Consumer Behavior Exam 2 Learning, Attitude, And Reference Groups

Front 1

Learning

Back 1

Process by which individuals organize knowledge so that it causes a permanent change in their and can be used again in future purchase activities.

Learning is the unconscious association between a stimulus and a response

Front 2

Characteristics of Learning

Back 2

Evolves over time and is a process

Cannot be directly observed

Reflects both experiences and background characteristics

Front 3

Behavioral Learning Theory

Back 3

The individual learns to associate the stimulus with a certain response so that whenever the stimulus occurs he or she will respond with the same kind of behavior.

Black box

Front 4

Classical Conditioning

Back 4

Ivan Pavlov
An individual learns to associated an unrelated stimulus with a particular behavioral response that have previously been elicited by a related stimulus.

A stimulus that is paired with another stimulus elicits a known response and serves to produce the same response when used alone.

Front 5

Three Aspects of Classical Conditioning

Back 5

1) Repetition
2) Stimulus Generalization
3) Stimulus Discrimination

Front 6

Repetition
(Aspect of Classical Conditioning)

Back 6

Repetition increases the likelihood of a subject's responding to a conditioned stimulus.

The more often the conditioned stimulus is paired with the unconditioned one, the stronger the association becomes and the more likely it will be remembered.

Front 7

Stimulus Generalization
(Aspect of Classical Conditioning)

Back 7

A new stimulus is sufficiently similar to an existing conditioned stimulus that evokes the same response.

Consumers generalize what they have learned about one product to other products they perceive to be similar.
(me too products, product line extensions, family branding.)

Front 8

Stimulus Discrimination
(Aspect of Classical Conditioning)

Back 8

Consumers are able to discriminate the new stimulus from the existing one and do not exhibit the same behavioral response (Diet Coke not the same as Diet Pepsi)

Front 9

Developer of Instrumental Conditioning

Back 9

B.F. Skinner

Front 10

Instrumental Conditioning Theory

Back 10

Individuals will only learn to associate a stimulus and response if they are rewarded for doing so.

Instrumental Conditioning occurs when the subject learns to exhibit behaviors that are positively reinforced and to avoid those behaviors that yield negative reinforcement.

Occurs through a trial-and-error process

Front 11

Developer of Classical Conditioning

Back 11

Ivan Pavlov

Front 12

Instrumental Conditioning
Three Types of Reinforcement

Back 12

Positive Reinforcement
Negative Reinforcement
Punishment

Front 13

Positive Reinforcement

Back 13

Rewarding the individual for a behavioral response, encouraging repetition of the response.

Front 14

Negative Reinforcement

Back 14

Encourages the individual to take particular actions, but in this case they are taken to avoid receiving the negative reinforcement

Front 15

Punishment

Back 15

Discourages the individual from taking a particular action that will have negative consequences.

Front 16

Random Partial Reinforcement

Back 16

Rewards consumers on an irregular schedule

Rewards should not automatically follow every desired behavior because the reward becomes expected and is no longer effective.

Front 17

Observational Learning Theory

Back 17

Subset of operant conditioning.

Occurs as a result of vicarious rather than direct experience.

Happens when people observe how others behave in response certain situations (stimuli), the ensuing results (reinforcement) that occur, and the imitate (model) the positively-reinforced behavior when faced with similar situations.

Front 18

Modeling

Back 18

The process through which individuals learn behavior by observing the behavior of others and the consequences of such behavior.

Front 19

Cognitive Learning Theory

Back 19

Assumes that learning occurs when an individual processes information using conscious mental process.

Examine the "black box" in addition to the stimuli that enter it and and the behavioral responses that leave it.

Front 20

Memory

Back 20

The "location" or "storehouse" in which individuals store the knowledge they will be able to recall and use for later problem solving.

Front 21

Types of Memory

Back 21

Sensory Memory
Short-Term Memory
Long-term Memory

Front 22

Sensory Memory

Back 22

Temporarily stores information that is received during the perceptual process

Duration: less than 1 or 2 seconds

Attention: Information that passes through an attentional gate is transferred to short-term memory.

Front 23

Short-term Memory

Back 23

Briefly stores information to which attention has paid

Working memory

Duration: less than 20 seconds

Front 24

Long-term Memory

Back 24

(Relatively) Permanently stores knowledge after Elaborative Rehearsal has evaluated the information for meaning and stored it.

Duration: Long or permanent

Front 25

Information Overload

Back 25

The consumer is presented with too much information

A function of the amount of information and time frame of that information.

Front 26

Elaborative Rehersal

Back 26

Evaluating information or meaning and storing it in long-term memory according to the organized principles the individual has developed based on his/her past experiences and background characteristics.

