Consumer Behavior 7Th Edition Wayne D Hoyer Full Chapter

Consumer Behavior 7th Edition Wayne
D. Hoyer
Visit to download the full and correct content document:
https://ebookmass.com/product/consumer-behavior-7th-edition-wayne-d-hoyer/
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Consumer
Behavior
7th Edition
Wayne D. Hoyer
University of Texas, Austin
Deborah J. MacInnis
University of Southern California
Rik Pieters
Tilburg University
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN, author, title, or keyword for
materials in your areas of interest.
Important notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Consumer Behavior, 7e © 2018, 2013 Cengage Learning
Wayne D. Hoyer, Deborah J. MacInnis, WCN: 01-100-101
Rik Pieters
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Senior Vice President, General Manager, Social may be reproduced, transmitted, stored, or used in any form or by any means
Sciences, Humanities & Business: Erin Joyner graphic, electronic, or mechanical, including but not limited to photocopying,
Product Director: Jason Fremder recording, scanning, digitizing, taping, Web distribution, information networks,
Product Manager: Heather Mooney or information storage and retrieval systems, except as permitted under Sec-
tion 107 or 108 of the 1976 United States Copyright Act, without the prior writ-
Content Developer: Bethany Sexton ten permission of the publisher.
Marketing Director: Kristen Hurd
Marketing Manager: Charisse Darin For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, 1-800-354-9706
Marketing Coordinator: Casey Binder
For permission to use material from this text or product,
Product Assistant: Allie Janneck submit all requests online at www.cengage.com/permissions
Production Management, and Composition: Further permissions questions can be emailed to
Lumina Datamatics Ltd permissionrequest@cengage.com
Intellectual Property
Analyst: Diane Garrity Library of Congress Control Number: 2016948643
Project Manager: Sarah Shainwald ISBN: 978-1-305-50727-2
Manufacturing Planner: Ron Montgomery
Sr. Art Director: Linda May Cengage Learning
Cover Designer: Imbue Design /Kim Torbeck 20 Channel Center Street
Boston, MA 02210
Internal Designer: Ke Design/ Ted & Trish Knapke
USA
Cover Image: iStockPhoto.com /Baran Ã–zdemir
Cengage Learning is a leading provider of customized learning solutions with

employees residing in nearly 40 different countries and sales in more than 125
countries around the world. Find your local representative at www.cengage.
com.
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
To learn more about Cengage Learning Solutions, visit www.cengage.com
Purchase any of our products at your local college store or at our preferred
online store www.cengagebrain.com
Printed in the United States of America

Print Number: 01 Print Year: 2016
To my wonderful family, Shirley, David, Stephanie, and Lindsey
and to my parents Louis and Doris for their tremendous support
and love. To all of you, I dedicate this book.
Wayne D. Hoyer
Austin, Texas
September 2016
To my loving husband, my beautiful children, and my devoted

family. You are my life-spring of energy and my center of gravity.
Deborah J. MacInnis
Los Angeles, California
September 2016
To Trees who loves me and Thomas who knew everything.

Rik Pieters
Tilburg
September 2016
About the Authors
Wayne D. Hoyer
Wayne D. Hoyer is the James L. Bayless/William S. Farish Fund Chair for Free Enterprise
in the McCombs School of Business at the University of Texas at Austin. He received
his Ph.D. in Consumer Psychology from Purdue University in 1980. He also holds
an honorary doctorate from the University of Bern in Switzerland and was recently
given a Humboldt Research Award in Germany. His major area of study is Consumer
Psychology and his research interests include consumer information processing and
decision-making, customer relationship management, consumer brand sabotage,
and advertising information processing (including miscomprehension, humor, and brand
personality). Wayne has published over 100 articles in various publications including
the Journal of Consumer Research, Journal of Marketing, Journal of Marketing Research,
Journal of Advertising Research, and Journal of Retailing. A 1998 article in the Journal of
Marketing Research (with Susan Broniarczyk and Leigh McAlister) won the O’Dell Award
in 2003 for having the most impact in the marketing field over that five-year period.
In addition to Consumer Behavior, he has co-authored two books on the topic of
advertising miscomprehension. He is a current area editor for the Journal of Marketing
Marketing, a
Senior Editor for the International Journal of Research in Marketing, a former associate
editor for the Journal of Consumer Research and serves on eight editorial review boards
including the Journal of Marketing Research, Journal of Consumer Research, and Journal
of Consumer Psychology. His major areas of teaching include consumer behavior,
customer strategy, and marketing communications. He has also taught internationally at
the University of Mannheim, the University of Muenster, and the Otto Beisheim School
of Management (all in Germany), the University of Bern in Switzerland, the University
of Cambridge (UK), and Thammasat University in Thailand. He has also been the
Montezemolo Visiting Research Fellow in the Judge School of Business and is a Visiting
Fellow of Sidney Sussex College at the University of Cambridge (UK).
Deborah J. MacInnis
Debbie MacInnis (Ph.D., University of Pittsburgh 1986) is the Charles L. and Ramona
I. Hilliard Professor of Business Administration and Professor of Marketing at the
University of Southern California in Los Angeles, CA. She has previously held positions
as Chairperson of the Marketing Department, Vice Dean for Research and Strategy and
Dean of the Undergraduate Programs at Marshall. Debbie has published papers in the
Journal of Consumer Research, Journal of Marketing Research, Journal of Marketing, Journal
of Personality and Social Psychology, Psychology and Marketing
Marketing, and others in the areas of
marketing communications, information processing, imagery, emotions, and branding. She
has also published two co-edited volumes and a book on branding and consumer-brand
relationships. She is former co-editor of the Journal of Consumer Research, and served
as an Associate Editor for the Journal of Consumer Research, the Journal of Consumer
Psychology, and the Journal of Marketing and has won outstanding reviewer awards from
these journals. Debbie has served as Conference Co-Chair, Treasurer, and President of the
Association for Consumer Research. She has also served as Vice President of Conferences
and Research for the Academic Council of the American Marketing Association. She
has received major awards for her research, including the Alpha Kappa Psi and Maynard
awards, given to the best practice- and theory-based articles, respectively, published in the
Journal of Marketing. Debbie’s research has also been named as a finalist for the Practice
Prize Competition for contributions to marketing, and the Converse Award for significant
iv
ABOUT THE AUTHORS v
long-term contributions to marketing. She has been named recipient of the Marshall
Teaching Innovation Award, the Dean’s Award for Community, and the Dean’s Award for
Research from the Marshall School of Business. She has also received the USC mentoring
work for her mentoring of faculty. Her classes have won national awards through the SAA
National Advertising Competition. Debbie enjoys travel, reading, and being in nature.
Rik Pieters
Rik Pieters is Professor of Marketing at the Tilburg School of Economics and Management
(TISEM) of Tilburg University, the Netherlands. He received his Ph.D. in Social Psychology
from the University of Leiden in 1989. Rik believes in interdisciplinary work, and that
imagination, persistence, and openness to surprise are a person’s biggest assets. He has
published over 100 articles in marketing, psychology, economics, and statistics. His work
has appeared in Journal of Consumer Psychology, Journal of Consumer Research, Journal
of Marketing, Journal of Marketing Research, Marketing Science, Management Science, and
International Journal of Research in Marketing. He has published in the Journal of Personality
and Social Psychology, Organizational Behavior and Human Decision Processes, European
Journal of Social Psychology, Emotion, Psychological Science, and Journal of Economic
Literature. Currently, Rik is an Associate Editor of the Journal of Marketing Research.
His research concerns attention and memory processes in marketing communication,
and the role of emotions in consumer decision-making. He has served as Co-Chair of
the Association for Consumer Research annual conference, and has co-organized special
conferences on visual marketing, social communication, and service marketing and
management. He has taught internationally at Pennsylvania State University; University
of Innsbruck, Austria; Koc University, Turkey; and the University of Auckland, New
Zealand. He has won best teaching awards at the school and university levels. He has been
Strategy Director for National and International clients at the Publicis/FCB advertising
agency, Amsterdam office. He bakes bread, rides bikes, plays the bass, and drinks hoppy,
fermented barley beverages, all except the first in moderation. In his spare time, he works.
Brief Contents
Part 1 An Introduction to Consumer Behavior 3
1 Understanding Consumer Behavior 4
Appendix Developing Information About Consumer Behavior 28
Part 2 The Psychological Core 43
2 Motivation, Ability, and Opportunity 44
3 From Exposure to Comprehension 72

4 Memory and Knowledge 100
5 Attitudes Based on High Effort 127
6 Attitudes Based on Low Effort 154
Part 3 The Process of Making Decisions 179
7 Problem Recognition and Information Search 180
8 Judgment and Decision-Making Based on High Effort 206
9 Judgment and Decision-Making Based on Low Effort 234
10 Post-Decision Processes 258
Part 4 The Consumer’s Culture 291
11 Social Influences on Consumer Behavior 292
12 Consumer Diversity 321
13 Household and Social Class Influences 346
14 Psychographics: Values, Personality, and Lifestyles 373
Part 5 Consumer Behavior Outcomes and

Issues 403
15 Innovations: Adoption, Resistance, and Diffusion 404
16 Symbolic Consumer Behavior 429
17 Marketing, Ethics, and Social Responsibility

vi in Today’s Consumer Society 457
Contents
About the Authors iv
Preface xiv
Part 1 An Introduction to Consumer Behavior 3
Chapter 1 Understanding Consumer Behavior 4

1-1 Defining Consumer Behavior 5 1-3d Academics 16
1-1a Consumer Behavior Involves Goods, Services, 1-3e Consumers and Society 16
Activities, Experiences, People, and Ideas 5 1-4 Making Business Decisions Based on the Marketing
1-1b Consumer Behavior Involves More than Buying 5 Implications of Consumer Behavior 16
1-1c Consumer Behavior Is a Dynamic Process 7 1-4a Developing and Implementing Customer-Oriented
1-1d Consumer Behavior Can Involve Many People 7 Strategy 16
1-1e Consumer Behavior Involves Many Decisions 7 1-4b Selecting the Target Market 17
1-1f Consumer Behavior Involves Emotions and Coping 11 1-4c Developing Products 17
1-2 What Affects Consumer Behavior? 11 1-4d Positioning 18
1-2a The Psychological Core: Internal Consumer Processes 11 1-4e Making Promotion and Marketing Communications
1-2b The Process of Making Decisions 12 Decisions 18
1-2c The Consumer’s Culture: External Processes 13 1-4f Making Pricing Decisions 19
1-2d Consumer Behavior Outcomes and Issues 14 1-4g Making Distribution Decisions 20
1-3 Who Benefits from the Study of Consumer Behavior? 15 Summary 22
1-3a Marketing Managers 15 Endnotes 22
1-3b Ethicists and Advocacy Groups 15
1-3c Public Policy Makers and Regulators 16
Appendix Developing Information About Consumer Behavior 28
Consumer Behavior Research Methods 28 External Marketing Research Firms 35

Surveys 28 Advertising Agencies and Media Planning Firms 36
Focus Groups 29 Syndicated Data Services 36
Interviews 30 Retailers 36
Storytelling 30 Research Foundations and Trade Groups 37
Photography and Pictures 31 Government 37
Diaries 31 Consumer Organizations 37
Experiments 31 Academics and Academic Research Centers 37
Field Experiments 32 Ethical Issues in Consumer Research 38
Conjoint Analysis 32 The Positive Aspects of Consumer Research 38
Observations and Ethnographic Research 32 The Negative Aspects of Consumer Research 38
Purchase Panels 33
Database Marketing and Big Data 33 Summary 39
Netnography 33 Endnotes 39
Psychophysiological Reactions and Neuroscience 34
Types of Consumer Researchers 34
In-House Marketing Research Departments 34
vii
viii CONTENTS
Part 2 The Psychological Core 43
Chapter 2 Motivation, Ability, and Opportunity 44

2-1 Consumer Motivation and Its Effects 45 2-3 Consumer Ability: Resources to Act 60
2-1a High-Effort Behavior 45 2-3a Financial Resources 61
2-1b High-Effort Information Processing and 2-3b Cognitive Resources 61
Decision-Making 45 2-3c Emotional Resources 61
2-1c Felt Involvement 45 2-3d Physical Resources 61
2-2 What Determines Motivation? 47 2-3e Social and Cultural Resources 62
2-2a Personal Relevance 48 2-3f Education and Age 62
2-2b Consistency with Self-Concept 48 2-4 Consumer Opportunity 63
2-2c Values 48 2-4a Time 63
2-2d Needs 48 2-4b Distraction 63
2-2e Goals 52 2-4c Complexity, Amount, Repetition, and Control
2-2f Goals and Emotions 55 of Information 63
2-2g Self-Control and Goal Conflict 55 Summary 65
2-2h Perceived Risk 58
2-2i Inconsistency with Attitudes 60 Endnotes 65
Chapter 3 From Exposure to Comprehension 72

