Haris Kiyani 1911153

Fahad Amir 1911157

Consumer Learning Shiza Yousaf 1911174
Talha Sagheer 1911140
Sarfaraz Ali 1911204
Consumer Learning

• Acquire the purchase

• Seek the knowledge
• Experience
• Implementing it in their future buying behavior

• Past purchase effects future purchasing behavior

• Sudden experience or newly acquired knowledge
Learning Process
1. Intentional
 This learning is regarding putting much effort
 Purchasing of car, mobile phones.
 
2. Incidental
 This learning is by accident or without much effort
 Purchasing of register, pen
The Elements of Consumer Learning

1. Motivation
2. Cues
3. Response
4. Reinforcement
 The Elements of Consumer Learning
Motivation
Unfulfilled needs lead to motivation, which spurs
learning.
• The degree of relevance, or involvement, with the
goal, is critical to how motivated the
consumer is to search for knowledge or
information about a product or service.
Example: A Customer who wants to fulfil a need of
buying an LED which is supported with internet
option.
The Elements of Consumer Learning
Cues

 If motives serve to stimulate learning, cues are the stimuli that give
direction to the motives
 Cues serve to direct consumer drives when they are consistent with
their expectations.
The Elements of Consumer Learning
Response
 How individuals react to a cue—how they behave—constitutes their
response.
 A response is not tied to a need in a one-to-one fashion.
 A need or motive may evoke a whole variety of responses.
 The response a consumer makes depends heavily on previous
learning that, in turn, depends on how related responses were
reinforced previously.
The Elements of Consumer Learning
Reinforcement
 Reinforcement increases the likelihood that a specific response will occur
in the future as the result of cues or stimuli.
 If a consumer is rewarded, that consumer has learnt to associate the
purchase with a pleasant feeling and is likely to repeat the learnt behavior
and become a loyal customer.
 This chapter examines two general categories of learning theory:
behavioral learning
theory and cognitive learning theory.
Behavioral Learning Theory

a.k.a. stimulus-response theory

1. Classical Conditioning
2. Instrument Conditioning
Classical Conditioning
Conditioning involved building automatic responses to stimuli.

 An unconditioned stimulus might consist of a well-known brand symbol.

 A previously acquired consumer perception of a brand is the
unconditioned response.
 Conditioned stimuli might consist of new products under an existing brand
name.
 The conditioned response would be consumers trying these products
because of the belief that they embody the same attributes with which the
brand name is associate.
Strategic Implication of Classical Conditioning
Three basic concepts derive from classical conditioning:
 Repetition: works by increasing the strength of the association between a
conditioned stimulus and an unconditioned stimulus and slows the process
of forgetting.
 Stimulus Generalization: making the same response to slightly different
stimuli.
 It is applied to product line, form, and category extensions.
 Stimulus discrimination is the selection of specific stimulus from among
similar stimuli
 Stimulus discrimination is effective positioning
Instrumental Conditioning
 Learning occurs through a trial-and-error process
 Habits formed as a result of rewards received for certain responses
or behavior
 Two types of reinforcement:
1. Positive reinforcement consists of events that strengthen the
likelihood of a specific response.
2. Negative reinforcement is an unpleasant or negative outcome that
also serves to encourage a specific behavior.
Strategic Implication of Instrumental Conditioning

 Provide positive reinforcement by assuring customer satisfaction

with the product, the service, and the total buying experience
 consumers can also receive reinforcement from the environment
in which the transaction or service takes place, the attention and
service provided by employees, and the amenities provided.
 Relationship marketing: developing a close personalized
relationship with customers is another form of non-product
reinforcement.
Cognitive Learning
 Cognitive learning is a style of learning that focuses on more
effective use of the brain.
 It is  mental process of gaining knowledge and understanding
through the senses, experience and thought.
 Or it means how information is processed by human mind like
how it is stored, retain and retrieved.
 Factors Affecting Consumers Ability to Practice
Cognitive Learning

 Their knowledge of something with the

information
 The relevance of the information
 Their interest in the information
 Their ability to process the form in which the
information is provided
Theoretical Models of Cognitive Learning
 Cognitive learning occurs when a person has a goal and must search
for and process data in order to make a decision or solve a problem.
A) The cognitive stage the person’s knowledge and beliefs about a
product.
B)The affective stage the person’s feeling toward and evaluations of a
product as “favorable” or “unfavorable”;
C) The conative stage – the person’s level of intention to buy the
product.
How Consumers Store, Retain, and Retrieve
Information:
 Sensory store: all data comes to us through our senses, however, our
senses do not transmit information as whole image
 Short-term store: if the data survives the sensory store, it is moved to the
short-term store like working memory
 Long-term store: data is transferred to the long-term store it can last for
days, weeks, or even years.
 Information overload takes place when the consumer is presented with
too much information.
 Retrieval is the process by which we recover information from long-term
storage.
 Measures of consumer learning

 Recognition and recall measures

 Brand loyalty
 Brand equity
Measures of consumer learning
 In recognition test:
 A type of test in which ads are showing to consumers to asked whether they
remember their product or not and can remember any of its relevant features.
 These tests are based on aided recall, although recall tests use unaided recall.

 In recall test:
 In this test consumers is asked whether they has read a particular magazine or
watched a particular television show.
 so, they can recall any ads or commercials seen, the product advertised, the brand,
and any relevant points about the product.
Measures of consumer learning
Brand loyalty

 Brand loyalty: Basically it is the ultimate desired outcome of consumer learning.

 Attitudinal Measures: It is concerned with overall consumers’ feelings (i.e.,
evaluation) about the product and the brand, and their purchase intentions.
 Behavioral measures: These are based on observable responses to promotional
stimuli—purchase behavior instead of attitude toward the product or brand.
Measures of consumer learning
Brand Equity
 It refers to the value inherent in a well-known brand name.
The value stems from the consumer’s perception :
 Brand’s superiority
 Customer’s trust
 Well known brand names are known as megabrands.
 Brand loyalty and brand equity lead to increased market share and greater profits.
 A relatively new strategy among some marketers is co-branding (also called
double branding).
Thank You!
Any Questions?