Consumer Learning

A process by which individuals acquire the purchase

and consumption knowledge and experience that they
apply to future related behaviour.
 Learning Processes
Intentional
learning acquired as a result of a careful
search for information.
 This type of learning occurs when consumers actively seek out information to make informed
decisions. For example, someone looking to buy a new smartphone may intentionally
research various models, read reviews, compare features, and make a well-informed choice
based on their findings.
 Incidental

-- learning acquired by accident or without

much effort It often occurs when consumers are exposed to marketing messages
or product information in a passive or unexpected manner. For instance, a person might come
across a promotional email for a new restaurant while checking their inbox for other
messages,
 Importance of Learning
Marketers must teach consumers:
where to buy Marketers need to educate consumers about where they can purchase their
products. This information helps consumers find convenient and trustworthy sources for the
products they desire. Whether it's in physical stores, online marketplaces, or specific retail
outlets, knowing where to buy is essential for a smooth purchasing process.
how to use Providing clear and comprehensive instructions on how to use a product is
essential for ensuring customer satisfaction. When consumers know how to use a product
correctly, they are more likely to have a positive experience, which can lead to brand loyalty,
positive reviews, and repeat purchases .
how to maintain Products often require maintenance to ensure their longevity and
performance. Teaching consumers how to properly maintain products not only extends the
lifespan but also reduces the likelihood of product breakdowns or dissatisfaction. This can
enhance the brand's reputation for qual ity and reliability.
how to dispose of products Disposal information is especially important for
products that have a significant environmental impact. Marketers can educate consumers on the
proper disposal methods to reduce the product's environmental footprint. This could involve
recycling, upcycling, or disposing of the product in an environmentally responsible manner.
 Learning Theories
Behavioural Theories:  Cognitive Theories:
Theories based on the A theory of learning
premise that learning takes based on mental
place as the result of
information
observable responses to
external stimuli. Also known
processing, often in
as stimulus response theory. response to problem
These theories emphasize the solving.
role of environmental factors
in shaping an individual's
behavior.
Elements of Learning Theories
Motivation- It refers to the internal and external factors that drive
individuals to engage in learning activities and persist in their efforts to acquire
new knowledge or skills. Motivation can be intrinsic (coming from within the
individual) or extrinsic (external rewards or punishments).
Cues- Cues are environmental or contextual stimuli that provide information or
direction to learners. They serve as signals or triggers that guide behavior or inform
individuals about what they should do next. Cues can be explicit or implicit .
Response- The response refers to the learner's behavior or action in response to a
particular stimulus or cue. It can be a physical action, a verbal response, or a cognitive
process, depending on the learning context.
Reinforcement-Reinforcement is the consequence that follows a learner's
response. It can be positive (rewarding) or negative (punishing). Reinforcement is used to
strengthen or weaken specific behaviors, depending on whether it is desirable or
undesirable.
 Behavioral Learning Theories
 Classical Conditioning
 Classical conditioning, famously studied by Ivan Pavlov, involves the association of a
previously neutral stimulus with an unconditioned stimulus to produce a conditioned
response. In classical conditioning, learning occurs through the pairing of stimuli.
 Example: Pavlov's Dogs In Pavlov's classic experiment, he paired the ringing of a bell
(neutral stimulus/ conditioned stimulus) with the presentation of food (unconditioned
stimulus) to dogs. Initially, the bell had no effect on the dogs' behavior. However, over time,
the dogs started salivating (conditioned response) in response to the bell alone, even when
food was not presented. The dogs had learned to associate the bell with the expectation of
food.
 Instrumental Conditioning/ operant condotioning
 Instrumental conditioning, developed by B.F. Skinner, is a type of learning in which behavior is
modified by its consequences. Individuals learn to associate their behaviors with either rewards
(reinforcement) or punishments (punishment), influencing the likelihood of repeating or avoiding
those behaviors.
 Example: Skinner's Skinner Box .In Skinner's operant conditioning experiments, animals like rats or
pigeons were placed in a controlled environment known as a Skinner box. When the animals
performed a specific behavior, such as pressing a lever, they received a food pellet (positive
reinforcement). The animals learned to associate the lever-pressing behavior with the reward, leading
to an increase in the frequency of that behavior.
Modeling or Observational Learning
Modeling or observational learning, often associated with Albert Bandura,
involves learning through observing and imitating the behavior of others. This
type of learning is not based on direct conditioning but relies on social and
cognitive processes.
Example: Bobo Doll Experiment In Bandura's Bobo doll experiment, children
watched adults behaving aggressively toward an inflatable Bobo doll. Some
adults were rewarded for their aggressive behavior, while others were
punished. When the children were later placed in a room with the same doll,
those who had observed the rewarded aggressive behavior were more likely to
imitate it. This demonstrated that children had learned the aggressive behavior
by observing the adults, emphasizing the role of modeling in learning.
 Classical Conditioning
 Pairing a stimulus with another stimulus that elicits a known response to
produce the same response when used alone.