3-1 Exposure and Consumer Behavior 73 3-3c Perceiving Through Taste 81
3-1a Factors Influencing Exposure 73 3-3d Perceiving Through Smell 81
3-1b Selective Exposure 73 3-3e Perceiving Through Touch 82
3-2 Attention and Consumer Behavior 76 3-3f When Do We Perceive Stimuli? 84
3-2a Characteristics of Attention 76 3-3g How Do Consumers Perceive a Stimulus? 86
3-2b Focal and Nonfocal Attention 76 3-4 Comprehension and Consumer Behavior 87
3-2c Customer Segments Defined by Attention 80 3-4a Source Identification 87
3-2d Habituation 80 3-4b Message Comprehension 87
3-3 Perception and Consumer Behavior 80 3-4c Consumer Inferences 89
3-3a Perceiving Through Vision 80 Summary 92
3-3b Perceiving Through Hearing 81 Endnotes 92
Chapter 4 Memory and Knowledge 100

4-1 What Is Memory? 102 4-2c Knowledge Flexibility 114
4-1a Sensory Memory 102 4-2d Why Consumers Differ in Knowledge Content and
4-1b Working Memory 102 Structure 115
4-1c Long-Term Memory 103
4-3 Memory and Retrieval 116
4-1d Explicit Memory, Implicit Memory, and Processing
4-3a Retrieval Failures 116
Fluency 104
4-3b Retrieval Errors 117
4-1e How Memory Is Enhanced 104
4-3c Enhancing Retrieval 118
4-2 Knowledge Content, Structure, and 4-3d Characteristics of the Stimulus 118
Flexibility 105
Summary 120
4-2a Knowledge Content: Schemas and Scripts 105
4-2b Knowledge Structure: Categories 111 Endnotes 120
CONTENTS ix
Chapter 5 Attitudes Based on High Effort 127

5-1 What Are Attitudes? 128 5-3 How Cognitively Based Attitudes are Influenced 135
5-1a The Importance of Attitudes 128 5-3a Communication Source 135
5-1b The Characteristics of Attitudes 128 5-3b The Message 137
5-1c Forming and Changing Attitudes 128 5-4 The Affective (Emotional) Foundations of Attitudes 139
5-2 The Cognitive Foundations 5-5 How Affectively Based Attitudes Are Influenced 141
of Attitudes 129 5-5a The Source 141
5-2a Direct or Imagined Experience 131 5-5b The Message 142
5-2b Reasoning by Analogy or Category 131
5-2c Values-Driven Attitudes 131 5-6 Attitude Toward the AD 144
5-2d Social Identity-Based Attitude 5-7 When Do Attitudes Predict Behavior? 144
Generation 131
Summary 147
5-2e Analytical Processes of Attitude
Formation 131 Endnotes 147
Chapter 6 Attitudes Based on Low Effort 154

6-1 High-Effort Versus Low-Effort Routes 6-5 Affective Bases of Attitudes When Consumer
to Persuasion 155 Effort Is Low 160
6-2 Unconscious Influences on Attitudes 6-5a The Mere Exposure Effect 160
When Consumer Effort Is Low 155 6-5b Classical and Evaluative Conditioning 161
6-2a Thin-Slice Judgments 155 6-5c Attitude Toward the Ad 163
6-2b Body Feedback 155 6-5d Mood 164
6-3 Cognitive Bases of Attitudes When Consumer 6-6 How Affective Attitudes Are Influenced 165
Effort Is Low 157 6-6a Communication Source 165
6-6b The Message 166
6-4 How Cognitive Attitudes Are Influenced 158
6-4a Communication Source 158 Summary 171
6-4b The Message 158 Endnotes 171
6-4c Message Context and Repetition 160
Part 3 The Process of Making Decisions 179
Chapter 7 Problem Recognition and Information Search 180
7-1 Problem Recognition 182 7-3b How Much Do We Engage in External Search? 192
7-1a The Ideal State: Where We Want to Be 182 7-3c What Kind of Information Is Acquired in External
7-1b The Actual State: Where We Are Now 182 Search? 197
7-2 Internal Search: Searching for Information from 7-3d Is External Search Always Accurate? 198
Memory 183 7-3e How Do We Engage in External Search? 198
7-2a How Much Do We Engage in Internal Search? 183 Summary 200
7-2b What Kind of Information Is Retrieved from Internal Endnotes 200
Search? 184
7-2c Is Internal Search Always Accurate? 188
7-3 External Search: Searching for Information from the
Environment 189
7-3a Where Can We Search for Information? 189
x CONTENTS
Chapter 8 Judgment and Decision-Making Based on High Effort 206
8-1 High-Effort Judgment Processes 208 8-4 Deciding What Brand to Choose: High-Effort
8-1a Judgments of Likelihood and Goodness/ Feeling-Based Decisions 219
Badness 208 8-4a Appraisals and Feelings 220
8-1b Mental and Emotional Accounting 209 8-4b Affective Forecasts and Choices 220
8-1c Biases in Judgment Processes 209 8-4c Imagery 221
8-2 High-Effort Decisions and High-Effort 8-5 Additional High-Effort Decisions 222
Decision-Making Processes 210 8-5a Decision Delay 222
8-2a Deciding Which Brands to Consider 211 8-5b Decision-Making When Alternatives Cannot
8-2b Deciding Which Criteria Are Important to the Be Compared 222
Choice 212 8-6 What Affects High-Effort Decisions? 223
8-3 Deciding What Brand to Choose: Thought-Based 8-6a Consumer Characteristics 223
Decisions 214 8-6b Characteristics of the Decision 224
8-3a Decisions Based on Brands 216 8-6c Group Context 225
8-3b Decisions Based on Product Attributes 217 Summary 227
8-3c Decisions Based on Gains and
Losses 218 Endnotes 228
Chapter 9 Judgment and Decision-Making Based on Low Effort 234
9-1 Low-Effort Judgment Processes 236 9-4b Habit as a Simplifying Strategy 241
9-1a The Representativeness Heuristic 236 9-4c Brand Loyalty as a Simplifying Strategy 243
9-1b The Availability Heuristic 236 9-4d Price as a Simplifying Strategy 245
9-2 Low-Effort Decision-Making Processes 237 9-4e Normative Influences as a Simplifying Strategy 247
9-2a Unconscious Low-Effort Decision-Making 237 9-5 Low-Effort Feeling-Based Decision-Making 247
9-2b Conscious Low-Effort Decision-Making 238 9-5a Feelings as a Simplifying Strategy 247
9-2c Using Simplifying Strategies When Consumer 9-5b Brand Familiarity 248
Effort Is Low 238 9-5c Decision-Making Based on Variety-Seeking Needs 249
9-3 Learning Choice Tactics 239 9-5d Buying on Impulse 250
9-3a Reinforcement 239 Summary 252
9-3b Punishment 239 Endnotes 252
9-3c Repeat Purchase 240
9-3d Choice Tactics Depend on the Product 240
9-4 Low-Effort Thought-Based Decision-Making 240
9-4a Performance as a Simplifying Strategy 241
Chapter 10 Post-Decision Processes 258
10-1 Post-Decision Dissonance and Regret 260 10-4b Responding to Service Recovery 274
10-1a Dissonance 260 10-4c Responding by Negative Word of Mouth 274
10-1b Regret 260 10-5 Is Customer Satisfaction Enough? 275
10-2 Learning from Consumer Experience* 261 10-5a Customer Retention 275
10-2a A Model of Learning from Consumer Experience 261 10-5b Product-Harm Crises 275
10-2b What Affects Learning? 262 10-6 Disposition 276
10-3 How Do Consumers Make Satisfaction or 10-6a Disposing of Meaningful Objects 278
Dissatisfaction Judgments? 264 10-6b Recycling 279
10-3a Satisfaction/Dissatisfaction Based on Thoughts 266 Summary 282
10-3b Satisfaction/Dissatisfaction Based on Feelings 270
Endnotes 282
10-4 Responses to Dissatisfaction 272
10-4a Complaints 272
CONTENTS xi
Part 4 The Consumer’s Culture 291
Chapter 11 Social Influences on Consumer Behavior 292
11-1 Sources of Influence 294 11-3b What Affects Normative Influence Strength 305
11-1a Marketing and Nonmarketing Sources 294 11-4 Informational Influence 309
11-1b How Do These General Sources Differ? 295 11-4a Factors Affecting Informational Influence Strength 309
11-1c Opinion Leaders 297 11-4b Descriptive Dimensions of Information 310
11-2 Reference Groups as Sources of Influence 298 11-4c The Pervasive and Persuasive Influence
11-2a Types of Reference Groups 298 of Word of Mouth 311
11-2b Characteristics of Reference Groups 300 Summary 314
11-2c Reference Groups Affect Consumer Socialization 303
Endnotes 315
11-3 Normative Influence 303
11-3a How Normative Influence Can Affect Consumer
Behavior 304
Chapter 12 Consumer Diversity 321
12-1 How Age Affects Consumer Behavior 323 12-3 How Regional Influences Affect Consumer
12-1a Age Trends in the United States 323 Behavior 331
12-1b Teens and Millennials 323 12-3a Regions Within the United States 332
12-1c Generation X 326 12-3b Regions Across the World 333
12-1d Boomers 326 12-4 How Ethnic and Religious Influences Affect
12-1e Seniors 327 Consumer Behavior 334
12-2 How Gender and Sexual Orientation Affect 12-4a Ethnic Groups Within the United States 334
Consumer Behavior 329 12-4b Ethnic Groups Around the World 338
12-2a Sex Roles 329 12-4c The Influence of Religion 339
12-2b Differences in Acquisition and Consumption Summary 340
Behaviors 329
12-2c Gender and Sexual Orientation 331 Endnotes 340
Chapter 13 Household and Social Class Influences 346
13-1 How the Household Influences 13-4 How Does Social Class Affect Consumption? 361
Consumer Behavior 348 13-4a Conspicuous Consumption and Voluntary
13-1a Types of Households 348 Simplicity 361
13-1b Households and Family Life Cycle 348 13-4b Status Symbols and Judging Others 361
13-1c Changing Trends in Household 13-4c Compensatory Consumption 361
Structure 349 13-4d The Meaning of Money 362
13-2 Roles that Household Members Play 351 13-5 The Consumption Patterns of Specific
13-2a The Roles of Spouses 352 Social Classes 363
13-2b The Role of Children 353 13-5a The Upper Class 364
13-3 Social Class 355 13-5b The Middle Class 364
13-3a Types of Social Class Systems 356 13-5c The Working Class 364
13-3b Social Class Influences 356 13-5d The Homeless 365
13-3c How Social Class Is Determined 356 Summary 367
13-3d How Social Class Changes Over Time 359 Endnotes 368
xii CONTENTS
Chapter 14 Psychographics: Values, Personality, and Lifestyles 373
14-1 Values 375 14-3 Lifestyles 391

14-1a How Values Can Be Described 375 14-3a Lifestyle and Behavior Patterns 391
14-1b The Values That Characterize Western Cultures 376 14-3b Voluntary Simplicity 392
14-1c Why Values Change 381 14-4 Psychographics: Combining Values, Personality, And
14-1d Influences on Values 381 Lifestyles 394
14-1e How Values Can Be Measured 384 14-4a VALSTM 394
14-2 Personality 386 14-4b Other Applied Psychographic Research 394
14-2a Research Approaches to Personality 386 Summary 396
14-2b Determining Whether Personality Characteristics
Affect Consumer Behavior 388 Endnotes 396
Part 5 Consumer Behavior Outcomes and Issues 403
Chapter 15 Innovations: Adoption, Resistance, and Diffusion 404
15-1 Innovations 404 15-3 Diffusion 414

