Slide hành vi người tiêu dùng chương 3 learning anh memory

.c om Chapter du o ng th an co ng Learning and Memory cu u CONSUMER BEHAVIOR, 8e Michael Solomon CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Learning Objectives When you finish this chapter you should understand why: ng • It’s important for marketers to understand how co consumers learn about products and services th an • Conditioning results in learning • Learned associations can generalize to other things, and ng why this is important to marketers u cu conditioning du o • There is a difference between classical and instrumental • We learn by observing others’ behavior Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-2 https://fb.com/tailieudientucntt Learning Objectives (cont.) ng c om • Memory systems work • The other products we associate with an individual co product influences how we will remember it th an • Products help us to retrieve memories from our past • Marketers measure our memories about products and cu u du o ng ads Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-3 https://fb.com/tailieudientucntt .c om Learning is a Process co cu u du o ng th an formed as a result of a learning process, sometimes with painful results ng • Our tastes are Consumer Behavior CuuDuongThanCong.com https://fb.com/tailieudientucntt The Learning Process c om • Products as reminders of life co • Products + memory = brand ng experiences th • Learning: a relatively an equity/loyalty du o ng permanent change in behavior caused by experience u • Incidental learning: casual, cu unintentional acquisition of knowledge Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-5 https://fb.com/tailieudientucntt Behavioral Learning Theories c om • Behavioral learning theories: assume that learning takes cu u du o ng th an co ng place as the result of responses to external events Hoang Duc Binh, MBA, 2008 3-6 Figure 3.1 CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Types of Behavioral Learning Theories cu u du o ng th an co ng Classical conditioning: a stimulus that elicits a response is paired with another stimulus that initially does not elicit a response on its own Instrumental conditioning (also, operant conditioning): the individual learns to perform behaviors that produce positive outcomes and to avoid those that yield negative outcomes Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-7 https://fb.com/tailieudientucntt Classical Conditioning c om Ivan Pavlov and his dogs • Rang bell, then squirt dry meat ng powder into dogs’ mouths co • Repeated this until dogs salivated an when the bell rang th • Meat powder = unconditioned du o ng stimulus (UCS) because natural reaction is drooling • Bell = conditioned stimulus (UC) cu u because dogs learned to drool when bell rang • Drooling = conditioned response (CR)  Click to play Pavlov’s dog game Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-8 https://fb.com/tailieudientucntt .c om Discussion Question du o ng th an co crocodile was an exclusive logo symbolizing casual elegance When it was repeated on baby clothes and other items, it lost its cache and began to be replaced by contenders such as the Ralph Lauren Polo Player ng • In the 1980’s, the Lacoste cu u • Can you thing of other logos that have lost their prestige due to repetition? Consumer Behavior CuuDuongThanCong.com https://fb.com/tailieudientucntt .c om Marketing Applications of Repetition Repetition increases learning ng th an co ng • More exposures = increased brand awareness • When exposure decreases, extinction occurs • Example: Izod crocodile on clothes • However, too MUCH exposure leads to advertising wear cu u du o out Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-10 https://fb.com/tailieudientucntt .c om Cognitive Learning Theories: Observational Learning We watch others and note reinforcements they receive for behaviors an co ng • Vicarious learning • Socially desirable models/celebrities who use or cu u du o ng th not use their products Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-17 https://fb.com/tailieudientucntt Observational Learning (cont.) cu u du o ng th an co ng c om • Modeling: imitating others’ behavior Hoang Duc Binh, MBA, 2008 3-18 Figure 3.3 CuuDuongThanCong.com https://fb.com/tailieudientucntt Role of Memory in Learning c om • Memory: acquiring information and storing it over time so that it will be available when needed cu u du o ng th an co ng • Information-processing approach • Mind = computer and data = input/output Hoang Duc Binh, MBA, 2008 3-19 Figure 3.4 CuuDuongThanCong.com https://fb.com/tailieudientucntt How Information Gets Encoded co ng c om • Encode: mentally program meaning • Types of meaning: • Sensory meaning, such as the literal color or shape of an th ng • a package Semantic meaning: symbolic associations, such as the idea that rich people drink champagne du o • Episodic memories: relate to events that are personally cu u relevant Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-20 https://fb.com/tailieudientucntt cu u du o ng th an co ng c om Memory Systems Hoang Duc Binh, MBA, 2008 3-21 Figure 3.5 CuuDuongThanCong.com https://fb.com/tailieudientucntt Associative Networks th an co ng c om • Activation models of memory • Associative network of related information • Knowledge structures of interconnected nodes • Hierarchical processing model • [See next slide for an example of an associative cu u du o ng network] Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-22 https://fb.com/tailieudientucntt cu u du o ng th an co ng c om Associative Networks for Perfumes Hoang Duc Binh, MBA, 2008 3-23 Figure 3.6 CuuDuongThanCong.com https://fb.com/tailieudientucntt Spreading Activation c om • As one node is activated, other nodes associated with it also begin to be triggered cu u du o ng th an co ng • Meaning types of associated nodes: • Brand-specific • Ad-specific • Brand identification • Product category • Evaluative reactions Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-24 https://fb.com/tailieudientucntt Levels of Knowledge ng c om • Individual nodes = meaning concepts • Two (or more) connected nodes = proposition (complex co meaning) th an • Two or more propositions = schema • We encode info that is consistent with an existing cu u du o ng schema more readily • Service scripts Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-25 https://fb.com/tailieudientucntt .c om Retrieval for Purchase Decisions ng Retrieving information often requires appropriate factors and cues: du o brand names ng th an co • Physiological factors • Situational factors • Consumer attention; pioneering brand; descriptive • Viewing environment (continuous activity; commercial cu u order in sequence) • Postexperience advertising effects Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-26 https://fb.com/tailieudientucntt Retrieval for Purchase Decisions (cont.) c om • Appropriate factors/cues for retrieval cu u du o ng th an co ng (cont.): • State-dependent retrieval/mood congruence effect • Familiarity • Salience/von Restorff effect (mystery ads) • Visual memory versus verbal memory Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-27 https://fb.com/tailieudientucntt What Makes Us Forget? co ng c om • Decay • Interference • Retroactive versus th cu u du o ng • Part-list cueing effect an proactive Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-28 https://fb.com/tailieudientucntt Products as Memory Markers c om • Furniture, visual art, and co • Autobiographical ng photos call forth memories of the past  Click image for www.fossil.com cu u du o ng th an memories • The marketing power of nostalgia • Retro brand: updated version of a brand from a prior period • Nostalgia index Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-29 https://fb.com/tailieudientucntt Discussion c om • Marketers often evoke memories of the “good ol’ days” co ng by marketing products with nostalgic images Though it seems this strategy targets only middle-aged or older consumers, it can be used toward college students an • What “retro brands” are targeted to you? Were these th brands that were once used by your parents? ng • What newer brands focus on nostalgia, even though they cu u du o never existed before? Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-30 https://fb.com/tailieudientucntt .c om Measuring Memory for Marketing Stimuli cu u du o ng th an co ng • Recognition versus recall • The Starch Test • Problems with memory measures • Response biases • Memory lapses • Memory for facts versus feelings Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3-31 https://fb.com/tailieudientucntt ... CuuDuongThanCong.com 3- 16 https://fb.com/tailieudientucntt .c om Cognitive Learning Theories: Observational Learning We watch others and note reinforcements they receive for behaviors an co ng • Vicarious learning. .. CuuDuongThanCong.com 3- 17 https://fb.com/tailieudientucntt Observational Learning (cont.) cu u du o ng th an co ng c om • Modeling: imitating others’ behavior Hoang Duc Binh, MBA, 2008 3- 18 Figure 3. 3 CuuDuongThanCong.com... instrumental • We learn by observing others’ behavior Hoang Duc Binh, MBA, 2008 CuuDuongThanCong.com 3- 2 https://fb.com/tailieudientucntt Learning Objectives (cont.) ng c om • Memory systems work • The