Lecture 2 Flashcards
Marketing, goals, and learning
Individual/Micro level
Cognition, attitudes, goals, learning, emotions
Product (information/stimulus) –> framing
Consumer elaboration –> behaviour (consequence)
Uses & gratifications and behavioural economics
Household/Meso level
Place-based behaviour
Uses & gratifications and behavioural economics
Society/Macro level
Practices, sociology of consumption, distinction, economics of consumption
Marketing
Creating value for/satisfying customer companies
(that may in turn create value for/satisfy their
customers) with the ultimate goal to
CREATE VALUE & SATISFY CONSUMERS
–> Depends on consumer goals
Marketing approach
Understand consumers & what they value:
- From a societal perspective (“the group of consumers”/macro level)
- From a groups perspective
(consumer differentiation / market segmentation) (household/meso level) - From an individual perspective
(“psychology of consumers”/micro level)
Learning
“The activity or process of
acquiring knowledge or skill
by studying, practising, or
experiencing something”
“A relatively permanent change in behaviour,
knowledge, or thinking skills that occurs through
studying, practising, or experiencing”
–> Stored in memory
Thus not involved in inborn or innate
behaviours (e.g., blinking, swallowing)
Everything you know about products,
brands, services, & markets is learned
Behaviourist model
Only study observable/external behaviour
Stimulus (in the environment) –> black box (can’t be studies) –> response (behaviour)
Cognitive model
Can scientifically study internal behaviour
Input (in the environment) –> mediational process (mental event) –> output (behaviour)
Behavioural learning
Classical conditioning and operant conditioning
Cognitive learning
Observational learning, incidental learning and information processing
Unconditioned stimulus
Seeing chocolate and seeing the Tony’s logo
Unconditioned response
Eating the chocolate
Conditioned response
Seeing the Tony’s logo and knowing it’s chocolate
Conditioned response
Wanting Tony’s chocolate
Memory and purchase decision
- How much info to collect
- Which brands to search for
- What features to examine
Purchase decision –> learning –> memory
Goals
- Desired end-states
- Internal representations of desired states
(Important for creating value, attitudes and emotions)
How do your goals influence your emotions and attitudes?
Goals x situation (context) –> emotions (–> attitudes) + attitudes
Learning x goals
- Mastering new skill
Vs - Performance goal
- Variety seeking
Ca you describe the process of goal striving
Goal setting –> goal striving –> goal attainment/disengagement
–> Goal disengagement –> goal re-engagement
What are the theories for goal setting?
- Expectancy-value theory
- Fantasy realization theory
- Goal systems theory
Expectancy-value model
Person aspects x situation aspects –> feasibility (expectancy) x desirability (value) –> goal setting
Example:
Goal: “act sustainably”
Feasibility: “how easy is it to act sustainibly” (openness to experience)
Desirability: “ how important is it to act sustainably” (e.g. organic stores nearby)
Bottom-up priming of goals
Seeing concert tickets –> remind of goals to have fun and be prosocial
Top-down priming of goals
Goals are to have fun and be prosocial –> find concert ticket to attain this
Goal shielding
The goal of getting a university degree is shielding the goal to have fun, because you can’t go to the concert
Goal systems theory: multifinality (learned relationships)
Reach multiple goals with one means (have fun and be prosocial by going to the concert)
Goal systems theory: equifinality
(learned relationships)
Multiple means for the goal (visit spa, concert will all make you have fun)
What are the theories for goal striving?
- Goal setting theory
- The Rubicon model of Action phases
- Implementation intentions
Implementation intentions
“If opportunity X occurs, I will do Y”
When, where and how will you try to…?
E.g. read a book, organize, call someone, eat a healthy meal
(added to Rubicon model of Action phases)
What is the difference between having implementation intentions for one goal of multiple goals at the same time?
Implementation intentions
improved success rate (reaching the goal(s))
(compared to having no intentions formulated) for only single goals
With multiple implementation intentions it was the other way around
–> Difficult to reach –> reduced commitment –> reduced success
Learning affect
Goals, emotions, attitudes and the micro/meso/maso levels
(Essential basics for all consumer behaviour concepts)
Goals affect
Emotions, attitudes and the micro/meso/maso levels
