1. With Duane Weaver

2.  Learning Defined  Behavioural Learning  Cognitive Learning  Memory DefinedBehaviouralCognitiveMemory

3. Learning: “permanent change in behaviour that is caused by experience, either directly or vicariously’  It is an ongoing process based on ongoing feedback (+ve or –ve) DefinedBehaviouralCognitiveMemory

4. “result of responses to external stimuli” Conditioned stimulus (CS) Unconditioned stimulus (UCS)  Conditioning  Repetition  Stimulus Generalization ( similar stimuli/similar response )  Stimulus Discrimination (when similar CS not followed by UCS) DefinedBehaviouralCognitiveMemory

5.  Repetition  Product Associations (conditioning…pairing with stimulus)  Generalization – family branding, product lines, licensing/merchandising, look-alike- packaging/knock-offs  Discrimination – Instrumental/operant conditioning (go positive avoid negative), fixed interval, fixed ratio DefinedBehaviouralCognitiveMemory

6. “stresses importance of internal mental processes”  Problem solvers vs. reactors  Conscious or not  Mindlessness (info processed automatic and passively)  Observational  Vicarious (not instinctual?)  ATTENTION>RETENTION>PRODUCTION PROCESSES>MOTIVATION>OBS LEARNING (see p. 78) DefinedBehaviouralCognitiveMemory

7.  The Memory Process External Inputs > Encoding > Storage > Retrieval  Encoding  Types of Meaning (sensory/semantic)  Personal Relevance (episodes)  Memory Systems (see Fig. 3-5)  Sensory  short term (RAM working)  long term (elaborative rehearsal required…think/reflect) DefinedBehaviouralCognitiveMemory

8.  Activation Models of Memory  Associative Networks (e.g. mind mapping)  Spreading Activation (energy spreads across nodes of abstraction in the mind) allows shifting back and forth between levels of meaning (brand vs. ad vs. product category vs. evaluation)  Levels of Knowledge NODES>PROPOSITIONS>SCHEMA Meaning concept> Belief (two nodes linked )> Schema (cognitive framework developed through experience) DefinedBehaviouralCognitiveMemory

9.  Recognition vs. Recall  Have you seen it before?  What have you seen?  Problems with memory measures  Response biases (instrument or respondent influences)  Memory lapses (omitting, averaging/normalizing, telescoping) Can we use to our advantage?  Memory for facts vs. feelings (does it measure advertising ability to arouse emotion?) What could we do? DefinedBehaviouralCognitiveMemory

10. DefinedBehaviouralCognitiveMemory