15-1a Defining an Innovation 406 15-3a How Offerings Diffuse Through a Market 414
15-1b Innovations Characterized by Degree 15-3b Factors Affecting the Shape of the Diffusion Curve 414
of Novelty 406 15-3c How Diffusion Relates to the Product Life Cycle 415
15-1c Innovations Characterized by Benefits 15-4 Influences on Adoption, Resistance, and Diffusion 416
Offered 406 15-4a Characteristics of the Innovation 416
15-1d Innovations Characterized by Breadth 407 15-4b Uncertainty 418
15-1e Innovations and Cocreation 407 15-4c Consumer Learning Requirements 418
15-1f The Consequences of Innovations 408 15-4d Social Relevance 421
15-2 Resistance Versus Adoption 409 15-4e Legitimacy and Adaptability 422
15-2a Whether Consumers Adopt 15-4f Characteristics of the Social System 423
an Innovation 409 Summary 424
15-2b How Consumers Adopt an Innovation 410
15-2c When Consumers Adopt Innovations 411 Endnotes 425
Chapter 16 Symbolic Consumer Behavior 429
16-1 Sources and Functions of Symbolic Meaning 431 16-2d Why Some Products Are Special 443
16-1a Meaning Derived from Culture 431 16-2e Consumer Characteristics Affect What Is Special 443
16-1b Meaning Derived from the Consumer 432 16-2f Rituals Used with Special Possessions 443
16-1c The Emblematic Function 432 16-2g Disposing of Special Possessions 445
16-1d The Role Acquisition Function 435 16-3 Sacred Meaning 445
16-1e The Connectedness Function 438
16-1f The Expressiveness Function 438 16-4 The Transfer of Symbolic Meaning Through
16-1g Multiple Functions 438 Gift Giving 446
16-1h Symbols and Self-Concept 439 16-4a The Timing of Gifts 447
16-4b Three Stages of Gift Giving 447
16-2 Special Possessions and Brands 440
16-2a Special Brands 441 Summary 451
16-2b Types of Special Possessions 441 Endnotes 451
16-2c The Characteristics That Describe Special Possessions 442
CONTENTS xiii
Chapter 17 Marketing, Ethics, and Social Responsibility

in Today’s Consumer Society 457
17-1 In Search of Balance 459 17-3b Charitable Behavior 474

17-1a Self-interest Versus the Interests of Others 459 17-3c Community Involvement 474
17-1b Immediate Versus Long-Term Interests 459 17-4 How Can Consumers Resist Marketing Practices? 475
17-1c “Dark Side” Versus “Bright Side” Outcomes 460
Summary 476
17-2 Marketing Ethics, Consumer Ethics, and Deviant
Consumer Behavior 460 Endnotes 476
17-2a Acquisition Controversies 461
17-2b Consumption Controversies 466 Glossary 482
17-2c Disposition Controversies 471
Name/Author Index 491
17-3 Social Responsibility Issues in Marketing 472
17-3a Environmentally Conscious Behavior and Ethical Product Index 511
Sourcing 472 Subject Index 515
Preface
At just about every moment of our lives, we engage in some Specific changes and improvements to the seventh edi-
form of consumer behavior. When we look for posts on social tion of this book include:
media, watch an ad on TV, send a text message to friends ▪ Accessible explanations of the latest academic
about a movie we just saw, brush our teeth, go to a ball game
research and classic research from consumer behavior
or to a beach party, visit a website, download a new song, or
studies, and their practical implications for marketing
even throw away an old pair of shoes, we are behaving as a
strategy worldwide.
consumer. Being a consumer reaches into every part of our
lives. Of course, we are much more than just consumers. We ▪ Global perspective of research and behavioral
are students, teammates, family members, employees, citi- concepts related to such important contemporary
zens, voters, patrons, patients, clients, neighbors, basketball topics as financial management and money decisions,
fans, ice-cream lovers, bloggers, inventors, and more. This marketing ethics, privacy and transparency, obesity,
book is dedicated to our role as consumers. materialism, self-control and self-regulation, conta-
Given its omnipresence, the study of consumer behav- gion, emotions, mobile marketing, social media, and
ior has critical implications for areas such as marketing, unconscious consumer behavior.
public policy, and ethics. It also helps us learn about ▪ Carefully edited narrative and examples make the
ourselves—why we buy certain things, why we use them
content easier for students to process and connect
in a certain way, and how we remove them from our
with basic marketing principles as well as personal
lives through practices like throwing them away, selling,
consumer experiences.
re-gifting, and donating them.
In this book we explore the fascinating world of con- ▪ Balanced coverage of marketing controversies and
sumer behavior, looking at a number of interesting and the challenges and opportunities of marketing as a
exciting topics. Some of these are quickly identified with force for social responsibility.
our typical image of consumer behavior. Others may be ▪ New and updated examples highlight how all kinds
surprising. We hope you will see why we became stimulated
of organizations in many nations use insights into
and drawn to this topic from the very moment we had our
consumer behavior to improve their marketing
first consumer behavior course as students. We hope you
effectiveness and creativity.
will also appreciate why we choose to make this field our
life’s work, and why we are dedicated to this textbook. ▪ New database analysis exercises offer students
an opportunity to make marketing decisions
based on consumer demographics and behavior
Why the New Edition of This styles.
Book? ▪ Improved synergistic and digitally accessible

supplemental materials allow students the opportunity
There are a number of consumer behavior books on the to participate in self-assessments, polls, and short
market. An important question concerns what this book videos for self-reflection and more; Additional short
has to offer and what distinguishes it from other texts. As readings are also available. These materials are both
active researchers in the field of consumer behavior, our student friendly and extremely helpful for effec-
overriding goal was to continue providing a treatment of tive learning using the Cengage MindTap platform.
the field that is up to date and cutting edge. There has been A description of the MindTap platform appears later
an explosion of research on a variety of consumer behavior in this preface.
topics over the last 30 years. Our primary aim was to pro-
vide a useful summary of this material for students of mar-
keting. However, in drawing on cutting-edge research, we Textbook Features
wanted to be careful not to become too “academic.” Instead,
our objective is to present cutting-edge topics in a man- As award-winning teachers, we have tried to translate our
ner that is accessible and easy for students to understand, instructional abilities and experience into the writing of
and provides context for how and why consumer behavior this text. The following features have been a natural out-
insights are applied in real-world marketing. growth of these experiences.
xiv
PREFACE xv
Conceptual Model Society.” These important topics are likely to be of consid-

