copy of learning cb

8/7/2019 Copy of LEARNING CB

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Learning and Memory

Chapter 3


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Learning Objectives

How we (and consumers) learn

Types of learning

Main characteristics of learning Using learning in marketing strategies

Importance of brand image and product

positioning


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Learning

Learning refers to any change in the

content or organisation of long-term

memory Consumer behaviour is largely learned

behaviour


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The Learning Process

Products as reminders of life experiences

Products + memory = brand equity/loyalty

Learning: a relatively permanent change inbehavior caused by experience

Incidental learning

Ongoing process


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The Learning Process

Incidental Learning:

Casual, unintentional acquisition of

knowledge

Learning is an Ongoing Process:

Constantly being revised

Can be either simple association (logo

recognition) or complex cognitive activity(writing an essay)


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Learning as a Key to Consumer Behaviour


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Learning Results from Information

Processing and Causes Changes in Memory


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Involvement and Learning

Learning under high-involvement

conditions

Consumer has a high motivation to learn

Learning under low-involvement conditions

Most consumer learning is in a low-

involvement context


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Learning Theories in High- and Low-Involvement Situations


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Types of Learning

Behavioural learning Theories

Conditioning

Classical conditioning

Operant conditioning

Cognitive learning

Iconic rote learning Vicarious learning/modelling

Reasoning


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Behavioral Learning Theories

Assume that learning takes place as the result ofresponses to external events.

View is represented by two major approaches to

learning: 1) Classical Conditioning

2) Instrumental Conditioning

Peoples experiences shaped by feedback they

receive as they go through life Actions result in rewards and punishments,

which influences future responses to similarsituations.


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Behavioral Learning Theories

Learning = responses to external events

Black box

Observable behavior Classical conditioning & instrumental

conditioning

Figure 3.1

ConsumerStimulus Response


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Conditioning

Conditioning is based on the association of

a stimulus (information) with a response

(behaviour or feeling)


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Classical Conditioning

Establishing a relationship between

stimulus and response to bring about the

learning of the same response to a

different stimulus

Most common in low-involvement

situations

Learning is more often a feeling or

emotion than information


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Consumer Learning through Classical

Conditioning


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How Affective Response Leads

to Learning


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Classical Conditioning

Ivan Pavlov

CS + UCS = response

Over time: CS =

response

Brand names as CS

Credit card as CS

Music, humor, imagery

CS first, then UCS


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Classical Conditioning (Contd)

Repetition of exposure

Type of medium used

Extinction

Beware of

Advertising wear out

Frequent product encounters


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Stimulus Generalization

Halo effect

Application

Brand equity

Brand leverage

Family branding, product line extensions,

licensing, look-alike packaging


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Example of Stimulus Generalisation to Launch a New

Product


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Stimulus Discrimination

It occurs when UCS does not follow a

stimulus similar to a CS Application

Brand positioning

Unique attributes of brand


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Instrumental Conditioning

Trial precedes liking

Product sampling is an example of this type of learning


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The Process of Shaping in Purchase

Behaviour


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Occurs as the individual learns to perform

behaviors that produce positive outcomes

and avoid behaviors that yield negative

outcomes

Shaping

The desired behavior may be learned over a

period of time, as intermediate actions arerewarded in a process called shaping.


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Behaviors = positive outcomes or negativeoutcomes

Deliberate behavior to obtain a goal

Positive reinforcement

Frequency marketing, thank you letters,rebates, follow-up phone calls

Negative reinforcement Punishment

Extinction


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Instrumental Conditioning (Contd)

Reinforcement schedules include

Fixed-interval (seasonal sales)

Variable-interval (secret shoppers) Fixed-ratio (grocery-shopping receipt

programs)

Variable-ratio (slot machines)


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Applications of Instrumental

Conditioning Principles

Reinforcement of Consumption:

Thank you

Rebates Follow-up phone calls

Frequency Marketing:

Reinforces regular purchases by giving them

rewards with values that increase along with

the amount purchased

Frequent flyer miles


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Cognitive Learning Theory

People = problem solvers

Active use of information to master

environment


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Cognitive Learning

Iconic rote learning

Association between two or more concepts in

the absence of conditioning

A substantial amount of low-involvement learning

involves iconic rote learning

Achieved by repeated advertising messages


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Cognitive Learning (cont.)

Vicarious learning/modelling

Observe others' behaviour and adjust their

own accordingly

common in both high-involvement and low-

involvement situations

Reasoning

most complex form of cognitive learning most high-involvement decisions generate some

reasoning


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Observational Learning

We watch others and note

reinforcements they

receive for behaviors

Vicarious learning

Socially desirable

models/celebrities who use

or do not use their products


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Observational Learning (Contd)

Modeling: imitating others behavior

Figure 3.3 (Abridged)

RETENTIONATTENTIONPRODUCTION

PROCESSESMOTIVATION

OBSERVATIONAL

LEARNING


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Applications of Cognitive Learning Principles

Consumers learn vicariously by seeing othersreceive reinforcement for their behaviors.

