Bài giảng Consumer Behavior 8e - Chapter 3: Learning and Memory - Hoàng Đức Bình
Chapter 3
Learning and Memory
CONSUMER
BEHAVIOR, 8e
Michael Solomon
Learning Objectives
When you finish this chapter you should understand why:
• It’s important for marketers to understand how
consumers learn about products and services.
• Conditioning results in learning.
• Learned associations can generalize to other things, and
why this is important to marketers.
• There is a difference between classical and instrumental
conditioning.
• We learn by observing others’ behavior.
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Learning Objectives (cont.)
• Memory systems work.
• The other products we associate with an individual
product influences how we will remember it.
• Products help us to retrieve memories from our past.
• Marketers measure our memories about products and
ads.
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Learning is a Process
• Our tastes are
formed as a result of
a learning process,
sometimes with
painful results.
Consumer Behavio
The Learning Process
• Products as reminders of life
experiences
• Products + memory = brand
equity/loyalty
• Learning: a relatively
permanent change in behavior
caused by experience
• Incidental learning: casual,
unintentional acquisition of
knowledge
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Behavioral Learning Theories
• Behavioral learning theories: assume that learning takes
place as the result of responses to external events.
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Figure 3.1
Types of Behavioral Learning Theories
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.
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Classical Conditioning
Ivan Pavlov and his dogs
• Rang bell, then squirt dry meat
powder into dogs’ mouths
• Repeated this until dogs salivated
when the bell rang
• Meat powder = unconditioned
stimulus (UCS) because natural
reaction is drooling
• Bell = conditioned stimulus (UC)
because dogs learned to drool
when bell rang
Click to play
Pavlov’s dog game
• Drooling = conditioned response
(CR)
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Discussion Question
• In the 1980’s, the Lacoste
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.
• Can you thing of other logos
that have lost their prestige
due to repetition?
Consumer Behavior
Marketing Applications of Repetition
Repetition increases learning
• More exposures = increased brand awareness
• When exposure decreases, extinction occurs
• Example: Izod crocodile on clothes
• However, too MUCH exposure leads to advertising wear
out
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Marketing Applications of Stimulus
Generalization
Stimulus generalization: tendency for stimuli similar to a
conditioned stimulus to evoke similar, unconditioned
responses.
• Family branding
• Product line extensions
• Licensing
• Look-alike packaging
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Masked Branding
Consumer Behavior
Discussion
Some advertisers use well-known songs to promote their
products. They often pay more for the song than for
original compositions.
• Why do advertisers do this? How does this relate to
learning theory?
• How do you react when one of your favorite songs
turns up in a commercial?
• If you worked for an ad agency, how would you select
songs for your clients?
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Instrumental Conditioning
• Behaviors = positive outcomes or negative outcomes
• Instrumental conditions occurs in one of these ways:
• Positive reinforcement
• Negative reinforcement
• Punishment
• Extinction
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Instrumental Conditioning
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Figure 3.2
Instrumental Conditioning (cont.)
• 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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Cognitive Learning Theories:
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 (cont.)
• Modeling: imitating others’ behavior
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Figure 3.3
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 and data = input/output
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Figure 3.4
How Information Gets Encoded
• Encode: mentally program meaning
• Types of meaning:
• Sensory meaning, such as the literal color or shape of
a package
• Semantic meaning: symbolic associations, such as
the idea that rich people drink champagne
• Episodic memories: relate to events that are personally
relevant
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