Front 27

Activation

Back 27

Integrating new information into existing, organized knowledge.

Front 28

Associative Networks

Back 28

Organized knowledge structure about a particular domain.

Information that is seen as similar is linked together in chunks that represent a more general area of information.

Associative networks form the knowledge base of schema.

Front 29

Schema

Back 29

The total package of association brought to mind when a cue is activated.

The collection of knowledge and beliefs held by the individual.

Front 30

Retrieval

Back 30

Process by which individuals recover information from long-term memory to use in problem-solving activities.

Front 31

Factors Influencing Retrival

Back 31

Familiarity with the information

Relevance of the information

Form in which the information is provided

Repetition of the information

Front 32

Familiarity with the Information

Back 32

When consumers are familiar with a product, it is easier for them to remember information about it because they have well-developed associative networks that contain a great deal of information linked to the product.

Front 33

Relevance of the Information

Back 33

When information is relevant to an individual, it is easier for them to remember it because he/ she will have both the motivation and the capacity to store that information in long-term memory through associative networks.

Front 34

Form in which the Information is Provided

Back 34

The form in which information is initially perceived before storage affects the ease with which it is retrieved.

Superiority of visual memory over verbal memory.

Front 35

Repetition of the Information

Back 35

Information is forgotten almost immediately after it is learned.

Consumers generally do not store new information very effectively without repetition during elaborative rehearsal.

Front 36

Marketing Applications of Learning Theory

Back 36

Rewards
Repetition
Stimulus Generalization & Discrimination
Experience
Signs and Symbols

Front 37

Rewards

Back 37

Rewards increase the likelihood that a behavior will be repeated.

If the reward is given too often, the consumer may come to expect the continual reward, and the reward will have lost any effect it originally may have had on the consumer's behavior.

Front 38

Reinforcement Schedules

Back 38

Continuous Reinforcement --> Total Reinforcement = least effective

Systematic Partial Reinforcement

Random Partial Reinforcement = most effective

Front 39

Repetition

Back 39

Repetition enhances consumer learning.

1) Helps consumers associate an unconditioned stimulus (meat) with a conditioned stimulus (bell).

2) Strengthens the links between the new information and associated nodes in long-term memory

Front 40

Stimulus Generalization and Discrimination

Back 40

Marketers utilize stimulus generalization when they want to provide information about product line extensions.

Also used when they want to make a product distinct in the mind of the consumer.

Front 41

Experience

Back 41

Consumers learn from their experience with products...so marketers use free samples

Front 42

Signs and Symbols

Back 42

Facilitate consumer learning through the process of association.

Front 43

Attitude

Back 43

Learned predisposition to act in a consistent way toward an object based on feelings and opinions that result from an evaluation of knowledge about the object.

Front 44

Three Factors of Attitude

Back 44

1) Learned Knowledge about an object
2) Evaluation of the object based on that knowledge
3)Predisposition to act based on that evaluation

Front 45

Characteristics of Attitude

Back 45

Learned
Consistent (and also w/ behavior)
Occur within, and are affected by situations (influence the relationship between an attitude and a behavior)

Front 46

Four Functions of Attitudes

Back 46

1) Utilitarian Function
2) Value-Expressive Function
3) Ego-Defensive Function
4) Knowledge Function

Front 47

Utilitarian Function

Back 47

A person develops an attitude toward an object because it offers utility (fluoride prevents cavities)

Similar to knowledge

Front 48

Value-Expressive Function

Back 48

A person develops a positive attitude toward an object that allows him to express his values/personality/lifestyle.
(American-made cars are good for the economy)

Similar to ego-defensive

Front 49

Ego-Defensive Function

Back 49

A person develops an attitude to protect self from external threats or internal feelings. (Head and Shoulders in preventing dandruff which is an embarrassing problem)

Similar to Value-expressive

Front 50

Knowledge Function

Back 50

A person forms an attitude to help organize knowledge of his environment into easily applied evaluations that can be used to simplify decision-making.

Front 51

Tricomponent Attitude Model

Back 51

1) Cognition
2) Affect
3) Conation

Front 52

Cognition
(Tricomponent Attitude Model)

Back 52

Consumer's knowledge about products, brands, and marketers

Front 53

Affect
(Tricomponent Attitude Model)

Back 53

Consumer's feelings or emotions about an object (evaluation of a product or brand)

Front 54

Conation
(Tricomponent Attitude Model)

Back 54

Consumer's intention to act in some way regarding an object (predisposition to buy a particular product to satisfy a need)

Front 55

Multi-Attribute Attitude-Toward-Object Model

Back 55

Focus on an object's multiple attributes

Suggests that the individual's attitude toward the object is the result of the aggregation of his or her evaluations of each one attribute.