erable interest to students. Instructors have told us how
First, we believe that students can learn best when they much they appreciate the cutting-edge nature of our book
see the big picture—when they understand what concepts and its ability to keep abreast of the latest research in con-
mean, how these concepts are used in business practice, sumer behavior. Students appreciate that this material is
and how these relate to one another. In our opinion, con- delivered in an engaging way that’s also easy to read.
sumer behavior is too often presented as a set of discrete
topics with little or no relationship to one another. We
have therefore developed an overall conceptual model that Balanced Treatment of Micro
helps students grasp the big picture and see how the chap- and Macro Topics
ters and topics are themselves interrelated. Each chapter
Fourth, our book tries to provide a balanced perspective
is linked to other chapters by a specific model that fits
on the field of consumer behavior. Specifically, we give
within the larger model. Further, the overall model guides
treatment to both psychological (micro) consumer behav-
the organization of the book. This organizing scheme
ior topics (e.g., attitudes, decision-making) and sociolog-
makes the chapters far more integrative than most other
ical (macro) consumer behavior topics (e.g., subculture,
books. Instructors have told us that this conceptual model
gender, social class influences). Also, although we typically
is a valuable and beneficial aide to student learning.
teach consumer behavior by starting with the more micro
topics and then moving up to more macro topics, we real-
Practical Orientation, with an ize that some instructors prefer the reverse sequence.
Emphasis on Globalization and
Social Media Broad Conceptualization of the
Second, we believe that insights into consumer behav- Subject
ior are interesting in and of themselves, but also that Fifth, we present a broad conceptualization of the topic
they should be relevant to managerial practice. The ulti- of consumer behavior. While many books focus on what
mate goal of consumer behavior theory and research is products or services consumers buy, consumer behav-
to improve the decision-making ability of managers in ior scholars have recognized that the topic of consumer
profit and nonprofit organizations who aim to cater to behavior is much broader. Specifically, rather than study-
consumers’ needs, and to help policy makers better pro- ing buying per se, we recognize that consumer behavior
tect consumers. Rather than merely translating general includes a set of decisions (what, whether, when, where,
psychological or sociological principles and theories to a why, how, how often, how much, how long) about acqui-
consumer context, this book is dedicated to understand- sition (including, but not limited to buying), usage, shar-
ing consumer behavior in order to improve managerial ing, and disposition decisions. Focusing on more than
practice. Given our notion that students enjoy seeing how what products or services consumers buy provides a rich
the concepts in consumer behavior can apply to business set of theoretical and practical implications for both our
practice, a second objective of the book was to provide understanding of consumer behavior and the practice of
a very practical orientation. We include a wealth of con- marketing.
temporary real-world examples to illustrate key topics. Finally, we consider the relevance of consumer behav-
We also try to broaden students’ horizons by providing ior to many constituents, not just marketers. Chapter 1
a number of international examples. Given the impor- indicates that consumer behavior is important to mar-
tance of online consumer behavior, the new edition also keters, public policy makers, ethicists and consumer
fully treats the advent and implications of the latest digital advocacy groups, and consumers themselves (including
developments, social media marketing, and mobile mar- students). Some chapters focus exclusively on the impli-
keting applications. cations of consumer behavior for public policy makers,
ethicists, and consumer advocacy groups. Other chapters
Current and Cutting-Edge consider these issues as well, though in less detail.
Coverage
Third, we provide coverage of the field of consumer behav-
ior that is as current and up to date as possible (including
Content and Organization
many of the recent research advances). This includes sev- of the Book
eral novel chapters that often do not appear in other text-
books: “Attitudes Based on Low Effort,” “Judgement and One can currently identify two main approaches to the
Decision Making Based on Low Effort,” and “Marketing study of consumer behavior: One approach focuses on
Ethics and Social Responsibility in Today’s Consumer the individual psychological processes that consumers
xvi PREFACE
use to make acquisition, consumption, and disposition it is low (Chapter 9). Further, in both chapters we exam-
decisions. A second approach focuses on group behaviors ine these important processes from both a cognitive and
and the symbolic nature of consumer behavior. This lat- an affective perspective. Finally, the process does not end
ter orientation draws heavily from such fields as sociol- after a decision has been made. In Chapter 10, we see how
ogy, culture theory, and anthropology. Both orientations consumers determine whether they are satisfied or dissat-
are represented in this book. The current book and overall isfied with their decisions and how they learn from choos-
model have been structured around a “micro to macro” ing and consuming products and services.
organization based on the way we teach this course and Part IV, “The Consumer’s Culture,” examines how
the feedback that we have received from reviewers. various aspects of culture affect consumer behavior. First,
Chapter 1 in Part I, “An Introduction to Consumer Chapter 11 considers how, when, and why the specific
Behavior,” presents an introduction to consumer behav- reference groups (friends, work group, clubs) to which we
ior. It helps students understand the breadth of the field, belong can influence acquisition, usage, and disposition
and its importance to marketers, advocacy groups, public decisions and behaviors. Then, we see how consumer
policy makers, and consumers themselves. This chapter diversity (in terms of age, gender, sexual orientation,
introduces some of the newest research and presents the region, ethnicity, and religion) can affect consumer
overall model that guides the organization of the text. An behavior in Chapter 12. Chapter 13 then examines how
Appendix, which follows Chapter 1, introduces methods social class and household characteristics influence acquisi-
by which consumer research is conducted. tion, usage, and disposition behaviors. Finally, Chapter 14
Part II, “The Psychological Core,” focuses on the inner examines how external influences affect our personality,
psychological processes that affect consumer behavior. lifestyle, and values, as well as consumer behavior.
We see that the amount of effort consumers put into their Finally, Part V, “Consumer Behavior Outcomes,” examines
acquisition, usage, and disposition behaviors and deci- the effects of the numerous influences and decision processes
sions has significant effects on the decisions they make. discussed in the previous three sections. Chapter 15 builds
Chapter 2 describes three critical factors that affect effort: on the topics of internal decision-making and group behav-
the (1) motivation or desire, (2) ability (knowledge and ior by examining how consumers adopt new offerings, and
information), and (3) opportunity to engage in behaviors how their adoption decisions affect the spread or diffusion
and make decisions. The key role of emotions is also dis- of an offering through a market. Because products and ser-
cussed. In Chapter 3, we then examine how consumers vices often reflect deep-felt and significant meanings (e.g., our
process information in their environments (ads, prices, favorite song or restaurant), Chapter 16 focuses on the excit-
product features, word-of-mouth communications, etc.). ing topic of symbolic consumer behavior. Finally, Chapter 17
We consider how they come in contact with these stim- examines marketing, ethics, and social responsibility, including
uli (exposure), notice them (attention), and perceive them a look at marketing controversies and the use of marketing for
(perception). Chapter 4 continues by discussing how constructive purposes.
consumers compare new things they encounter in their
environment to their existing knowledge, a process called
categorization, and how they make sense of or comprehend Pedagogical Advantages
them on a deeper level. Also, because consumers often
must remember the information they have previously Based on our extensive teaching experience, we have
stored in order to make decisions, this chapter examines incorporated a number of features that should help stu-
the important topic of consumer memory. In Chapters dents learn about consumer behavior.
5 and 6, we see how attitudes are formed and changed
depending on whether the amount of effort consumers
devote to forming an attitude is high or low and whether
Chapter Opening Model
attitudes are cognitively or affectively based. Each chapter begins with a conceptual model that shows
Whereas Part II examines some of the internal factors the organization of the chapter, the topics discussed, and
that influence consumers’ decisions, a critical domain of how they relate both to one another and to other chapters.
consumer behavior involves understanding how consum- Each model reflects an expanded picture of one or more
ers make acquisition, consumption, and disposition deci- of the elements presented in the overall conceptual model
sions. Thus, in Part III, “The Process of Making Decisions,” for the book (described in Chapter 1).
we examine the sequential steps of the consumer deci-
sion-making process. In Chapter 7, we examine the initial
process—problem recognition and information
steps of this process—
Marketing Implication Sections
search. Similar to the attitude change processes described Numerous Marketing Implications sections are interspersed
earlier, we next examine the consumer decision-making throughout each chapter. These sections illustrate how various
process, both when effort is high (Chapter 8) and when consumer behavior concepts can be applied to the practice
PREFACE xvii
of marketing, including such basic marketing functions as The University of Texas at Austin authors the digital
market segmentation, target market selection, positioning, content and has revised and updated the instructor’s
market research, promotion, price, product, and place teaching manual. She brings a modern approach, and
decisions. An abundance of marketing examples (from many includes experiential aspects of consumer behavior in the
countries and many industries) provide concrete applications supplements. Her objective in this project is twofold:
and implementations of the concepts to marketing practice. ▪ Give students digital content so they can have more
real-world examples of the theoretical content and
Marginal Glossary opportunities for self-assessment and more critical
thinking, while enhancing the student learning expe-
Every chapter contains a set of key terms that are both high- rience via more interactive and visually engaging
lighted in the text and defined in margin notes. These terms supplements.
and their definitions should help students identify and
remember the central concepts described in the chapter. ▪ Help instructors, especially newer instructors, by
giving modern supplements that are synergistic with
each other. That is, the text, the Instructor’s Manual,
Rich Use of Full-Color Exhibits Test Bank, PowerPoint presentations, and quizzes
Each chapter contains a number of illustrated examples, reinforce the same learning objectives and content.
including photos, advertisements, charts, and graphs. ▪ MindTap for Marketing: Consumer Behavior
These illustrations help to make important topics person-
ally relevant and engaging, help students remember the As authors, one frustration we’ve had in the past is
material, and make the book more accessible and aesthet- providing current examples. Every day, new and inter-
ically pleasing, thereby increasing students’ motivation to esting video, audio, and print content that relates to
learn. All diagrams and charts employ full color, which consumer behavior is covered in the media. Now
serves to both highlight key points and add to the aes- technology helps us make such content immediately
thetic appeal of the text. Each model, graph, ad, and photo accessible to students. We have partnered with Cen-
also has an accompanying caption that provides a simple gage Learning to provide students with access to cur-
description and explanation of how the exhibit relates to rent issues in Consumer Behavior through the content
the topic it is designed to illustrate. of Business Insights. We have selected exciting content
from Business Insights which contains readings and
videos from sources like The New York Times, The
End-of-Chapter Summaries Economist magazine, and Marketing News and related
it to the concepts in each chapter. We have also created
The end of each chapter provides students with a simple
assessments to provide assurances to both students
and concise summary of topics. These summaries are a
and instructors that learning objectives are being met.
good review tool to use with the conceptual model to help
students to get the big picture.
MindTap
End-of-Chapter Questions
The seventh edition of Consumer Behavior offers two exciting
Each chapter includes a set of review and discussion alternative teaching formats. Instructors can choose between
questions designed to help students recall and more either a hybrid print and digital offering or a version that
deeply understand the concepts in the chapter. provides completely integrated online delivery through a
platform called MindTap. MindTap is a fully online, highly
personalized learning experience built upon authoritative
Complete Teaching Package content. By combining readings, multimedia, activities, and
assessments into a singular Learning Path, MindTap guides
with Online Content students through their course with ease while promoting
engagement. Instructors personalize the Learning Path by
In addition to online content for students including customizing Cengage Learning resources and adding their
self-assessments, polls, and short videos for self-reflection, own content via apps that integrate into the MindTap frame-
a variety of ancillary materials have been designed to help work seamlessly. Instructors are also able to incorporate the
the instructor in the classroom. All of these supplements online component of Consumer Behavior into a traditional
have been carefully coordinated to support the text and Learning Management System (e.g., Blackboard, Canvas,
provide an integrated and synergistic set of materials D2L, etc.) providing a way to manage assignments, quizzes,
for the instructor. Dr. Angeline Close Scheinbaum of and tests throughout the semester.
xviii PREFACE
How to Access the Supplements Likert, essay, and custom), unlimited metadata, ability
to print professional paper tests with multiple styles
Consumer Behavior 7e’s Instructor’s Manual, Test Bank, and versions, and more.
and PowerPoint supplements, are available on the Instruc-
tor’s Resource companion site. ▪ Class Management and Assignments. Manage your
students, classes, and assignments with the ease of
simple drag-and-drop. You can build or import ros-
Instructor’s Manual ters, have students self-register for a class, and move
The Instructor’s Manual is updated to be synergistic with students easily from class to class. Once your roster is
all other supplements. Each chapter includes a summary, set, simply drag a test to a class to schedule and put
learning objectives, chapter outline, review/discussion your students to work.
answers discussion questions, and experiential learning ▪ Secure Online Testing. Cognero has an integrated
exercises to enhance student learning. secure online testing center for your students. Along
with delivering traditional tests, your students can
Test Bank receive immediate feedback on each question and/or
receive a detailed end-of-assignment report to help
A new test bank is available for CB 7e, also updated to be them know exactly how they are doing.
synergistic with the text and other supplements. Each test
bank question has a new system of potential choices. There ▪ Complete Reporting System. What is the use of assess-
is one clearly defined correct choice. There are two or three ment without being able to disseminate the data
other choices that are clearly incorrect for a precise rea- derived from it? Cognero allows you to analyze how
son (as indicated by the readings). Then, there is a choice your students are performing on a real-time basis
that is not relevant at all. The number of “all of the above” and from multiple approaches to allow for immediate
and “none of the above” choices has been reduced. The intervention. You can also quickly analyze your ques-
new CB 7e test bank includes AACSB requirement tags tions and perform a gap analysis of student testing.
(e.g., ethics). ▪ Content Management System. Cognero has a unique set
of tools to allow for the creation of products (groups of
Test Bank, Cognero Format question sets and tests) for distribution to other users.
This system includes workflow management for the
The Cognero Testing system is a full-featured, online shared authoring environment, the ability to authorize
assessment system that allows you to manage content, cre- specific users to access your content, and the ability to
ate and assign tests, deliver tests through a secure online edit content and push changes through to subscribers.
test center, and have complete reporting and data dissem- There are also a number of design features to make high
ination at your fingertips. The following are some of the volume authoring within Cognero very efficient. All
features of the Cognero Testing System: content created in this system has built-in digital rights
▪ Access from anywhere. Web-based software that runs management, meaning that your content is protected
in a Web browser. No installs are required to start against unauthorized use.
using Cognero. Works in Windows, Mac, and Linux
browsers. PowerPoint Presentation Package
▪ Desktop-like interface looks and feels like a desktop A package of professionally developed PowerPoint slides
application. Uses the latest Web functionality to imi- is available for use by adopters of this textbook. These lec-
tate desktop usability features like drag-and-drop and ture PowerPoint slides outline the text content, including
wizards. key figures and tables. CB 7e will have more user friendly,
▪ Full-featured test generator. Author and manage your experiential presentations to enhance student learning
assessment content as well as build tests using the only and break up the monotony of text-based lectures.
online test generator that supports all of the major
functionality of its desktop competitors. Cognero is
complete with a full-featured word processor, multil-
Videos
anguage support, Math-ML compliant equation edi- A video package has been provided to supplement and
tor, algorithmic content support, native support for 15 enliven class lectures and discussion. Videos contain real-
question types (true/false, modified true/false, yes/no, world scenarios that illustrate certain concepts in a given
multiple choice, multiple response, numeric response, chapter. The clips are intended to be interesting, to ground
completion, matching, objective short answer, subjec- the concepts in real life for students, and to provide an
tive short answer, multi-mode, ordering, opinion scale/ impetus for stimulating student input and involvement.
PREFACE 1
Acknowledgments Phillip Lewis

Rowan College of New Jersey
Gregory M. Rose
The University of Mississippi
Special recognition is extended to Marian Wood, whose Kenneth R. Lord Mary Mercurio Scheip
assistance was crucial to the completion of this project. SUNY, Buffalo Eckerd College
Her tireless work on this project is greatly appreciated. Peggy Sue Loroz Marilyn Scrizzi
We have also been extremely fortunate to work with a Gonzaga University New Hampshire Technical
wonderful team of dedicated professionals from Cengage College
Learning. We are very grateful to Jason Fremder, Michael Bart Macchiette
Roche, and Bethany Sexton whose enormous energy and Plymouth State College John Shaw
Providence College
enthusiasm spurred our progress on this seventh edition. Michael Mallin
We also appreciate the efforts of Angeline Close Schein- Kent State University C. David Shepherd
baum of the University of Texas at Austin for her work University of Tennessee,
Lawrence Marks Chattanooga
on the online content and Instructor’s Manual. The qual-
Kent State University
ity of this book and its ancillary package has been helped Robert E. Smith
immensely by the insightful and rich comments of a set of David Marshall Indiana University
researchers and instructors who served as reviewers. Their University of Edinburgh
thoughtful and helpful comments had real impact in shap- Eric Richard Spangenberg
Ingrid M. Martin Washington State University
ing the final product. In particular, we wish to thank: California State University,
Long Beach Bruce Stern
Larry Anderson Richard Elliott Portland State University
Long Island University Lancaster University Anil Mathur
Hofstra University Barbara Stewart
Mike Ballif Abdi Eshghi University of Houston
University of Utah Bentley College A. Peter McGraw
University of Colorado, Boulder Jane Boyd Thomas
Sharon Beatty Frank W. Fisher Winthrop University
University of Alabama Stonehill College Matt Meuter
California State University, Chico Phil Titus
Sandy Becker Ronald Fullerton Bowling Green State University
Rutgers Business School Providence College Martin Meyers
University of Wisconsin, Stevens Carolyn Tripp
Russell Belk Philip Garton Point Western Illinois University
University of Utah Leicester Business School
Vince Mitchell Rajiv Vaidyanathan
Joseph Bonnice Peter L. Gillett UMIST University of Minnesota,
Manhattan College University of Central Florida Duluth
Lois Mohr
Timothy Brotherton Debbora Heflin Georgia State University Stuart Van Auken
Ferris State University Cal Poly, Pomona California State University,
Risto Moisio Chico
Carol Bruneau Elizabeth Hirschman California State University,
University of Montana Rutgers University Long Beach Kathleen D. Vohs
University of Minnesota
Margaret L. Burk Raj G. Javalgi Rebecca Walker Naylor
Muskingum College Cleveland State University University of South Carolina Janet Wagner
University of Maryland
Carol Calder Harold Kassarjian James R. Ogden
Loyola Marymount University UCLA Kutztown University John Weiss
Colorado State University
Paul Chao Patricia Kennedy Thomas O’Guinn
University of Northern Iowa University of Nebraska, Lincoln University of Illinois Tommy E. Whittler
University of Kentucky
Dennis Clayson Robert E. Kleine Marco Protano
University of Northern Iowa Arizona State University New York University Carolyn Yoon
University of Michigan
Joel Cohen Stephen K. Koernig Judith Powell
University of Florida DePaul University Virginia Union University
Sally Dibb Scott Koslow Michael Reilly

University of Warwick University of Waikato Montana State University
Richard W. Easley Robert Lawson Anja K. Reimer

