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Consumer Behavior Test 2 > Chapter 9 > Flashcards

Chapter 9 Flashcards

1
Q

consumer behavior is largely a …

A

learned behavior

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2
Q

Things that are learned

A

values, tastes, behaviors, preferences, symbolic meanings, and feelings

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3
Q

things that affect the lifestyle people seek

A

culture, family, friends, mass media, and advertising

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4
Q

learning

A

any change in the content or organization of long term memory or behavior

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5
Q

information processing

A

a series of activities by which stimuli are perceived, transformed into information , and stored

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6
Q

Ex: Information processing, learning , memory

A

a consumer may notice his or her favorite brand of soda on the store shelf because of a purchase goal stored in long term memory.

  • the current price of the soda is brought into sort-term memory through the perceptual system for processing. then comparison of long and short term on price
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7
Q

short term memory - working memory

A

portion of total memory that is currently activated or in use

-information is analyzed, categorized, and interpreted

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8
Q

long term memory

A

is that portion of total memory devoted to permanent information storage

  • marketers worry about HOW this information is categorized
  • unlimited, permanent storage
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9
Q

STM-short lived

A
  • not static
  • short lived (3.7 secs)
  • must refresh info through maintenance rehearsal -ex: repeating the same formula or definition before an exam OR marketers repeating the brand name or key benefit in a prominent manner several times in an ad.
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10
Q

STM-Limited capacity

A
  • can only store 5 to 9 bits of information
  • chunking- organizing individuals items into groups related items that can be processed as a single unit -EX: toll free numbers vanity numbers (800-555-HOME)
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11
Q

STM- elaborative activities

A
  • EA: when previously stored experiences, values, attitudes, beliefs, and feelings to interpret and evaluate information in working memory as well as to add relevant previously stored information.
  • Ex: new tech product - HOW it is presented will influence the nature of the elaborate activities that will occur and how it is remembered
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12
Q

Elaborative activities can include:

A

concepts- abstractions of reality that capture the meaning of an item in terms of other concepts

imagery - concrete sensory representations of ideas, feelings, and objects - it permits a direct recovery of aspects of past experiences - Ex: sensory images , vivid pictures , words and phrases - “picture it”, “feel it”, “imagine it”

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13
Q

key issue in learning and memory

A

extent of elaboration- major determent is when consumer motivation or involvement is low

-elaboration increases LTM

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14
Q

LTM types

A
  • Semantic memory:basic knowledge and feelings an individual has about a product. EX: Acura- defined as a “luxury car”
  • Episodic memory- memory of a sequence of events in which a person participated - EX: first date, graduation, learning to drive , can be quite strong remembrances
  • Flashbulb memory- acute memory for the circumstances surrounding a surprising and novel event (type of episodic memory) : vivid detail, high degree of confidence, special and different from memories, specific situational detail about location and people
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15
Q

two important memory structures

A

schemas and scripts

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16
Q

Schemas

A
  • a complex web of associations
  • ex: MT Dew - how one may form a network of meaning for that brand based off of various concepts
  • associative links between feelings are nodes (strong links are cool and crisp, and weak are halloween party - for MT Dew example)
  • contains product characteristics, usage situations, episodes, and effective reactions
  • source of schemas is personal experience
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17
Q

Marketers schema for..

A

consumption situations and schema they have of the brand

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18
Q

Consumption situation schema

A

EX: jogging - drink Dasani
EX: party- Budweiser - relates to the schematic memory - which refers to the evoked set
EX: party mixer- Canada Dry ginger ale - situation schema

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19
Q

Scripts

A

memory of how an action sequence should occur

  • ex: purchasing and drinking a soft drink to relieve thirst
  • ex: green marketing - recycle and disposal methods
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20
Q

retrieval from LTM

A
  • accessibility- can be enhanced by rehearsal, repetition, and elaboration
  • EX: coke - the brand that comes to mind when you think of sodas
  • top of mind awareness
  • more links and nodes from elaboration - enhances accessibility
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21
Q

Retrieval of memories may involve

A
  • explicit memories- answering end of chapter questions without looking back
  • implicit memories- brand placement on TV shows
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22
Q

high involvement learning

A

the consumer is motivated to process or learn the material

EX: Reading a PC magazine before buying a computer

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23
Q

low involvement learning

A

the consumer has little or no motivation to process or learn the material
EX: tv is interrupted by a commercial for a product he or she may not want

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24
Q

conditioning

A

set of procedures that marketers can use to increase the chances that an association between two stimuli is formed or learned

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25
Q

classical conditioning

A

attempts to create an association between a stimulus (brand name) and some response (behavior or feeling).