 Ivan Pavlov's classical conditioning experiment with dogs is a classic example

of a behavioral theory in action. In this experiment, Pavlov noticed that dogs
naturally salivated when food was placed in their mouths. He then paired the
presentation of food with the ringing of a bell. After several repetitions of this
pairing, the dogs began to salivate in response to the bell alone, even in the
absence of food. This showed that the dogs had learned to associate the bell (a
previously neutral stimulus) with the food (an unconditioned stimulus), and
they now exhibited a conditioned response (salivation) to the bell alone.

 This experiment demonstrated how behavior (salivation) could be modified and

learned through the association of external stimuli (the bell and the food),
which is a fundamental principle of behavioral theories of learning.
 Strategic Applications of Classical
Conditioning
 Repetition : Repetition is a key principle in classical conditioning. The more
frequently a conditioned stimulus (CS) is paired with an unconditioned stimulus (US), the
stronger the association becomes, and the more likely the conditioned response (CR) will
occur.
Strategic Application: In marketing, companies often use repetition to associate their brand with
positive feelings or experiences. For example, a company may repeatedly show a specific jingle
or logo alongside their products in advertisements to strengthen the association between their
brand (CS) and positive emotions (US), making consumers more likely to respond favorably to
their products.
 Stimulus Generalization:
 The inability to perceive differences between slightly dissimilar stimuli. especially when the
conditioned response is strong.
 Stimulus generalization occurs when a learned response to one stimulus is transferred to a
similar but distinct stimulus. This means that a conditioned response, originally elicited by a
specific conditioned stimulus, can be triggered by similar stimuli.
Strategic Application: Companies can use stimulus generalization to their advantage by creating
products or branding that resemble successful competitors in their category. This similarity can
lead consumers to transfer their positive associations from a well-established brand to a new or
similar brand, effectively benefiting from the established brand's reputation.
Stimulus Discrimination Stimulus discrimination is the opposite of
stimulus generalization. It involves the ability to differentiate between two similar stimuli
and produce different responses based on the specific stimulus presented.
 Strategic Application: Companies may use stimulus discrimination to create unique brand
identities and product differentiators. For example, a fast-food chain might use specific
colors, symbols, or jingles to create a distinct and recognizable brand (CS) that stands out
from its competitors. This helps consumers discriminate between different brands and
make specific choices based on their preferences.

 Understanding the strategic applications of classical conditioning can be valuable for

marketers, advertisers, and anyone interested in influencing behavior and responses
through the principles of conditioning. It allows businesses to shape consumer
perceptions, create strong brand associations, and influence purchase decisions .
Stimulus Generalization

