting by the
suggestions and calls from the galleries. The substitute was finally
accepted by Chairman Jones on behalf of the committee, but this did
not satisfy the friends of the substitute, who persisted in having a roll
call upon its adoption.
A synopsis of the platform was submitted to and received the
approval of Mr. Cleveland, and it was reported that the Neal
substitute was prepared by the anti-Cleveland leaders, and the fact
that the roll call was persisted in by the anti-Cleveland men gave
color to this report.
There was a great deal of confusion and excitement preceding the
roll call, and its progress was watched with as much interest as
though its result was to decide the nomination. The States at the
head of the roll generally cast their votes according to what was
believed to be the feeling of their delegations on the Presidency, but
later on the order was more varied, States known to be for Cleveland
casting their solid vote for the substitute. New York was loudly
cheered when the 72 votes of the State were given for the substitute.
It was a most inconsistent vote, as Tammany is not regarded as a free
trade organization—rather as one favoring moderate tariffs. A ripple
of excitement was occasioned when Chairman Hensel cast the 64
votes of Pennsylvania against the substitute. Mr. Wallace protested
that 15 of the delegates favored the substitute, and he demanded that
the delegation be polled. A colloquy followed between Hensel and
Wallace on the rules of the Convention, and the point raised by the
former that Wallace’s motion was not in order under the unit rules
was sustained by the Chair.
The result of the vote was 564 for the substitute and 342 against it.