  • most common in low involvement situations

EX: unknown product with known music- then you will create a positive feeling produced by the music

EX: hearing popular music - unconditioned stimulus , elicits a positive emotion - unconditioned response

This music is constantly parted with a a brand of pen - conditioned stimulus, the brand itself may come to elicit the same positive emotion - conditioned response

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26
Q

operant conditioning

A

attempts to create an association between a response (buying a brand) and some outcome (satisfaction) that services to reinforce the response.

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27
Q

examples of classical conditioning

A
  • product ads at a sports game to gain excitement
  • political candidate play patriotic background music in ads
  • Christmas music in stores to increase propensity to purchase
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28
Q

operation conditioning

A

involves rewarding desirable behaviors such as brand purchases with a positive outcome that serves to reinforce the behavior

  • consumers learn that the response is associated with a positive outcome

EX: new light popcorn - offer free samples/special discounts - desired response, the test will be the positive outcome

-consumers have to FIRST engage with the product and come to understand stand the powers in positive outcomes to gain the reinforcement

29
Q

shaping

A

encouraging people to try a free sample and then they buy the product

30
Q

examples of operant conditioning

A
  • direct mail or personal contact follow up
  • extra reinforcement for purchasing a particular brand- rebates
  • free product samples (shaping)
  • exciting shopping environment (reinforcing)
31
Q

cognitive learning

A

all the mental activities of humans as they work to solve problems or cope with situations

-learning ideas, concepts, attitudes

kinds:
iconic rote learning, analytical reasoning, and vicarious learning or modeling

32
Q

iconic rote learning

A

a concept or the association between two or more concepts in the absence of conditioning

  • low involvement, scanning - use information latter when need product
    ex: Tylenol is a headache remedy - associate new concept of Tylenol with existing- headache remedy
33
Q

vicarious learning or modeling

A

-both low and high involvement

observe outcomes of others and adjust accordingly

ex: high involvement :
- new job and work attire- buys a new suit , ads encourage people to imagine feelings when experiencing the use of the product

ex: low involvement :
- observing others behaviors of products and knowing when the situation is right

34
Q

analytical reasoning

A

combining old and new information

-one form is use of analogical reasoning- inference process that allows consumers to use an existing knowledge base to understand a new situation or object

EX: kindle - you may have one or have learned about it by relating it to a laptop or word doc

35
Q

Stimulus discrimination

A

learning to respond differntly to similar but distinct stimuli

  • important to point out differences in products

EX: Bayer - differentiation by showing it is different from other brands

-brand scandals, can cause spill over - good opportunity to different from other brands

36
Q

stimulus generalization

A

rub-off effect, occurs when a response to one stimulus is elected by a similar but distinct stimulus

ex: Oreo cookies taste good - the Oreo cone will taste good too then

37
Q

marketers want consumers to

A

learn and remember positive features, feelings, and behaviors associated with their brands

38
Q

conditioned learning - extinction

A

forgetting - when learning is not repeated, it is lost

39
Q

cognitive learning - retrieval failure

A

information in LTM memory can not be retrieved for STM

40
Q

two concerns for forgetting

A

likelihood of forgetting and rate of forgetting

41
Q

forgetting - marketers promote this when EX:

A

smoking - American machinist magazine designs this so individuals can unlearn smoking behavior - corrective advertising

42
Q

strength of learning is enhanced by six factors:

A

importance, message, involvement, mood, reinforcement, repetition, and dual coding

43
Q

importance

A
  • how involved (high or low) they are with the purchase

- ex: bilingual consumer - if ad was in Spanish instead of English would it be more effective