Consumer's overall attitude toward a product is the aggregation of:
1) His or her beliefs about each of its attributes
2) an evaluation of the importance or relevance of that attribute in providing the needed benefits

Front 56

Attitude-Toward-the-Ad Model

Back 56

Consumers form various feelings and judgments as a result of their exposure

Front 57

Attitude Change Strategies

Back 57

Changing the product or package - Specific

Linking products to a special cause or event - Specific

Changing the relative importance of attributes

Changing brand beliefs -- Specific

Adding an attribute/ benefit -- Specific

Elaboration Likelihood Model -- Global

Front 58

Elaboration Likelihood Model

Back 58

Attitude change can occur through central route or peripheral route

Central - involved with
Peripheral - not very involved

Front 59

Involvement

Back 59

The degree of personal relevance that the product or purchase holds for the consumer.

Front 60

Cognitive Dissonance

Back 60

Feelings of discomfort experienced when a consumer has knowledge, holds attitudes, or takes actions that conflict with one another.

Front 61

Cognitive Dissonance Theory

Back 61

When dissonance occurs, the individual will seek to reduce it by changing the inconsistent cognitive elements.

Front 62

Factors Affecting the Amount of Dissonance

Back 62

The more similar the choices, the greater the dissonance.

Higher involvement --> higher dissonance

Dissonance is greater if an individual does something voluntarily than if forced (forced compliance study)

Front 63

Ways to Reduce Dissonance

Back 63

Rationalize the decision as being wise

Seek out ads that support the original reason for choosing the product

Trying to sell friends on the positive features of the brand

Looking to known satisfied owners for reassurance

Front 64

Assumption of Attribution Theory

Back 64

People attempt to understand one's behaviors and social events they observe by making causal attributions or inferring a "cause" of them

Front 65

Types of Attributions

Back 65

Internal Attribution- giving yourself credit for the outcome

External Attribution- giving others or outside events credit for the outcome

Defensive Attribution- Consumers are likely to accept credit personally for success, and to credit failure to others or to outside events.

Front 66

Foot-in-the-Door Technique

Back 66

Compliance is gained for a relatively large request by first gaining compliance to a relatively minor request; the compliance with the minor request positively affects later compliance with the larger request.

Individuals look at their prior behavior (compliance with a minor request) and conclude that they are a "yes" person

Front 67

Self-Perception Theory

Back 67

Attributions a consumer makes about his or her own behavior (his or her self perceptions) may result is subsequent attitude changes.

Front 68

Source Credibility

Back 68

The belief that a source provides accurate and unbiased information based on objectivity and expertise.

Higher source credibility --> greater persuasion

Front 69

Credibility of Informal Sources

Back 69

Sources have nothing to gain from their recommendation

Front 70

Credibility of Formal Sources

Back 70

Built on intention, reputation, expertise, and knowledge.

Front 71

Credibility of Spokespersons or Endorser

Back 71

Celebrities who have the actual product knowledge --> more credible

Endorser's demographic characteristics are similar to those or target audience --> more credible

Front 72

Sleeper Effect

Back 72

High credibility sources tend to be more effective persuaders than low credibility sources. Over a period of time, the favorable effect of high-source-credibility on attitude change diminish, and low-source credibility negative attitude reactions become more positive.

Consumers forget the source message faster than they forget the message itself.

Front 73

Comparative Advertising is Most Effective When

Back 73

Brand is new or has a small market share

Brand is noticeably superior to competition on some attribute

Target market has no strong preference

Used on TV

Front 74

Comparative Advertising Often Fails When

Back 74

Product has no significant advantages

Competition had valid counter claims

Appeal is emotional rather than rational

Front 75

Rules for using Fear Appeals

Back 75

Give specific instructions on how to cope or overcome fear.

Use highly credible source

Vulnerable people are less persuaded by fear appeals

Don't use fear if target audience has low self-esteem

Front 76

Rules for using Sex Appeals

Back 76

Used because of their power to draw attention of consumers to the message

To be successful, the sexual imagery in the ads must not distract the consumer's attention away from the content of the message.

Advertisers may be giving up persuasiveness to achieve "stopping power"

Gestalt psychology- don't want ground to be more powerful than source.

Front 77

Research Findings on Humor Advertising

Back 77

Humor increases attention

Humor can distract from message points causing decreased comprehension

Humor does not enhance source credibility.

Humor can inhibit counter arguing.

Humorous ads are NOT any more effective in changing attitudes than serious ads.

Front 78

Arguments FOR the use of Humor:

Back 78

Helps gain attention and interest

Speaks to audience at their level

Will make people like the brand more

Language

Front 79

Arguments AGAINST the use of Humor:

Back 79

Large difference in what people find funny

Fast wear out --> irritation

Distracts from message