Class 5: Learning and Motivation Flashcards
Learning
▪ Learning is a relatively permanent change in behaviour that is caused by experience. How we learn to behave in response to certain stimuli.
▪ Learning relates to the development and changes in our mental knowledge structures.
▪ Learning is can be both intentional and incidental.
Perspectives About Learning: 2 Approaches
Two major theoretical approaches have been used to understand the process of learning:
Behavioral Learning Theories
Cognitive Learning Theories
Behavioural Learning
▪ Learning takes place as a result of responses to
external events.
▪ Concerned with the way that certain stimuli come
to elicit particular responses.
Two dominant theories:
▪ Classical conditioning
▪ Operant (or instrumental) conditioning
Classical Conditioning
▪ Classical conditioning occurs when a new stimulus starts to evoke the same response that naturally occurs in reaction to another stimulus
▪ Classical conditioning first requires a naturally
occurring response to a stimulus – a reflex
▪ The new stimulus then becomes associated with the reflex.
Ex: Pavlov’s dog
Application: Conditioning and Emotional Response
Images (nearly) guaranteed to lead to
naturally occurring, positive, affective
responses…
Marketing Application
Initial Stimulus
Unconditioned Stimulus
(UCS)
->
Natural Response
Unconditioned Response
(UCR)
Operant Conditioning
▪ Individuals learn to perform behaviours that produce positive outcomes and to avoid those that yield negative outcomes.
▪ Relates to learning of voluntary behaviour.
▪ Refers to changes in behavior caused by the nature of consequences that follow behaviour
Reinforces: Consequences that INCREASE
behaviour.
Punishment: Consequences that DECREASE
behaviour.
Reinforcement Schedules: Continuous
Reinforcement
Consistent rewards every time a product is purchased
Ex: Happy Meal Toy
Effects on Behaviour: Moderate levels of
engagement.
Reinforcement Schedules: Fixed-Ratio Schedule
Rewards given after a specific number of responses
Ex: Loyalty cards/stamp cards
Effects on Behaviour: Consumer engagement reduces after reward, and ramps again before next scheduled reward.
Reinforcement Schedules: Variable-Ratio
Schedule
Rewards delivered at irregular, unknown,
number of purchases/attempts
Ex: Slot machines; Roll Up the Rim to Win
Effects on Behaviour: Highly effective at keeping consumers engaged.
Reinforcement Schedules: Fixed-Interval
Schedule
Rewards after a specific known period of time
Ex: Sales that happen at specific times of year
Effects on Behaviour: Significant pauses after reinforcement is delivered
Variable-Interval Schedule
Rewards delivered after an unknown period of time at an unknown rate
Ex: Offering of sales at an unknown time
Effects on Behaviour: Moderately effective at keeping consumers engaged.
Cognitive Learning
▪ This perspective views people as problem-solvers who, through internal mental processes, use information to master their environment.
▪ Learning by reasoning involves the manipulation of existing knowledge structures to form new structures and conceptual understanding.
▪ Consumers process information that is then stored in memory.
▪ Example: Gaining experience in a product category.
Observational Learning
▪ Occurs when we watch others and note reinforcements they
receive for behaviors
▪ Simple imitation (modeling, observational, or vicarious learning)
in the absence of any reinforcement
▪ Vicarious learning enhanced by observation of consequences
(social learning theory)
▪ Can infer own attitudes by observing your own behaviour.
Marketing Applications
▪ Product placement
▪ Celebrity endorsements
▪ Influences
▪ Image Advertising
▪ Many advertisements at least partially rely on learning through viewing consequences of others’ actions –believability crucial!
▪ Consumers are affected by characteristics of the modeler, e.g. expertise, attractiveness, status, similarity, etc.
Key Question: Why do people do the things
they do?-
Motivation
The Motivation Process
▪ Motivation: a process that leads people to behave as they do.
▪ Goal: consumer’s desired end state
▪ Motivational strength: degree of willingness to expend energy to reach a
goal
Needs -> Goals -> Actions
Types of Needs*
Maslow’s Hierarchy of Needs
Psychogenic needs: Related to individuals’ psychological well- being (e.g., belonging, fairness, status, power, cognition, consistency, etc.)
First 4^
Biogenic needs: Necessary for immediate survival (e.g., food, water, warmth, sleep, oxygen, etc.)
Base^
Goals
After identifying needs, consumers define goals that they want to achieve to meet their needs.
These goals can take on two orientations:
- AVOIDANCE– Avoid something negative, or potentially negative (e.g., hunger, cold, looking cheap).
- APPROACH - Create a positive state or the possibility of one (motivated to achieve) (e.g., socializing, being admired)
Motivational Conflict
▪ Products can satisfy one need but conflict with another, or
▪ A need could be satisfied by different products
These situations can give rise to motivational conflict
Approach-Approach-> Two desirable alternatives
Approach-Avoidance-> Positive & negative aspects of desired product
Avoidance-Avoidance-> Facing a choice with two undesirable alternatives
Motivational Strength
Why do people work hard to achieve some goals, but not others? Strength depends on…
▪ For an avoidance motivation, depends on perceived negativity of end state
▪ E.g., Sun Screen – is this presented as a solution to cancer or acne.
▪ For an approach motivation, depends on perceived positivity of end state
▪ E.g., Rat experiment (pleasure over food)
Increasing Motivational Strength
Intrinsic:
Engaging in a behaviour because it is personally rewarding.
Extrinsic:
Motivated to perform a behaviour to earn a reward or avoid a punishment.
Increasing Motivational Strength: But…
Failure to achieve a goal is not always about motivational strength:
▪ Other things, goals, or people can interfere
▪ Circumstances change
▪ Material configurations
Increasing Motivational Strength- Likewise…
Motivational strength isn’t the only thing that contributes to goal success:
▪ Planning in general
▪ Planning for when things go wrong
▪ Flexibility (openness to change and different ways of doing things)
▪ Material configurations
