Consumer Learning Flashcards
Learning Definitions
= Relatively permanent change in behaviour caused by experience
Solomon (2004)
= Learning is the process by which individuals acquire the consumption knowledge and experience they apply to future-related behaviour
Strydom (2005)
The Learning Process
= Learning may be intentional or incidental.
= Learning consists of the following four elements:
- Motivation
- Cues (stimuli)
- Responses
- Reinforcement
2 types of learning
LAB (Learning as Behaviour)
= Classical conditioning
= Operant/Instrumental Conditioning
LIK (Learning as Knowledge)
= Cognitive Learning Theory
Learning As Behaviour
A major approach to learning which acknowledges a relatively permanent change in behaviour that occurs as a result of experience
Sometimes referred to as “stimulus-response” behaviour.
(Schiffman and Kanuk, 2014)
Classical Conditioning (1)
• Occurs when an individual learns to associate an unrelated stimulus with a particular behaviour response that has previously been elicited by a related stimulus
• Pavlov’s Theory– – Conditioned stimulus – Unconditioned stimulus – Unconditioned response – Conditioned response
Classical Conditioning (2)
- Pavlov (1902) started from the idea that there are some things that a dog does not need to learn. For example, dogs don’t learn to salivate whenever they see food. This reflex is ‘hard wired’ into the dog. ^The behaviour is innate.
- In behaviourist terms, the salivation is an unconditioned response (i.e. a stimulus-response connection that required no learning).
Unconditioned Stimulus (Food) > Unconditioned Response (Salivate)
• However, when Pavlov discovered that any object or event which the dogs learnt to associate with food (such as the lab assistant) would trigger the same response, he realised that he had made an important scientific discovery.
• Pavlov knew that the dogs in his lab had somehow learned to associate food with his lab
assistant. This must have been learned because the dogs did not do it at one point.
Repitition
= Key to forming associations between brands and fulfilment of needs
= Individuals can become satiated with numerous exposures and attention declines = advertising wear-out
= Three hit theory (Krugman): awareness, relevance, remind
= OTS(3)/OTH(4) = opportunity to see/hear = a term that refers to an advertising campaign and the number of exposures or opportunities which a particular audience has to see/hear a specific advert
(Schiffman and Wisenblit: 2015)
Applications of Classical Conditioning
Fresh Step air freshener uses different versions of the same ad in order for the ad to continue w/o advertising wear-out.
Mcdonalds
= paired the UCS of photos/smell of burgers the the CS of golden arches/red and yellow/ “im lovin’ it” which created an unconditioned response of hunger/craving for maccies
= Now just the conditioned stimulus creates the conditioned response.
Stimulus Generalisation (w/in concept of CC)
= Tendency of a stimulus similar to the Conditioned Stimulus to evoke a similar Conditioned Response
= A competing brand uses similar packaging/design in order to try and attract/deceive the consumer
Strategic applications of stimulus generalisation
= Product line extensions – additions of related items to an established brand portfolio e.g Candles
= Product form extensions – offering the same
product in a different form under the same brand e.g. if Listorine created a chewing gum
= Family branding – marketing different products
under the same brand name e.g. if you recognise a body wash brand, you would trust the shampoo
= Licensing – contractually allowing a well-known
brand name to be affixed to the products of
another manufacturer
(Schiffman and Wisenblit: 2015)
Stimulus Discrimination (w/in concept of CC)
= When an Unconditioned Stimulus is
purposefully dissimilar to the Conditioned
Stimulus
= A brand uses packaging/design to differentiate itself from competitors. They do not want to be seen to be similar