Baylor University William Patterson University University of Miami
The
Psychological Core
2 Motivation, Ability, and Opportunity
3 From Exposure to Comprehension
4 Memory and Knowledge
5-6 Attitudes Based on Effort
An Introduction
to The Process of
Consumer Behavior Making Decisions
1 Understanding Consumer 7 Problem Recognition and
Behavior Information Search
8-9 Judgment and Decision-
Making Based on Effort
10 Post-Decision Processes
The
Consumer’s Culture
11 Social Influences on Consumer Behavior
Consumer Behavior
12 Consumer Diversity
Outcomes and Issues
13 Household and Social Class 15 Innovations: Adoption,
Influences Resistance, and Diffusion
14 Psychographics: Values, 16 Symbolic Consumer Behavior
Personality, and Lifestyles 17 Marketing, Ethics, and Social
Responsibility in Today’s
Consumer Society
iSto
ckp
hoto.
com
/Os
till
2
Part 1
An Introduction to
Consumer Behavior
I
1 Understanding Consumer Behavior 4 N PART ONE, you will learn that consumer behavior
involves much more than purchasing products. In
Appendix: Developing Information About
addition, you will find out that marketers continuously
Consumer Behavior 28
study consumer behavior for clues to who buys, uses,
and disposes of what goods and services, as well as clues
to when, where, why, and how they make decisions.
Chapter 1 defines consumer behavior and examines
its importance to marketers, advocacy groups, public
policy makers, and consumers. The chapter also pres-
ents the overall model that guides the organization of
this book. As this model indicates, consumer behavior
covers four basic domains: (1) the psychological core,
(2) the process of making decisions, (3) the consum-
er’s culture, and (4) consumer behavior outcomes and
issues. In addition, you will read about the implica-
tions of consumer behavior for marketing activities.
The Appendix focuses on consumer behavior
research and its special implications for market-
ers. You will learn about various research methods,
types of data, and ethical issues related to consumer
© mrcmos / iStock # 85556337
research. With this background, you will be able to

understand how consumer research helps market-
ers develop more effective strategies and tactics for
reaching and satisfying customers.
3
CHAPTER 1
Understanding
Consumer
Behavior LEARNING OBJECTIVES
After studying this chapter, you will be able to:
▸ Define consumer behavior and explain the
components that make up the definition.
▸ Identify the four domains of consumer behavior
that affect acquisition, usage, and disposition
decisions.
▸ Discuss the benefits of studying consumer
behavior.
▸ Explain how companies apply consumer
behavior concepts when making marketing
iStockphoto.com/Ostill
decisions.
INTRODUCTION
From Starbucks to Samsung and Apple to Amazon, all businesses
know that their success depends on understanding consumer behav-
ior and trends so they can create goods and services that consum-
ers will want, like, use, and recommend to others. Charities, schools,
government agencies, and other organizations are also interested in
how consumers behave and how marketing can influence consum-
ers’ thoughts, feelings, and actions.
This chapter provides an overview of (1) what consumer behav-
ior is, (2) what factors affect it, (3) who benefits from studying it,
ZUMA Press, Inc./Alamy Stock Photo

and (4) how marketers apply consumer behavior concepts. Because
you are a consumer, you probably have some thoughts about these
issues. However, you may be surprised at how broad the domain of
consumer behavior is, how many factors help explain it, and how
important the field is to marketers, ethicists and consumer advo-
cates, public policy makers and regulators, and consumers like
yourself. You will also get a glimpse of the marketing implications
of consumer behavior, previewing how we will connect consumer
behavior concepts with practical applications throughout this book.
4
CHAPTER 1 | UNDERSTANDING CONSUMER BEHAVIOR 5
1-1 Defining Consumer Behavior activities, experiences, and ideas such as going to the den-
tist, attending a concert, taking a trip, and donating to
If you were asked to define consumer behavior, you might UNICEF.2 In addition, consumers make decisions about
say it refers to the study of how a person buys products. people, such as voting for politicians, reading books by
However, consumer behavior really involves certain authors, streaming movies or TV shows
quite a bit more, as this more complete definition Consumer behav- starring certain actors, and attending concerts
indicates: ior The totality of featuring favorite bands.
consumers’ decisions
Consumer behavior reflects the totality of con- with respect to the Another example of consumer behavior
sumers’ decisions with respect to the acquisi- acquisition, consump- involves choices about the consumption of time, a
tion, consumption, and disposition of goods,
tion, and disposition of scarce resource. Will you check to see what’s hap-
goods, services, time,
services, activities, experiences, people, and and ideas by human pening on Facebook, search for a YouTube video,
ideas by (human) decision-making units [over decision-making units watch a sports event live, or record a program
(over time). and watch it later, for instance? 3 How we use time
time]. 1
Offering A product, reflects who we are, what our lifestyles are like,
This definition has some very important ele- service, activity, experi-
and how we are both the same as and different
ence, or idea offered by
ments, summarized in Exhibit 1.1. The following a marketing organiza- from others.4 Because consumer behavior includes
sections present a closer look at each element. tion to consumers. the consumption of so many things, we use the
simple term offering to encompass these entities.
1-1a CONSUMER BEHAVIOR INVOLVES
GOODS, SERVICES, ACTIVITIES, 1-1b CONSUMER BEHAVIOR INVOLVES
EXPERIENCES, PEOPLE, AND IDEAS MORE THAN BUYING
Consumer behavior means more than just the way that Marketers are intensely interested in consumer behavior
a person buys tangible products such as bath soap and related to using and disposing of a product, not just the
automobiles. It also includes consumers’ use of services, way that consumers make acquisition decisions. They
Exhibit 1.1 ▸ What Is Consumer Behavior?

Consumer behavior reflects more than the way that a product is acquired by a single person at any one point in time. Think
of some marketing strategies and tactics that try to influence one or more of the dimensions of consumer behavior shown
in this exhibit.
Consumer Behavior Reflects:

The totality About the Of an offering By decision- Over time
of decisions consumption making units
Whether Products Information Hours

gatherer
What
Services
Why Acquisition Days
Influencer
How Activities
Weeks
When Usage Decider
Experiences
Where
Purchaser Months
How much/ Disposition People
How often/
How long Ideas User Years
Marketing Strategies and Tactics
6 PART ONE | AN INTRODUCTION TO CONSUMER BEHAVIOR
P
also study how consumers make decisions about personal

finances.
Acquiring an Offering
Buying represents one type of acquisition behavior. As
shown later in this chapter, acquisition includes other
ways of obtaining goods and services, such as renting,
leasing, trading, and sharing. It also involves decisions
about time as well as money.5 Consumers sometimes find
themselves interrupted during a consumption experience;
studies show interruption actually makes a pleasant expe-
rience seem more enjoyable when resumed.6 Deadlines
can also affect acquisition behavior: Consumers tend to
procrastinate in redeeming coupons and gift cards with
far-future deadlines, but move more quickly when dead-
lines are closer. Why? Because they do not want to regret
Image Courtesy of The Advertising Archives

having missed out and they expect to have more time to
enjoy and indulge themselves with the acquisition in the
future.7 Obviously, attitudes toward materialism, status,
and self-concept play a role in acquisition behavior, as dis-
cussed in later chapters.
Using an Offering
After consumers acquire an offering, they use it, which
is why usage is at the very core of consumer behavior.8
Whether and why we use certain products can symbolize
xhibit 1.2 ▸ Disposition
Exhibit
something about who we are, what we value, and what we
believe. The products we use on Thanksgiving (e.g., mak- Consumers dispose of old products they acquired in a number
of ways, oftentimes through recycling or vintage shops.
ing desserts from scratch or buying them in a bakery) may
symbolize the event’s significance and how we feel about
our guests. The music we enjoy (Lady Gaga or Mark Ron- used packaging and recycled materials. In North and
son) and the jewelry we wear (nose rings or engagement South America, Europe, and the Baltic, the company part-
rings) can also symbolize who we are and how we feel. ners with firms such as PepsiCo to collect mountains of
Moreover, marketers must be sensitive to when consum- discarded packaging and turn them into usable products
ers are likely to use a product,9 whether they find it effec- for sale.16
tive,10 whether they control their consumption of it,11 and
how they react after using it—do they spread positive or
Managing Money and Making Financial
Decisions
negative word-of-mouth reviews about a new movie, for
How do consumers make financial decisions before,
instance?12
during, and after acquiring an offering? What are their
Disposing of an Offering attitudes toward money and prices? These topics are the
Disposition, how consumers get rid of an offering they focus of much study because consumers don’t always do
have previously acquired, can have important implica- a good job of managing money. For example, consumers
tions for marketers.13 Consumers can give away their used generally know how to budget and plan for ordinary pur-
possessions, sell them on eBay or on consignment to vin- chases, but they tend to underestimate spending on out-
tage stores, rent them via sharing websites, or lend them of-the-ordinary purchases and, in particular, spend more
to others. As discussed in detail in Chapter 17, than anticipated on individual purchases.17 On
environmental concerns are growing among Acquisition The
the other hand, consumers do adjust their bud-
consumers and marketers. Eco-minded consum- process by which a gets in some situations. For example, perhaps
ers often seek out biodegradable products made consumer comes to because the price of gas is very salient (with
own an offering.
from recycled materials or choose goods that do prices displayed on store signs and discussed in
Usage The process by
not pollute when disposed of (see Exhibit 1.2).14 which a consumer uses
the news), when gas prices rise, consumers do
Municipalities are also interested in how to moti- an offering. tend to shop less frequently, switch to one-stop
vate earth-friendly disposition.15 Marketers see Disposition The shopping at low-price retail establishments, and
profit opportunities in addressing disposition process by which a reduce overall spending to compensate.18
concerns. TerraCycle, for example, markets tote consumer discards an Consumer behavior also affects decisions
offering.
bags, pencil cases, and other products made from about managing debt. For instance, consumers
are likely to make higher repayments when credit card phone, via social media, or by e-mail or text message.
statements make no mention of a mandatory minimum Moreover, the individuals engaging in consumer behavior
monthly repayment. 19 Another study found that con- can take on one or more roles. In the case of a car pur-
sumers who close a credit account are more likely to be chase, for example, one or more family members might
successful at eliminating their debt, because taking this take on the role of information gatherer by researching
step motivates them to persist in pursuit of their goal.20 different models. Others might assume the role of influ-
When consumers feel powerful and in control of their encer and try to affect the outcome of a decision. One
resources, they will put more money in the bank in order or more members may take on the role of purchaser by
to maintain that state of power.21 actually paying for the car, and some or all may be users.
Finally, several family members may be involved in the
1-1c CONSUMER BEHAVIOR IS A disposal of the car.
DYNAMIC PROCESS
The sequence of acquisition, consumption, and disposi- 1-1e CONSUMER BEHAVIOR INVOLVES
tion can occur over time in a dynamic order—hours, days, MANY DECISIONS
weeks, months, or years, as shown in Exhibit 1.1. To illus- Consumer behavior also involves understanding whether,
trate, assume that a family has acquired and is using a new why, when, where, how, how much, how often, and for
car. Usage provides the family with information—whether how long consumers will buy, use, or dispose of an offer-
the car drives well and is reliable—that affects when, ing (look back at Exhibit 1.1).
whether, how, and why members will dispose of the car by
selling, trading, or junking it. Because the family always Whether to Acquire/Use/Dispose of an
needs transportation, disposition is likely to affect when, Offering
Consumers must decide whether to acquire, use, or dis-
whether, how, and why its members acquire another car
pose of an offering. They may need to decide whether
in the future.
to spend or save their money when they earn extra cash.
Entire markets are designed around linking one con-
How much they decide to spend may be influenced by
sumer’s disposition decision to other consumers’ acqui-
their perceptions of how much they recall spending in the
sition decisions. When consumers buy used cars, they
past.24
are buying cars that others have disposed of. From eBay’s
They may need to decide whether to order a pizza,
online auctions to Goodwill Industries’ secondhand
clean out a closet, or download a movie. Some consum-
clothing stores, from consignment shops to used books
ers collect items, for example, a practice that has created
sold online, many businesses exist to link one consumer’s
a huge market for buying, selling, transporting, storing,
disposition behavior with another’s acquisition behavior.
and insuring collectible items.25 Decisions about whether
Environmental attitudes and actions are changing, which
to acquire, use, or dispose of an offering are often related
means marketers must take into account consumers’ goals
to personal goals, safety concerns, or a desire to reduce
and priorities, perceptions of brands, and internal pro-
economic, social, or psychological risk. However, such
cesses when planning marketing efforts.
decisions can also be affected by subtle cues in our envi-
Broader changes in consumer behavior occur over time,
as well. Fifty years ago, consumers had far fewer brand ronment. Did you know that the mere act of hand washing
can affect people’s decisions to relinquish their own pos-
choices and were exposed to fewer marketing messages. In
sessions?26 Also, simply entering a lottery can undermine
contrast, today’s consumers (particularly millennials) are
someone’s self-control—making a person more likely, for
more connected, easily able to research offerings online,
example, to give in to indulgent purchases.27 Self-control
access communications and promotions in multiple
is an important factor in many consumer behavior situa-
media, and check what others think of brands with a quick
tions, as you’ll see in later chapters.
search or social media post. Later chapters examine these
influences in more detail. Consumers can also work with What Offering to Acquire/Use/Dispose Of
marketers or with each other to collaboratively create new Consumers make decisions every day about what to buy;
products.22 For example, thousands of consumers partic- in fact, U.S. consumers spend an average of about $90 per
ipate when Mountain Dew uses crowdsourcing to request day on goods and services in a typical month.28 In some
ideas for new soft-drink flavors, product logos, and ads.23 cases, we make choices among product or service catego-
ries such as buying food versus downloading new music.
1-1d CONSUMER BEHAVIOR CAN In other cases, we choose between brands such as whether
INVOLVE MANY PEOPLE to buy an Apple iPhone or a Samsung Galaxy phone. Our
Consumer behavior does not necessarily reflect the action choices multiply daily as marketers introduce new prod-
of a single individual. A group of friends, a few coworkers, ucts, sizes, and packages. Exhibit 1.3 shows how much,
or an entire family may plan a birthday party or decide on average, U.S. consumers spend for major categories of
where to have lunch, exchanging ideas in person, on the goods and services every year.
8 PART ONE | AN INTRODUCTION TO CONSUMER BEHAVIOR
P
electronics product because they believe that the prod-

