Can Be Defined As Relatively Permanent Change In Behavior Occurring

Can be defined as relatively permanent change in behavior occurring as a result of experience (experience may be of purchase and consumption)

Learning occurs intentionally (problem solving process) as well as un-intentionally.  Learning and Memory theories are useful in understanding that how consumers wants and motives are acquired and how their tastes are developed, how frequently we are going to repeat our advertising, how visuals, symbols, sounds and other techniques can facilitates promotion. 

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Motives 

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Cues 

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Capable of providing direction i.e. it influences the manner in which, to respond to motive. E.g. hungry man is guided by restaurant signs or aroma of food.

Response 

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Motives arouse individuals and as a result they respond. This arousal function is essential because it activates the energy needed to engage in learning activity. By achieving the goal, the arousal reduces, but have a greater tendency to occur again, that is why marketers put their product in a way that when relevant consumer motive arouse their products are their to satisfy the need. This result that consumer will learn a connection b/w the product and motive .

Mental or physical activity in reaction to a stimulus.

Reinforcement 

Anything that follows the response and increase the tendency of response to reoccur in a similar situation.

Thinking Thinking

Conditioning Conditioning

Modeling Modeling

Intellectual Intellectual evaluation evaluation comparing comparing attributes attributes with with values values

Based Based on on conditioning conditioning through through association association or or reinforcement reinforcement

Based Based on on emulation emulation (copying) (copying) of of respected respected examples examples

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Behavioral Learning (Conditioning)  

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Cognitive Learning (Thinking) 

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Learning via association (classical conditioning) Learning via reinforcement (instrumental cond.)

Consumers learn through information processing and problem solving

Modeling Processes (Modeling) 

Based on observation of outcomes and consequences experienced by others

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Based on the fact that learning occurs through the connection b/w an external stimuli and response (S-R).

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Two Approaches of the Theory Classical Conditioning Operant Conditioning

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Classical Conditioning: Says that learning is an associative process with an already existing relationship b/w a stimuli and response. E.g. Food & Salivation that is not taught rather it already exists. or we can say food is unconditional stimuli and so as unconditional response salivation.

Unconditioned Unconditioned Stimulus Stimulus

(Food,family familyevents, events, (Food, waterfall) waterfall)

Unconditioned Unconditioned Response Response

Salivation,, ((Salivation Fun&&enjoyment, enjoyment, Fun Purity,Freshness) Freshness) Purity,

Association develops through continuity and repetition Conditioned Conditioned Stimulus Stimulus (Bell,, Lipton LiptonTea, Tea, (Bell

Britawater waterfiltration) filtration) Brita

Conditioned Conditioned response response

(Salivation, (Salivation, Fun&&enjoyment, enjoyment, Fun Purity,Freshness) Freshness) Purity,

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This Brita ad uses classical conditioning

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Stimulus Generalization: The reason why some imitative “me-too” products succeed in the market place. Repetition: The more often the unconditional and conditional stumble occur together the stronger the association. Family Branding: Practice of marketing a whole line of products under the same brand name. Licensing: Allowing a well-known brand name to be affixed to products of another manufacturer. Stimulus Discrimination: Opposite of stimulus generalization, selection of specific stimulus from among the similar stimuli.

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individual must actively operate or act on some aspect of environment for learning to occur. Also called Instrumental Conditioning.  This what we usually think of as learning. The general pattern is:

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There are Three Major Forms of Operant Learning 

Positive Reinforcement:

In this an individual does something and is rewarded. He or she is then more likely to repeat the behavior. For example, you eat a candy bar (behavior), it tastes good (consequence), and you are thus more likely to eat a similar candy bar in the future (behavioral change). 

Punishment:

Is the opposite. You eat what looks like a piece of candy (behavior), only to discover that it is a piece of soap with a foul taste (consequences), and subsequently you are less likely to eat anything that looks remotely like that thing ever again (changed behavior). 