The inability to perceive differences between slightly

dissimilar stimuli.
Marketing applications
Product Line, Form and Category Extensions
Family Branding
Licensing
Generalizing Usage Situations
Instrumental (Operant) Conditioning
learning based on a trial-and-error process, with habits
forced as the result of positive experiences
(reinforcement)
 Neo-Pavlovian Conditioning
Neo-Pavlovian conditioning, also known as the contemporary or modern version of classical conditioning, involves
various principles and approaches to the association of conditioned stimuli (CS) and unconditioned stimuli (US) to elicit
conditioned responses (CR). Let's explore the key components of Neo-Pavlovian conditioning:
Forward Conditioning (CS Precedes US) the conditioned stimulus (CS) is
presented before the unconditioned stimulus (US).
In a laboratory setting, a bell sound (CS) is presented before food (US) is given to a dog. Over time, the
dog associates the bell sound with the arrival of food, leading to the salivation response (CR) when the
bell is rung, even in the absence of food.
Repeated Pairings of CS and US: to strengthen the association between them.
The more often the CS is followed by the US, the more robust the conditioned response becomes. In
marketing, if a company wants to create a strong association between its brand logo (CS) and positive emotions
(US), they must repeatedly use the logo in advertisements that convey positive messages.
A CS and US that Logically Belong to Each Other logical connection
or relationship. In other words, they should make sense in the context of the learning process. n
education, if a teacher wants to condition students to associate a specific gesture (CS) with quiet
and attention (US), the gesture should logically convey the message of quietness.
A CS that is Novel and Unfamiliar: A new or unfamiliar CS may lead to
stronger learning as it captures the individual's attention and curiosity.
A US that is Biologically or Symbolically Salient
Repetition
Repetition increases strength of associations and slows
forgetting
but over time may result in advertising wearout.
Cosmetic variations reduce satiation.
Three-Hit Theory
Repetition is the basis for the idea that three exposures
to an ad are necessary for the ad to be effective
The number of actual repetitions to equal three
exposures is in question.
Classical Conditioning and Marketing Strategy
 Identify and pair product with a known, well-liked stimulusPairing
with a Known, Well-Liked Stimulus:
 McDonald's consistently pairs its menu items, such as burgers, fries, and chicken nuggets, with cola, often from
well-liked brands like Coca-Cola. This combination is a classic and universally recognized favorite among
consumers.
More attention McDonald's captures attention by featuring its meal deals that include a burger,
fries, and a cola. The cola is highlighted as an integral part of the meal, and the combination's appeal
draws attention in advertising and marketing materials.
More favourable attitudes McDonald's offerings, associating them with a convenient and
enjoyable dining experience that often includes a refreshing cola.
Greater intention to buy the product The positive associations that McDonald's
creates with its food and cola combinations lead to a greater intention among consumers to
choose these combinations when dining at McDonald's.
Learning of key attributes McDonald's emphasizes key attributes of its menu items, such as
quality, taste, and customization options, as well as the refreshing taste of cola.
 Use stimulus generalization effectively McDonald's occasionally introduces special menu
items and limited-time offers that include different combinations of food and cola.
 Distinguish the product through effective use of stimulus
discrimination McDonald's distinguishes its food and cola combinations from competitors by
emphasizing unique features, such as the iconic Big Mac, the classic McDonald's fries, and the familiar taste
of their selected cola brand .
Instrumental Conditioning
Consumers learn by means of trial and error process in
which some purchase behaviours result in more
favorable outcomes (rewards) than other purchase
behaviours.
A favorable experience is instrumental in teaching the
individual to repeat a specific behaviour.
Instrumental Conditioning and Marketing
 Make the product the ultimate reward
 Provide samples and free trials
 Provide non-product rewards
 Practice relationship marketing
 Reinforcement Schedules
 Shaping
 Massed versus Distributed Learning

1. exampleMake the Product the Ultimate Reward: Domino's Pizza makes hot, delicious pizza the ultimate reward.
Customers order from Domino's for the satisfaction of enjoying a tasty pizza.
2. Provide Samples and Free Trials: Domino's offers promotions like "Buy One, Get One Free" or "Free Pizza with a
Minimum Order" as a way of providing samples or free trials. These deals encourage customers to order more and
experience the quality of Domino's pizzas.
3. Provide Non-Product Rewards: Beyond just selling pizzas, Domino's provides non-product rewards, such as its
"Piece of the Pie Rewards" program. Customers earn points with each order, which can be redeemed for free pizzas or
other menu items.
4. Practice Relationship Marketing: Domino's collects customer data through its loyalty program and mobile app. It
uses this data to offer personalized recommendations, exclusive deals, and faster ordering options, building a
relationship with customers.
5. Reinforcement Schedules: Domino's employs reinforcement schedules by sending customers emails and notifications
about limited-time offers, discounts, and special promotions. These reminders encourage customers to place orders.
6. Shaping: Domino's shapes customer behavior through its loyalty program tiers. As customers accumulate more points,
they move up in status and receive additional benefits, such as faster rewards or exclusive discounts.
7. Massed versus Distributed Learning: Domino's offers both massed and distributed learning opportunities. Massed
learning occurs during major promotions like "Two for Tuesday," while distributed learning happens every time
 Cognitive Learning Theory
Learning through problem solving, which enables
individuals to gain some control over their environment.
 Cognitive learning theory focuses on how people acquire, process, and use information to
understand and solve problems. In marketing, cognitive learning theory is applied to influence
consumer behavior by shaping their thoughts, perceptions, and decision-making processes.
Three types:
Observational learning
Rote Learning
Cognitive Learning and Marketing Strategy
Use rote learning to teach consumers about the brand
Use reasoning or problem solving for complex or
high-involvement products
Use modelling to extinguish negative behaviour
Use knowledge of information processing to help
consumers store, retain and retrieve messages.
Measures of Consumer Learning
Recognition and Recall Measures
Aided and Unaided Recall
Cognitive Responses to Advertising
Copy-testing Measures
Attitudinal and Behavioural Measures of Brand
Loyalty