Average annual uct will soon be outdated or that some firms will leave
Item expenditure by consumers this market, leaving them without after-sale support or
Housing $17,148 service. At times, consumers who want to acquire or con-
sume an offering are unable to do so because what they
Transportation 9,004
want is unavailable. Ethics and social responsibility can
Food 6,602 also play a role. Some consumers may want to avoid prod-
Personal insurance, pensions 5,528 ucts made in factories with questionable labor practices
Health care 3,631 or avoid movies downloaded, copied, and shared without
permission.30 This is why transparency is increasingly of
Entertainment 2,482
concern when consumers want to know what a brand or
Cash contributions 1,834 company stands for.
Clothing and services 1,604
How to Acquire/Use/Dispose of an Offering
All other expenditures 3,267 Marketers gain a lot of insight by understanding how con-
TOTAL $51,100 sumers acquire, consume, and dispose of an offering.
Source: Adapted from “Consumer Expenditures—2013,” Economic Ways of Acquiring an Offering

News Release, September 9, 2014, U.S. Department of Labor, U.S. How do consumers decide whether to acquire an offer-
Bureau of Labor Statistics, Table A, www.bls.gov. ing in a store or mall, online, or at an auction?31 How do
they decide whether to pay with cash, a check, a debit
xhibit 1.3 ▸ Average Annual U.S. Consumer
Exhibit card, a credit card, an electronic system such as PayPal,
Spending, By Category or a “mobile wallet” smartphone payment app such as
On average, U.S. consumers spend more for basics like
housing, transportation, and food than for other categories of
expenditures.
Acquisition
Method Description
Why Acquire/Use/Dispose of an Offering Buying Buying is a common acquisition method used
Consumption can occur for a number of reasons. Among for many offerings.
the most important reasons, as you will see later, are the Trading Consumers might receive a good or service as
ways in which an offering meets someone’s needs, val- part of a trade.
ues, or goals. Some consumers acquire tattoos as a form Renting or Instead of buying, consumers rent or lease
of self-expression, to fit into a group, or to express their leasing cars, furniture, vacation homes, and more.
feelings about someone or something. Taking the self- Bartering Consumers (and businesses) can exchange
expression of tattoos into the automotive arena, 3M makes goods or services without having money
a series of vinyl wrap “tattoos” for car owners to use in change hands.
personalizing the look of their vehicles.29 Acquisition may
Gifting Each society has many gift-giving occasions as
be related to a consumer’s attitudes toward money, mate- well as informal or formal rules dictating how
rialism, status, emotions, and self-control, as discussed in gifts are to be given, what is an appropriate
other chapters. gift, and how to respond to a gift.
Sometimes our reasons for using an offering are filled Finding Consumers sometimes find goods that others
with conflict, which leads to some difficult consumption have lost (hats left on a bus) or thrown away.
decisions. Teenagers may smoke cigarettes or e-cigarettes,
Stealing Because various offerings can be acquired
even though they know it is harmful, because they think through theft, marketers have developed
smoking will help them gain acceptance. Some consum- products to deter this acquisition method, such
ers may be unable to stop acquiring, using, or disposing as alarms to deter car theft.
of products. They may be physically addicted to products
Stealing Another method of acquisition is by sharing or
such as cigarettes, or they may have a compulsion to eat, borrowing. Some types of “sharing” are illegal
gamble, or buy. and border on theft, as when consumers copy
and share movies.
Why an Offering Is Not Acquired/Used/
Disposed Of
Marketers also try to understand why consumers do Exhibit
xhibit 1.4 ▸ Eight Ways to Acquire an
not acquire, use, or dispose of an offering. For exam- Offering
ple, consumers may delay buying a particular consumer There are many ways that consumers can acquire an offering.
Apple Pay?32 These examples relate to consumers’ buy- “time for me” or “time for others” and whether acquiring
ing decisions, but Exhibit 1.4 shows that consumers can or using an offering is planned or spontaneous.38 In cold
acquire an offering in other ways. As the cost of cars and weather, our tendency to rent movies, call for a tow truck,
car insurance rises, some consumers are choosing not to or shop for clothes is greatly enhanced. At the same time,
buy cars, but to instead use services like Zipcar or Uber.33 we are less likely to eat ice cream, shop for a car, or look
for a new home during cold weather. Time of day influ-
Ways of Using an Offering ences many consumption decisions, which is why Panera
In addition to understanding how consumers acquire an Bread is adding drive-throughs to accommodate breakfast
offering, marketers want to know how consumers use an customers in a hurry and McDonald’s now serves break-
offering. For obvious reasons, marketers want to ensure fast all day, every day.39
that their offering is used correctly. Improper usage of Our need for variety can affect when we acquire, use,
offerings like cough medicine or alcohol can create health or dispose of an offering. We may decide not to eat a
and safety problems.34 Because consumers may ignore label sandwich for lunch today if we have already had it every
warnings and directions on potentially dangerous products, other day this week. Transitions such as graduation, birth,
marketers who want to make warnings more effective have retirement, and death also affect when we acquire, use,
to understand how consumers process label information. and dispose of offerings. For instance, we buy wedding
Using an offering can include what we use with the rings when we get married. When we consume can be
offering (e.g., chips with salsa) as well as how we store affected by traditions influenced by our families, our cul-
and organize the items in our homes. Some interesting ture, and the area in which we live.
research suggests that we like to have things organized in Decisions about when to acquire or use an offering are
our homes because we feel less anxiety and a greater sense also affected by knowing when others might or might not
of control over our lives when things are structured.35 be buying or using it. Thus, we might choose to go to the
Notably though what seems organized to one person may gym when we know that others will not be doing so. In
seem messy to another. Whereas you might think about addition, we may wait to buy until we know something
the items in your room in finely grained categories (e.g., will be on sale; even if we have to line up to buy something
black shirts are different from white shirts, and pants, popular, we are likely to continue waiting if we see many
shoes, and belts are in a different categories altogether), people joining the line behind us.40 Also, waiting to con-
your roommate might have broader categories for think- sume a pleasurable product such as candy increases our
ing of items in their closet (they’re all just “my clothes”). enjoyment of its consumption, even though we may be
You may think her closet is messy; your roommate may frustrated by having to wait.41
think the organization of her closet is perfectly fine.36 Another decision is when to acquire a new, improved
Ways of Disposing of an Offering version of a product we already own. This can be a diffi-
Sometimes nothing but the packaging remains of an offer- cult decision when the current model still works well or
ing (such as food) after it has been consumed. This leaves has sentimental value. However, marketers may be able to
only a decision about whether to recycle or not, and how. affect whether and when consumers buy upgrades by pro-
Consumers who want to dispose of a tangible product viding economic incentives for replacing older products.42
have several options:37 Even the first letter of our last name can impact when
we acquire products. If your last name begins with a let-
▪ Find a new use for it. Using an old toothbrush to clean ter that’s later in the alphabet (i.e., W, X, Y, or Z) you may
rust from tools or making shorts out of an old pair be faster in buying the product than consumers whose
of jeans shows how consumers can continue using an last name begins with a letter that’s in the beginning of
item instead of disposing of it. the alphabet. Why? One reason is that as a kid you were
▪ Get rid of it temporarily. Renting or lending an item is always last when lines or roll calls were alphabetical. If
one way of getting rid of it temporarily. you’ve learned to wait, you may develop a desire not to
wait, which leads to buying more quickly.43
▪ Get rid of it permanently. Throwing away an item,
sending it to a recycling center, trading it, giving it Where to Acquire/Use/Dispose of an Offering
away, or selling it are all ways to get rid of it perma- In addition to acquisition decisions, consumers also make
nently. However, some consumers refuse to throw decisions about where to consume various products. For
away things that they regard as special, even if the example, the need for privacy motivates consumers to
items no longer serve a functional purpose. stay home when using products that determine whether
they are ovulating or pregnant. On the other hand, wire-
When to Acquire/Use/Dispose of an Offering less connections allow consumers in public places to make
The timing of consumer behavior can depend on many phone calls, post messages and photos to social media
factors, including our perceptions of and attitudes toward sites, play computer games, and download photos or
time itself. Consumers may think in terms of whether it is music from anywhere in the world.
Another random document with
no related content on Scribd:
PLATE LIII
Wordaman youth playing on the “drone pipe” or “bamboo trumpet.”
“When using the ‘trumpet,’ the operator blows into the end having the smaller
diameter, with a vibratory motion of the lips....”
In the course of conversation, an aboriginal aids his speech by

gesticulation. When inclined to be cheerful, he smiles and laughs in
a decidedly refreshing sort of way, and often smacks his lips out of
sheer pleasure, but when his feelings have been ruffled and he is
angry, he pouts out his lips and does not hesitate to let you know
how he feels. He betrays his feelings by most apparent tone
inflections in his voice. He frequently nods his head to indicate
assent, but rarely shakes his head to betoken dissent. When in
doubt over any matter, especially in answer to a question, he shrugs
his shoulders. His hands are used a great deal during conversation.
If he wishes to give one an idea of nearness, the finger is directed to
the ground a short way off, and if distance is implied the finger points
to the horizon.
In reply to a question concerned with the location of a thing, he
does not point, as a European would, but turns his face in the
direction he wants to indicate and thrusts out his lips. When
beckoning with his hand, an aboriginal does not move his hand
upwards towards his face as we do, but passes it downwards with a
scooping action. The course a traveller has taken, or an animal
decamped in, is indicated by extending an arm in the direction and
snapping the fingers.
A native has a very good idea of time. The hour at which a past
event has happened, or at which a coming event is to happen, is
indicated by pointing at the assumed altitude of the sun. To fix a time
definitely for a contemplated or proposed action, a stone is placed
upon a cliff, or in the fork of a tree, at the hour decided upon, a day
or two in advance, in such a position that a sunbeam just strikes it at
the moment. When the correct day arrives, the stone is watched until
it is again illumined in the same way; and the natives then know that
it is time to act. This method is employed when, say, the men have
left camp early, and they order the women to follow them at a later
hour.
Days are reckoned by the number of sleeps they have had, and
the biggest measurement of time goes by so many moons.
When he comes to computing numbers, his fingers are of the
greatest service to him, and at times his toes as well. An aboriginal is
not a mathematician, and his vocabulary does not contain running
series of numerals. The usual method of counting low figures is after
the following pattern of the King Sound natives:
“arra” (one).
“kwiarra” (two).
“kwiarra arra” (three).
“kwiarra kwiarra” (four).
Beyond four, counting either goes by “hands” or “feet,” or for

ordinary purposes there are two comprehensive words in use which
signify a “small-large number” and a “large-small number.” In some
cases, such as the Aluridja, “one” (“goitarada”) appears as the
diminutive form of “two” (“goitara”). In the same sense, a shorter
distance is expressed by the Wongapitcha as the diminutive of a
great distance by qualifying the word “wurnma,” meaning “far,” by
affixing “wimuggitta,” which means “young.” Hence “wimuggitta
wurnma” reads the “young (one) of far,” i.e. “close up.” This is really
the same way of expressing a fraction of space as the same tribe
has adopted for expressing minority in age; a youth or young man is
known as “wimuggitta wardi,” the second word “wardi” standing for
an adult man.
PLATE LIV
1. Making “vegetable down” by pounding grass between two

stones. Humbert River, Northern Territory.
2. Worora native making a stone spear-head, Northern Kimberleys,