44
Q

message involvement

A

not motivated to learn the material
-ex: playing a “popular song” with ppl singing along in a car - the consumer would be motivated to sing along with the ad

  • key issues:
  • scent in ads, role of suspense, and self-referencing (nostalgia appeals)
45
Q

mood

A

positive mood - enhances learning

46
Q

reinforcement

A

positive reinforcement - ex: “good morning gorgeous with the coffee pot , and “chipotle ad about a “enjoy the food, service, and atmosphere”

negative reinforcement– removal of avoidance ex: Vicks says it will remove sinus pain and pressure

47
Q

earworms

A

music that gets stuck in our heads

ex: chilis baby back ribs

48
Q

punishment

A

if a couple tries chipotle after seeing the ad for good food- then they try it and dont like it they probs won’t go back

49
Q

repetition

A

the more ppl are exposed/engaged with a behavior = the more likely to remember it

ex: miller lite beer commercial during the baseball game

50
Q

pulsing

A

ex: politicians holding back on information until right before the election
- waiting until the right timing so consumers recall the information

51
Q

advertising wear out

A

when there is too much repetition

one strategy to avoid this is use variations of a theme
ex: target - Red Bullseye, they variate it - sometimes on the dog and sometimes roaming around

52
Q

dual coding

A

consumers learning information in tow different contexts:

  • consumer sees product in two different ads with two different themes
  • consumers has a visual and a verbal
53
Q

high imagery stimuli

A

leave a dual code - stored in memory on both verbal and pictorial dimensions

54
Q

low imagery stimuli

A

coded only verbally

55
Q

echoic memory

A

memory of sounds, including words

-ex: background music

56
Q

memory interference

A

competitive advertising - causes difficulty retrieving specific information

ex: canda dry versus mt. dew - mix up brand claims

57
Q

memory interference - strategies

A
  • avoid competing advertising - use a recent plan : ad is posted close to the time of purchase .
  • strengthen initial learning- encourage dual coding and brand schema ex: radio ad followed by a print ad - if brand post all key attributes than it can cause issues with brand repositioning later
  • reduce similarity to competing ads
  • provide external retrieval cues - ex: got milk ads - got milk on packaging
58
Q

response environment

A

marketers match the in-store retrieval environment to the learning environment by providing retrieval cues

ex: chewing gum - conditioned response - positive music and brand visual, see it on the shelf with same packaging and feel

59
Q

brand image

A

schematic memory of a brand - what they have learned about the brand

products such as apples and water are now being branded

ex: tyson is now offering a line of fully cooked chicken - this is meeting the needs of consumers

60
Q

brand equity

A

the ability to benefit from a brand image

61
Q

ex of brand image gone wrong

A

Hershey - made an upscale chocolate and it did not perform well because Hershey is a non upscale brand

62
Q

product positioning

A

a decision by a marketer to try to achieve a defined band image relative to competition within a market segment

ex: sunkist healthy dummies - the brand positioned them as healthy and is going to place them in the store next to other health items

63
Q

perceptual mapping

A

measure and develop a products position

ex: chocolate candies

64
Q

product repositioning

A

deliberate decision based on the market views

  • costly and consumers have to unlearn the ways of before
    ex: hyundai is attempting to move form low pricing image to one that is refined and elegant
65
Q

repositioning examples

A

Hardee’s moved away from thin patties to thick ones

66
Q

brand equity

A

equity - economic value

buying brand named headache medicine - bayer

67
Q

brand leverage

A

family branding, brand extensions, umbrella branding…

ex: Starbucks ice cream, Campbell’s tomato juice

Generally requires at least one of the following:

  • complement
  • substitute
  • transfer
  • image

ex: marketers are focused on the fit of the change - ex: fruit loops - hot cereal versus fruit loop lollipops
- the “image” of the taste allows this to work
ex: Revlon - tummies to help with beauty - the brand can’t be that far of a stretch from the original product

68
Q

brand dilution

A

ex: nike - associated with so many products and thing

Consumer Behavior Test 2 (4 decks)

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