Marketers can reinforce or punish consumersindirectly by showing what happens to desirable

models who do or do not use their products. Consumers evaluations of models are not

limited to stimulus-response connections.

Attractiveness can be based on several

components (e.g. physical attractiveness, expertise,similarity to the evaluator)


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Memory

Memory is the total accumulation of

prior learning experiences

Sensory Memory: Very temporary storage of information we receive from our

senses Short-term memory

working memory

the role of images, sight, sound, smell, taste and tactilesituations

Long-term memory unlimited permanent storage

schematic memory linking to chunks of information


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The Role of Memory in Learning

Memory

A process of acquiring and storing informationsuch that it will be available when needed.

Stages of Memory Encoding stage

Information entered in a recognizable way

Storage stage Knowledge integrated into what is already there

and warehoused

Retrieval stage The person accesses the desired information


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Role of Memory in Learning

Memory: acquiring information and storing

it over time so that it will be available when

needed

Information-processing approach

Mind = computer & data = input/output


STORAGEENCODING RETRIEVALEXTERNAL

INPUTS


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The Memory Process

Figure 3.4


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Memory and Advertising

This Brazilian ad illustrates that external memory aids like

Post-Its can help us to remember many of the details of

modern life.


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Encoding

The way we encode information can help

us retain it later


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Encoding Information for Later Retrieval

Types of meaning: Sensory meaning(e.g. color or shape)

Sense of familiarity(e.g. seeing a food that we havetasted)

Semantic meaning: Symbolic associations (e.g. richpeople drink champagne)

Personal relevance: Episodic memories: Relate to events that are

personally relevant

Flashbulb memories: Especially vivid associations

Narrative: An effective way of persuading people toconstruct a mental representation of the informationthat they are viewing


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Memory Systems


SHORT-TERM

MEMORY

SENSORY

MEMORY

LONG-TERM

MEMORY

ELABORATIVE

REHEARSALATTENTION


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Chunking

Informational unit in short-term memory

(STM)

Brand name

Area code of telephone number

Optimal size for retrieval


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Storing Information in Memory (cont.)

Associative Networks: Contains many bits of related information organized

according to some set of relationships

Knowledge structures: Complex spider webs filled withpieces of data

Node: A concept related to a category. Knowledge structureis stored on nodes.

An associative networkis developed as links formbetween nodes.

Proposition ( belief): A larger unit of meaning (i.e., formedby combinations of nodes)

Schema: A cognitive framework (comprised ofpropositions) developed through experience

Script: A type of schema consisting of a sequence


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An Associative Network for Perfumes

Figure 3.6


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Storing Information in Memory (conc.)

Levels ofKnowledge:

Knowledge is coded at different levels of

abstraction and complexity.

Nodes

Proposition

Chunk

Schema

Script


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Storing Information in Memory (conc.)

Spreading Activation:

A process which allows consumers to shift

back and forth between levels of meaning

Brand Specific

Ad-Specific

Brand Identification

Product Category

Evaluative Reactions


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Retrieval for Purchase Decisions

Retrieving information often requires

appropriate factors & cues:

Physiological factors

Situational factors

Consumer attention; pioneering brand; descriptive

brand names

Viewing environment (continuous activity;commercial order in sequence)

Post-experience advertising effects


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Retrieving Information for

Purchase Decisions

Factors Influencing Retrieval:

Physiological Factors (e.g. age)

Situational Factors:

Pioneering brand: First brand to enter a market. Is

generally easier to retrieve from memory.

Descriptive brand names easier to recall than names that

do no provide cues to what the product is.

Viewing environment: Commercials shown first in a

series of ads are recalled better than those shownlast.

Postexperience advertising effects:

When consumers confuse recently viewed ads with their

own experiences.


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Retrieving Information for

Purchase Decisions (cont.)

State-Dependent Retrieval: (a.k.a. mood congruence effect) A process by

which consumers are better able to access info iftheir mood is the same at the time of their recall as

when the info was learned. A few marketing researchers use hypnosis to

dredge up past memories of experiences withproducts.

Familiarity and Recall:

Prior familiarity enhances recall. Salience and Recall:

Salience: The prominence or level of activation ofstimuli in memory

V

on Restorff Effect: Any technique that increasesthe novelty of a stimulus also improves recall.


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Pictorial versus Verbal Cues

There is some evidence

for the superiority of

visual memory over

verbal memory.

Pictorial ads may

enhance recall, but do

not necessarily improve

comprehension.

How many of these Adicons can you

remember from the

picture alone?


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Factors Influencing Forgetting

Decay: Structural changes in the brain produced by

learning simply go away.

Retroactive Interference: Consumers forget stimulus-response associations

when new responses to the same or similar stimuliare learned.

Proactive Interference:

As new responses are learned, a stimulus loses itseffectiveness in retrieving the old response.

Part-list Cueing Effect: When only a portion of the items in a category are

presented to consumers, the omitted items are not

as easily recalled

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