Negative Reinforcement:

An example of negative reinforcement is an obnoxious sales person who calls you up on the phone, pressuring you into buying something you don’t want to do (aversive stimulus). You eventually agree to buy it (changed behavior), and the sales person leaves you alone (the aversive stimulus is terminated as a result of consequences of your behavior).

B.F Skinner’s Experiments regarding ‘Operant Conditioning’  He designed a special apparatus known as Skinner’s Box Things Required for the Experiment: 

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The darken sound proof box mainly consists of a grid floor A system of light or sound produced at the time of delivering a pallet of food in the food cup, A lever and a food cup.

It is arranged so that when a rat (hungry or thirsty) presses the lever the feeder mechanism is activated, a light or a special sound is produced and a small pallet of food or small drops of water is released into the food cup The length of the time the rat is in box is recorded

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To begin with, Skinner, in one of his experiments, placed a hungry rat in the box. In this experiment pressing of the bar in a desirable way by the rat could result in the production of a clicksound acted as a cue or signal indicating to the rat if it respond by going to the food cup, it will be rewarded. The rat was rewarded for each of his proper attempts for pressing the lever. The lever press response having been a rewarded, was repeated and when it occurred, it was again rewarded which further increased the probability of the repetition of the lever press response and so on. In this way ultimately the rat learned the act of pressing the lever as desired by the experimenter.

By: SnehalArora & Mandeep Kaur

 Learning based on mental activity is called Cognitive Learning.Unlike behavioral learning, cognitive theory holds that learning involves complex mental processing of information.

 Cognitive theorists emphasize the role of motivation & mental processes in producing a desired response.

 In cognitive learning human learn through problem solving and information processing.

 I.P is related to both the consumer’s cognitive ability & the complexity of the information to be processed.

 Consumers process product information by attributes, brands, comparison b/w the brands, or a combination of these factors.

 Individuals also differ in terms of imagery -- that is, in their ability to form mental images & these differences influence their ability to recall information.

Individual differences in imagery processing can be measured with tests of:  imagery vividness (the ability to evoke clear images).

 processing style (preferences for & frequency of visual versus verbal processing).

 daydream (fantasy) content & frequency.

Structure of Memory  Sensory store  Short-term store  Long-term store. Sensory input

Sensory Store

Forgotten; Lost

Rehearsal

Shortterm store

Forgotten; Lost

Encoding

Longterm store

Forgotten; Unavailable

Ret.

Sensory store: All data come to us through our senses; however the senses don’t transmit whole images as a camera does. Each sense receives a fragmented piece of information &

Transmit it to the brain in parallel, where the perceptions of a single instant are synchronized &

Perceived as a single image, in a single moment of time. The image of a sensory input lasts for just a second in the mind’s Sensory store.

 The short-term store (also known as “working memory”) is the stage of real memory in which information is processed & held for just a brief period.  Short–term memory converted into Long–term memory through the process of rehearsal (the silent, mental repetition of information). It takes 2-10 seconds.

In this store, information retains for relatively extended periods of time. It is possible to forget something within a few minutes after the information has reached long term storage, it is more common for data in longterm storage to last for days, weeks, or even years. Rehearsal & Encoding The amount of information available for delivery from short-term storage to long-term storage depends on the amount of rehearsal it is given. The purpose of rehearsal is to hold information in shortterm storge long enough for encoding to take place.

Encoding is the process by which we select a word or visual image to represent a perceived object. for ex. Marketers, help consumer encode brands by using brand symbols. Kellogg’s uses Tony the Tiger on its frosted flakes. Dell computer turns the e in its logo on its side for quick name recognition. Microsoft uses a stylish window, presumably on the word.  Retention  Retrieval  Interference.

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The Response Wheel

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Colored segment shows Psychological Dimensions

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Dec.process

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Cognitive

Route

think/feel/do

Products cars, new products with high

involvement 

Impulse do/feel/think

snacks, beverages, small house holds

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Experience feel/do/think shows, new products

restaurants, trade with sampling

demonstration 

Repeat/habit do/think/feel

Low priced

–Consumer Involvement Theory is one way to understand the psychology and behaviour of your target audience. –There are two dimensions to CIT: 1) Involvement and 2) Rational / Emotional. –Involvement refers to how much time, thought, energy and other resources people devote to the purchase process. –The Emotional / Rational scale is a measure of reason vs. impulse, desire vs. logic, passion vs. prudence.