Western Australia.
The Dieri of the Lake Eyre region have one of the most elaborate
systems of numeration, which includes, at any rate, an expression
for every number up to eleven.
“kulno,” one.
“mandru,” two.
“parkulu” or “parkulintja,” three.
“mandru mandru,” four.
“mandru ja parkulintja,” five.
or “marra warra kulno,” five, i.e. hand part one (one hand).
“marra pirri kulno,” six.
“marra pirri mandru,” seven.
“marra pirri parkulintja,” eight.
“marra pirri mandru mandru,” nine.
“marra warra mandru” ten, i.e. hand parts two (two hands).
“tjinna pirri kulno,” eleven.
“marrapu,” many.
“mörla marrapu,” very many.
In the above table the following explanations will be found useful:
“ja” = and.
“marra” = hand.
“tjinna” = foot.
“warra” = part.
“pirri” = nail (toe or finger).
Thus the reading of the numerals runs: One, two, three, two-two
(four), two and three (five), or one hand part (five), hand finger-nails
one (six), hand finger-nails two (seven), hand finger-nails three
(eight), hand finger-nails four (nine), two hand parts (ten), foot toe-
nails one (eleven).
To imply a repetition or continuance of action, the frequent use of
the same verb is avoided by the Sunday Islanders, but the same
effect is achieved by reiterating the word “garra” indefinitely. The
expression of continued action is usually in the present tense and is
mostly applied to words like “running,” “walking,” “jumping,”
“sleeping,” “raining,” “blowing,” “bleeding,” etc., etc. For example, a
man from a tree or other look-out might be describing to his
companions below, the doings of their hunting party out on the plain;
while the latter keep moving, he conveys the fact to his hearers by
ejaculating “garra, garra, garra, ...” The direction of the hunters’
movements is indicated by the swing of his hand. The moment the
observer in the tree stops saying “garra,” the people below know that
the hunters have ducked or have temporarily ceased the pursuit.
The terminal syllable of a word is never uttered very clearly by an
aboriginal; and it is consequently difficult to distinguish between a
short e, a, o, or u. This is particularly true of the language used by
the old men, the defectiveness being often increased by the gaps
between the incisors resulting from the initiation ceremonies.
There are occasions, however, when the last syllable receives
especial emphasis. The Wongapitcha word for plenty is “ura”; when
the idea of plenty is great the word becomes “ura-ku,” with an
intentional intonation upon the “ku”; and when the plenty is
extraordinary, the word receives yet another syllable and becomes
the superlative “ura-ku-pu.”
The simple affirmative of the Aluridja, which has also been
adopted by the Arunndta, is “o,” less commonly “u”; but when strong
affirmation is intended the word is changed to “owa,” or “owau.”
The ordinary negative of the Arunndta is “itja”; but forcibly
expressed this may become “itjama” or “itjingalai.”
Any sudden exclamation or accidental noise, like a cough or
sneeze, might be exaggerated by the addition of a syllable at the
end. When a Sunday Islander sneezes he makes a word out of the
natural noise sounding like “Tish-e!”
An exclamation which is common practically to all Australian
tribes, and may express surprise, fear, pain, or disgust, is a very
liquid “irr.” The Arunndta have strengthened this monosyllabic cry by
giving it the suffix “ai”; nowadays the word is, however, mostly
pronounced “Yerrai!” A variety of the last-named, but not quite so
forceful, is “Yakai!” A sudden fright or the anticipation of harm might
produce a very short “i,” without any indication of the presence of the
liquid consonant.
Appreciation is indicated by “Aha!” or “Hm-hm!” practically
throughout the central and northern districts of Australia; in both
cases special emphasis is applied to the second syllable.
A central Australian exclamation calling one to order or attention in
a somewhat harsh manner is “Wai!” When one person is being
irritated by another, such as a parent by a whining child, the offender
is thus rebuked. This word may also become a suffix; it may be
combined, for instance, with the radical “irr” and produce a word
“Yirrawai,” which is perhaps the strongest in a sense of disgust and
reproach available in the Arunndta tongue.
Standing at the end of an adjective, the expression “’n-dora” in the
same dialect signifies a great or superlative degree; e.g. “marra”
means “nice,” but “marr’n-dora” a conception more like “excellent.” In
the opposite sense, “kurrina” (bad) becomes “kurrina’n-dora” (worst).
The same suffix can be attached to an adverb. When, say, an
emphatic denial is needed, “itja” (no) takes the form of “itja’n-dora.”
There are numerous other syllables, which, when fixed to the end
of a word, convey a special significance. When, in the Arunndta, the
syllable “tu” is added to a person’s name in address, it really stands
in place of a sentence like “Is it not so?” For instance, “Nani knulia
atoa utnuriraka, Endola-tu?” when literally translated reads: “This
dog man bit Endola, is it not so?” Endola is the name of a woman
who is being addressed. In place of “tu,” the longer form of “ditjekwi”
might be used.
Again, the suffix “lo” is found in daily use in the same dialect; it
stands for the phrase: “Where is?” Hence the completed sentence,
“Kwatche-lo?” stands for “Where is the water?”
When one finds “jara” added to a word, plurality is indicated, the
sense conveyed being that many of the kind specified by the noun
are assumed. The word for girl in the Arunndta is “kware,”
consequently “kwarenjara” means that a number of girls are being
considered, the “n” being simply interposed for the sake of euphony.
Any proper noun, like the name of a person, may be modified by
adding “ia” to it, and, by so doing, one makes it a term of
endearment in the vocative case. “Ware” ordinarily means “boy,” but
by altering it to “waria” (i.e. “ware-ia”), the meaning becomes “dear
boy” or “O boy.”
If the terminal “a” of a substantive is found to be changed to “inna,”
the diminutive of the original is implied. A somewhat common name
for a woman in the Arunndta is “Unnruba,” but during the years of
childhood of a bearer of this name, the appellation is always in the
form of “Unnrubinna”; in later years this changes to “Unnruba” more
or less automatically.
A diminutive sense is also conveyed by duplicating an original
word. In the eastern Aluridja dialect “kaitji” means an ordinary spear,
whereas “kaitji-kaitji” is an expression applied to a toy spear. The
Dieri recognize a Supreme Being whom they call “Mura”; any one of
their numerous demi-gods, however, from whom they trace their
descent is referred to as a “Mura-Mura.”
PLATE LV
1. Wongapitcha man shaping a spear-thrower with an adze.
2. Aluridja man scraping a boomerang with a sharp stone flake.
Alterations in the ending of a verb indicate different moods and

tenses. The verb “to come” in the Arunndta is “pitchima”; its
inflections and their meanings will become apparent from the
following short sentences:
“Pitchai arrekutcha!” Come here, old woman!

“Pitchikarrerai arrekutch’njara!” Come here, old women!
“Arrekutcha pitchama.” The old woman is coming.
“Arrekutcha pitchika.” The old woman came (or has come).
“Arrekutcha pitchichinna.” The old woman will come.
If we replace the verb “pitchima” by “lama” (“to go”), the inflections,
taken in the same order as above, become: “lai,” “larrirai,” “lakama,”
“laka,” “litchinna.”
An adverb which finds considerable application in the Arunndta is
“kalla,” indicating the completion of any deed or action. Most
frequently the nearest translation would be supplied by the English
word, “already.” If, therefore, we again consider one of the above
sentences and interpose the word “kalla,” the meaning is
strengthened considerably: “Arrekutcha kalla pitchama” then means
“The old woman is already coming.” But “kalla” might further convey
the sense of repletion. “Einga knullia kalla kwatche n’ dai” would
mean, literally translated, “I dog enough water gave.” And finally
“kalla” might express the completion of an action. A native, after
losing the track of an animal, or having eaten as much as he wants,
might be heard to say “kalla,” meaning “finished.” Finally “kalla”
might even stand for “dead.” We have already noted a similar word
in the vocabulary of the Sunday Islanders, viz. “Kaleya,” meaning
“finish” or “good-bye.”
The personal pronouns are either used as separate words in a
sentence, or they appear as prefixes to the principal verbs.
In the Arunndta, the following are used:
“einga,” I; “nuka,” mine; “eingana,” me.

“unda,” thou; “unguranga,” thine; “ngana,” thee.
“era,” he; “ekurra,” his; “erinna,” him.
“nuna,” we; “nunaka,” ours; “nungana,” us.
“rankara,” you; “rakankara,” yours; “rankarana,” you.
“etna,” they; “etnaka,” theirs; “etnana,” them.
As an illustration let us translate: “I like the boy”; we should have

to transpose the words into the following order, “I boy like,” and the
Arunndta would be: “Einga ware unjinum.” On the other hand, we
might select the Sunday Island dialect as an example in which
prefixes are used for representing the personal pronouns. The first
personal prefix is “nun,” the second “min,” and the third “il” or “n’.” If,
therefore, we take a simple verb like “jakuli” to “break,” we have:
“nunjaluki,” I break.
“minjaluki,” you break.
“iljaluki” or “n’jaluki,” he breaks.
The third person plural is represented by “punjanga n’”; hence

“punjanga n’jaluki” stands for “they (altogether) break.”
Whereas we have seen that an “n” might be interposed between
two words for the sake of euphony, it no less frequently happens that
two or more words are contracted into one for similar reasons. If, to
quote a simple case, we wish to translate into Arunndta “You give (it)
me,” we have three separate words, “unda” (you), “nuka” (me), and
“dai” (give), which in the above expression are fused into one word,
“nukundai.”
Apart from the full and pure vowel sounds, the Australian
aboriginal dialects include the modified sounds expressed by the
German diphthongs, œ, äu, and ue (i.e. the French u). The pairs of
consonants, p and b, k and g, and t and d, are often interchanged
during speech. Sibilant sounds are extremely rare. My own name
was very difficult, if not impossible, for the Aluridja to pronounce; the
best they could make of it was “Battedu.” So, also, the imported pet
name of the domestic cat, “pussy-pussy,” as it is used by the settlers,
cannot be managed. The Aluridja call it “putte-putte,” and the
Arunndta “put-pudtha.”
Let us look into the construction of the Aluridja personal pronouns
a little more carefully. Every pronoun consists of a stem, which is
different for every person, and an ending, which varies with the case.
The stems are:
First person, singular, “naiu”; plural, “nganan.”

Second person, singular, “nuntu”; plural, “nurangari.”
Third person, singular, “balu”; plural, “tana.”
And the endings are as follows:
Genitive, “-ba.”
Dative, “-lukuru.”
Accusative, “-na.”
Ablative, “-languru” (from), or “-lawana” (with).
A simple sentence embodying three pronouns would be: “Naiulu

tanalawana nuntulukura ngalierra,” which, literally translated, reads:
“I with them to you have come.”
A few of the Arunndta interrogatives are:
“Ewunna?” What? or What is it?