–It involves Four steps :  High involvement / rational  High involvement / emotional  Low involvement / rational  Low involvement / emotional

1. High involvement / rational 

In this category you find expensive business purchases: anything relating to the technological, infrastructure, the office location and lease, as well as the company health insurance plan

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On the consumer side, high involvement / rational purchases tend to be linked to high cost. This category can include financial services and products, the purchase of a home or car, as well as major appliances and electronics. That said, high involvement consumer purchases can vary significantly on the rational / emotional scale from individual to individual. e.g. For Ms. Smith, a car is strictly a way to get to work, and her selection is based on fuel economy and reliability. For Mr. Wilson, a car is an important expression of his status and ego.

2) High involvement / emotional  Business purchases that fall into this category might include such things as office design, advertising, and perhaps the hiring of certain employees.  For individuals, high involvement / emotional purchases can include jewelry, weddings, and holiday travel plans. In some societies the selection of a husband or wife will fall into group. As can the purchase of a home or car. Again, depends on the culture, person, and how much purchasing power she has.  Advertising in this category tends to focus on visual and emotional appeals. Give people visual details, with music.

3.Low involvement / rational  These are the things we buy out of habit, without much thought. This category includes most of the things you put into your basket at the drug store or market. The places you eat lunch, say the local McDonald’s. And office supplies.  Here the typical role for advertising is to get people to sample or switch. To break the automatic habit of spending their money with the competitor. So consider coupons and other incentives. As well as ways to differentiate or re-position the product.

For example- Over the counter medicines tend to fall into this category.

4. Low involvement / emotional

The gratification we get from these products is emotional or sensual. But fleeting; it doesn't last a long time. So we don’t spend a lot of time thinking about the purchase. Movies, candy, an entertaining magazine, or a birthday card. Perhaps selecting a restaurant for a special occasion.  But pain relievers, cough medicines and the like, especially those for children, can be more emotionally driven.

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People learn to value certain elements of their environment and dislike others. This means that consumers learn many of their wants, needs, motives as well as what products satisfy these needs. Learning also influence the consumers in developing a favorable or unfavorable attitudes towards some product.

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Physical Behavior 

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We learn many physical behaviors to respond to a situation e.g. learn to walk, talk, interact with others, and also the method of responding to various purchase situations. Consumers learn certain physical activity through the process of modeling, in which they mimic the behavior of other individual such as celebrities.

Symbolic Learning & Problem Solving   

Traffic signs, McDonald's Golden arches, slogans etc. and also the cognitive process. One can also engage in problem-solving process of thinking and insight relations. Thinking involves the mental manipulation of symbols representing the real world to form meanings. This leads to insight that is relationships of products with problems. E.g. You may be interested in buying an alarm for car due to certain symbols or ads but after some insight knowledge that your car is always in secured parking lots u decide not to waste money and spend it for some thing else.

Behavior Behavior

(consumer (consumeruses uses product productor orservice) service)

Positive Positiveor ornegative negative consequences consequencesoccur occur

(reward (rewardor orpunishment) punishment)

Increase Increaseor ordecrease decreasein in probability probabilityof ofrepeat repeat behavior behavior(purchase) (purchase)

Goal Purposive behavior Insight Goal achievement

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Involve an already established response to another stimuli The outcome is not dependant on consumers actions Influences and change the opinions

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No previous stimuli –response relation The outcome is dependent on learner’s action Influences changes in goal – oriented behavior.

Depends upon the type of product  Low priced/ Routine/ Habitual 

Reminder adv.  Periodic promotion  Prominent shelf position 

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New products High adv.  Free sampling  Special price offer  High value coupons 

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Low knowledge about the product Ads with detail information Sales personnel

Culture Subculture Social class Reference groups Situations

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