“Unndana?” Where?
“Nguna?” Which?
“Ngula?” Who?
“Ntakinya?” How many?
The aspirate is very occasionally met with. The local group of the
Arunndta, residing at Arltunga, which styles itself “Herrinda,” is one
of the few exceptions. Even in the settled districts, where the natives
have adopted European names, one christened “Harry” is usually
spoken of as “Yarri.” The sounds which are most commonly
aspirated are the exclamations, e.g. “Hai!” “Aha,” and “Hm-hm!”
Used in conjunction with a vowel, usually an “a,” the consonantal
combination “ng” is common to all Australian dialects. Although to
the modern tongue a little difficult to master, the sound is strikingly
fluent with the aboriginal; indeed, its frequent inclusion in words of
fundamentally simple origin suggests a primitive, natural derivation.
Along the north-western coast, the words for “water” are “ngawa”
(Wave Hill), “ngauwa” (Humbert River), “kornga” (Sunday Island).
In the Arunndta, “nga” stands for either “Here you are!” “There!” or
“Take it!” all phrases being used in the sense of offering something to
a person, such as mother to infant. “Ngaboni” is a modified form of
the last-named, having any of the following meanings: “Here!”
“Look!” or “Behold!” And “ngarai” is yet another modification of
similar significance, usually placed immediately behind the object it
is desired to draw attention to, e.g. “Arre ngarai!” (Look at the
kangaroo).
Verbal greetings, akin to our “Good-day!” are rarely, if ever, made
use of by natives when they meet; but some of the tribes recognize
an orthodox term of salutation at partings, as indicating a friendly
feeling which the speaker bears towards the person he is on the
point of leaving. The Mulluk-Mulluk and some of their neighbours on
the Daly River have adopted the word “mummuk” to express their
farewell, whilst the Sunday Islanders’ vocabulary includes a similar
expression in the word “tchorrogu.”
An alarm, such as we would raise in the form of “Look out!” or “Get
out of the way!” is rendered by the Arunndta “Par-le!”
There are numerous examples which could be mentioned of words
appearing in an aboriginal dialect which have a striking resemblance
to European words of modern and ancient languages, which at this
stage of our knowledge of primitive tongues must be recorded as
curiosities rather than linguistic analogies. One of the most
remarkable, perhaps, is the Arunndta for head, viz. “kaputa”; but to
connect this in any way with the Latin word would be as
unreasonable as calling the “patriarchal” type of aboriginal a semite.
It is, therefore, not my intention to suggest anything beyond mere
coincidence, and it lies far from my mind to attempt theorizing upon
little evidence, yet it must be admitted that similarities in points of
evolution and culture, no matter how trivial and accidental they may
be, are not without interest. Viewed entirely in this light, there is no
harm in mentioning one or two similarities which exist between
certain words of the Australian dialects and those of other tongues,
articulate or otherwise.
Affirmation is expressed in the Cambridge Gulf district by “yau,”
“yo-au,” or “yowai.” During latter years, the same expression has
found its way south, even as far as the MacDonnell Ranges, where it
has largely replaced the original form of “owa.” In the adjoining
coastal districts of the Northern Territory, a similar word is in use as
well as one which sounds more like the German “ja.” It is of more
than passing interest to note that throughout the Malay Archipelago
“yo-au” or “yowai” is the principal form of affirmation in use among
the local primitive peoples. It is not unlikely, therefore, that the early
Macassan trepang fishers, who used to visit the north coast of
Australia long before the white man arrived, brought this word along
with them.
We find, also, that the consonantal expression, “ng,” combined
with a vowel sound, is common among other primitive languages.
Professor Garner, too, has found it included in the inarticulate
“speech” of apes in the form of a note indicating satisfaction, which
can be represented by “ngkw-a.” The speculative mind naturally
wonders whether this simian cry of satisfaction is perhaps
fundamentally of similar, though independent, phonetic origin to the
northern Australian word for water, the essential of life, which we
noted above is “ngawa.”
The di-syllabic muttering of a European child-in-arms, moreover,
which the happy parents flatter themselves sounds like “pa-pa” or
“ma-ma,” is equally characteristic of the aboriginal babe, but the
parents in the latter case interpret the note to be “nga-nga.” And,
indeed, the Arunndta mother responds by handing the infant the fluid
it needs, while she caressingly soothes it with the simple little word
“Nga,” which in our own language would be equivalent to the
sentence, “Here you are!”
INDEX
Roman numerals refer to Preface.
A
abris, 322
Acacia salicina, 157
acacia seed, 150, 151
Adelaide tribes, xii, 100, 102, 180, 195, 204, 206, 208, 212, 214,
360, 366
administration, tribal, 225 et seq.
adzes, 366, 367
Affenspalte, 38
“alangua” (native pear), Knaninja, 353
albinism, 48
“Algerrigiowumma,” sky-shying act, 238, 239
Alligator River, 197, 249
allotment of infants, 221, 222
“Altjerra,” 279, 295, 341, 342
“Altjerrajara,” Supreme Number, 271, 296
“Altjerringa,” 279, 296, 342
“Aluggurra” women, 343
Aluridja tribe, xii, 4, 47, 48, 50, 65, 78, 82, 83, 92, 95, 111, 114,
121, 147, 149, 150, 151, 153, 155, 170, 176, 178, 184, 192,
200, 205, 213, 226, 231, 236, 239, 240, 243, 255, 259, 264,
267, 269, 271, 272, 282, 295, 296, 349, 356, 361, 362, 387,
396, 398, 400, 402
amputation of finger joints, 253, 254
ancestor worship, 257
animation, in art, 320, 336, 337, 338
animal tracks, drawn in sand, 70-73
anthill burial, 206;
of bone, 214
Anthistiria (kangaroo grass), 276, 387
anthropomorphous designs, 353-358
“Antjuarra,” tooth-rapping ceremony, 235
anvil-stone, 369
approaching a stranger, 2, 3;
a camp, 105
appreciation, expression of, 399
archer fish, ochre drawing of, 328
armistice, 188
Arnhem Land, 50, 196, 197
Arrabonna Tribe, 4, 200, 237, 269, 362
“Arrarra,” a circumcision ceremony, 239 et seq.
“arrera,” kangaroo, Knaninja, 352
“Arrolmolba” (phallus), 291
art of the aboriginal, xi, xii, 297-358
artificial colouring of body, hunting, 142;
in warfare, 184;
of emissaries at initiation, 254;
for cosmetic and ceremonial purposes, 324-326
artificial warmth applied to infant, 66
Arunndta Tribe, xi, xii, 4, 6, 48, 50, 63, 65, 70, 76, 77, 78, 82,
83, 86, 92, 95, 103, 106, 114, 121, 125, 142, 147, 149, 150,
151, 152, 153, 155, 166, 170, 172, 175, 176, 178, 184, 192,
200, 205, 214, 218, 220, 226, 231, 237, 238, 263, 264, 271,
272, 274, 275, 282, 287, 291, 292, 295, 296, 308, 311, 321,
328, 330, 337, 338, 341, 343, 347, 349, 350, 352, 361, 362,
363, 386, 387, 390, 391, 398, 399, 400, 401, 402, 403, 404,
405
“Atoakwatje,” water-men, 264, 265
aspirate sounds, 403
attachment of parents to children, 65, 66
“aumba” (Brachysema), 153
Australoid, 58, 59;
migrations, 56, 57, 58
awl, stone, 365
Ayers Ranges, 75
B
bailers, 95
baldness, 50
ball-games, 77, 78
bandicoot, corrobboree of, 383
“banki,” prepuse, 243
bark, canoes, 160-164;
drawings, 323;
shield, 86, 87;
water-carriers, 92, 93
barramundi vertebræ used as spear heads, 198
barter, with ochre, 113;
with women, 222
bathing, 99
Bathurst Islanders, 76, 77, 93, 95, 96, 115, 159, 161, 163, 168,
207, 238, 309, 310, 319, 323, 373, 379, 380
beard, 50, 51, 117;
of female, 46
bees’ honey, 145
bell-bird, 386
belly, 20, 21
Berringin Tribe, 4, 11, 129, 130, 201, 374
beverages, 153
biological consanguinity between Australia and other continents,
55
bird-like attitude, 107
birds’ eggs, 125, 126
birth of aboriginal, 61-68
biting the initiate’s head, 244, 245
bleeding, stanching of, after circumcision, 243
blindness, following club hit, 37
blonde, aboriginal, 48, 49, 50
blood, drinking of, 154;
stilling the flow of, 186;
thrown at opponent during a duel, 166;
revenge, 187
Bloodwood apple, 152
Bloomfield River, 48
blue eye in aboriginal, 25
Blue Mountains, 57
boabab, carved tree, 309;
carved nuts, 311, 312, 313, 331;
nuts used as rattles, 374;
trees serving as reservoirs, 97, 98
“Bobi,” tjuringa, 270
body decoration, at completion of mourning, 214, 215;
cosmetic, artistic and ceremonial, 324, 325, 326.
See also artificial colouring of body
“Böllier” ceremony, initiation, 250
bone, carving of, 313;
“pointing” the, 174-178, 209
bone-pointed spear-thrower, 201
bones of dead man collected, 214;
radius selected for “pointing bone,” 215
“boning” to death, 174-178, 209
boomerang, practice, 86;
used as a musical instrument, 374, 383;
used in duels, 168;
used in warfare, 187, 188
“boomerang-legs,” 15
boomerang-spear duel, drawing of, 330, 338
boras, 377
boys, apportioned to old men, 65, 66;
taught use of weapons, 85, 86
Brachysema Chambersii, 153
brain of aboriginal, 37, 38
breast, 18-20;
artificial lactation of, 20;
development of, 19;
enchantment of, 19;
touched with charred mulga, 65
Bremer, Sir Gordon, 144
Buccaneer Archipelago, 50, 51
buffalo, drawing of, 325, 337;
hunt, 144, 145, and Frontispiece
bull-roarer, used at circumcision, 241, 242;
at mika operation, 246;
at tooth-rapping ceremony, 232, 233
burial and mourning customs, 203-215
burial ground, signpost erected at, 207
burial in anthill, 208
C
Calamus used as paint brush, 319, 320
Caledon Bay, 115
calvarium, Tennants Creek, 53;
used as a drinking vessel, 214

Consumer Behavior 7Th Edition Wayne D Hoyer Full Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Consumer Behavior 7Th Edition Wayne D Hoyer Full Chapter

Uploaded by

Copyright:

Available Formats

Consumer Behavior 7th Edition Wayne

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Cengage Learning is a leading provider of customized learning solutions with

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

To learn more about Cengage Learning Solutions, visit www.cengage.com

Printed in the United States of America

To my loving husband, my beautiful children, and my devoted

To Trees who loves me and Thomas who knew everything.

1 Understanding Consumer Behavior 4

Appendix Developing Information About Consumer Behavior 28

Part 2 The Psychological Core 43

2 Motivation, Ability, and Opportunity 44

3 From Exposure to Comprehension 72

5 Attitudes Based on High Effort 127

6 Attitudes Based on Low Effort 154

Part 3 The Process of Making Decisions 179

7 Problem Recognition and Information Search 180

8 Judgment and Decision-Making Based on High Effort 206

9 Judgment and Decision-Making Based on Low Effort 234

10 Post-Decision Processes 258

Part 4 The Consumer’s Culture 291

11 Social Influences on Consumer Behavior 292

12 Consumer Diversity 321

13 Household and Social Class Influences 346

14 Psychographics: Values, Personality, and Lifestyles 373

Part 5 Consumer Behavior Outcomes and

16 Symbolic Consumer Behavior 429

17 Marketing, Ethics, and Social Responsibility

Part 1 An Introduction to Consumer Behavior 3

Chapter 1 Understanding Consumer Behavior 4

Appendix Developing Information About Consumer Behavior 28

Consumer Behavior Research Methods 28 External Marketing Research Firms 35

Part 2 The Psychological Core 43

Chapter 2 Motivation, Ability, and Opportunity 44

Chapter 3 From Exposure to Comprehension 72

Chapter 4 Memory and Knowledge 100

Chapter 5 Attitudes Based on High Effort 127

Chapter 6 Attitudes Based on Low Effort 154

Part 3 The Process of Making Decisions 179

Chapter 7 Problem Recognition and Information Search 180

Chapter 8 Judgment and Decision-Making Based on High Effort 206

Chapter 9 Judgment and Decision-Making Based on Low Effort 234

Chapter 10 Post-Decision Processes 258

Part 4 The Consumer’s Culture 291

Chapter 11 Social Influences on Consumer Behavior 292

Chapter 12 Consumer Diversity 321

Chapter 13 Household and Social Class Influences 346

Chapter 14 Psychographics: Values, Personality, and Lifestyles 373

14-1 Values 375 14-3 Lifestyles 391

Part 5 Consumer Behavior Outcomes and Issues 403

Chapter 15 Innovations: Adoption, Resistance, and Diffusion 404

15-1 Innovations 404 15-3 Diﬀusion 414

Chapter 16 Symbolic Consumer Behavior 429

Chapter 17 Marketing, Ethics, and Social Responsibility

17-1 In Search of Balance 459 17-3b Charitable Behavior 474

Book? ▪ Improved synergistic and digitally accessible

Conceptual Model Society.” These important topics are likely to be of consid-

Acknowledgments Phillip Lewis

Sally Dibb Scott Koslow Michael Reilly

Richard W. Easley Robert Lawson Anja K. Reimer

research. With this background, you will be able to

ZUMA Press, Inc./Alamy Stock Photo

Exhibit 1.1 ▸ What Is Consumer Behavior?