Chapter No: 07 Chapter Name: Learning Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 01

Definition Learning are those behaviors that result from: Repeated experience Thinking. Or, Learning as a process of understanding on what happens in the environment. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 02

Definition Or, Consumer Learning is the process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future purchase related behavior. So, Acquiring knowledge Be experienced Act as a feedback It is a process Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 03

Definition Illeris, 2000; Ormorod, 1995 Learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views. Illeris, 2000; Ormorod, 1995 cog·ni·tive : relating to, or involving conscious mental activities (such as thinking, understanding, learning, and remembering) Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 04

Elements of Learning Four elements central to how consumers learn from learning are: Drive/ Motivation: A need that moves an individual to action Cue: A stimulus or symbol perceived by consumers Response: The action taken by a consumer to satisfy the drive. Reinforcement: The reward. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 05

Motivation: A need that moves an individual to action. Ex: men and women who want to take up bicycle riding for fitness and recreation are motivated to learn all they can about bike riding and also to practice often. Cue: It motives serve to stimulate (inspire) learning, cues are the stimuli that direct these motives. Ex: An advertisement for an exotic trip that includes bike riding may serve as a cue for bike riders, who may suddenly “recognize” that they “need” a vacation.

Reinforcement: if a consumer rewarded. Response: How individuals react to a drive or cue – how they behave-constitute their response. Ex: there are many ways to respond to the need for physical exercise besides riding bicycles. Cues provide some direction, but there are many cues competing for the consumer’s attention. Reinforcement: if a consumer rewarded. Ex: if a person visits a restaurant for the first time, likes the food, service, and ambience and also feels he or she received value for the money paid, that customer was reinforced and is likely to dine at the restaurant again.

Learning Theories Learning theories - ideas about how or why change occurs. There are four different orientations (the first three taken from Merriam and Caffarella 1991). The behavioral learning Classical conditioning Instrumental (or operant) conditioning The cognitive orientation to learning The humanistic orientation to learning The social/situational orientation to learning Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 08

Learning Theories (Continued) 1. The Behavioral learning The process of developing automatic responses to a situation built up through repeated exposure to it. Or, it is simply observing the outcomes of others behaviors and adjusting one's accordingly. Marketers use two concepts from behavioral learning theory: Stimulus (incentive) generalization: - Occurs when a response elicited by one stimulus (cue) is generalized to another. - Using the same brand name for different products is an application of this concept Stimulus discrimination: Refers to a person's ability to perceive differences in stimuli. The advertising for Bud Light beer is an example of this concept. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 09

Types of Cognitive Learning Theory a) Classical Conditioning This theory is regarded all organisms both animal and human. Objects are taught by behaviors (conditioning) through repetition. Ivan Pavlov, a Russian Psychologist, conditioned learning results when a stimulus that is interact with another stimulus that elicits a known response serves to produce the same response when used alone. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 010

Types of Cognitive Learning Theory Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 011

Types of Cognitive Learning Theory Figure 6-1B: Analogous Model of Classical Conditioning Unconditioned Stimulus Dinner aromas Unconditioned Response Salvation Conditioned Stimulus 8 o’clock news After Repeated Pairings: Conditioned Stimulus 8 o’clock news Conditioned Response Salvation Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 012

Types of Cognitive Learning Theory Instrumental Conditioning Instrumental theory requires a link between a stimulus and a response. This theory believes that learning occurs through a trial and error process. B. F. Skinner, American Psychologist, most individual learning occurs in controlled environment in which individuals are “rewarded” for choosing an appropriate behavior. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 013

Types of Cognitive Learning Theory Figure 7 – 10: A model of instrumental conditioning Try Brand A Unrewarded Legs to loose Try Brand B Unrewarded Tight in seat Stimulus Situation (Need good looking jeans) Try Brand C Unrewarded Baggy in seat Try Brand D Reward Perfect fit Repeat Behavior Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 014

Types of Cognitive Learning Theory Involvement Theory This theory developed from a stream of research called hemispheral lateralization, or split-brain theory. The basic premise of this theory is that the right and left hemispheres of the brain “specialize” in the kinds of information they process. The left hemisphere is primarily responsible for cognitive activities such as reading, speaking and attributional information processing. This side is rational, active and result oriented. The right hemisphere is concerned with nonverbal, timeless, pictorial and holistic information. This side is emotional, metaphoric, impulsive and intuitive. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 015

Types of Cognitive Learning Theory Figure 7 – 14: Ad based on split-brain theory Courtesy of American airlines image @ Abrams Lacagnina/Getty Images/ The Image Bank Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 016

Learning Theories (Continued) 2. The Cognitive Learning Involves making connections between two or more ideas Or simply learning based on mental activity is called cognitive learning. Learning involves complex mental processing of information. -relating to, or involving conscious mental activities (such as thinking, understanding, learning, and remembering) Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 017

Learning Theories (Continued) Figure: Information processing and memory stores Sensory Input Sensory Store Working Memory (short-term store) Long-term store Rehearsal Encoding Retrieval Forgotten, lost Forgotten, lost Forgotten, unavailable Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 018

Learning Theories (Continued) 3. The Humanistic Orientation A personal act to fulfill potential. Affective and cognitive needs Become self-actualized, autonomous Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 019

Learning Theories (Continued) 4. The Social/ Situational Orientation Interaction /observation in social contexts. Movement from the periphery to the centre of a community of practice Learning is in relationship between people and environment. Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 20

A Comparison among four theories Aspect Behaviorist Cognitive Humanist Social/ Situational Learning theorists Thorndike, Pavlov, Watson, Guthrie, , Tolman, Skinner Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne Maslow, Rogers Bandura, Lave and Wenger, Salomon View of the learning process Change in behavior Internal mental process (including insight, information processing, memory, perception A personal act to fulfill potential. Interaction /observation in social contexts. Movement from the periphery to the centre of a community of practice Locus of learning Stimuli in external environment Internal cognitive structuring Affective and cognitive needs Learning is in relationship between people and environment. Purpose in education Produce behavioural change in desired direction Develop capacity and skills to learn better Become self-actualized, autonomous Full participation in communities of practice and utilization of resources Educator's role Arranges environment to elicit desired response Structures content of learning activity Facilitates development of the whole person Works to establish communities of practice in which conversation and participation can occur. Manifestations in adult learning Behavioural objectives Competency -based education Skill development and training Cognitive development Intelligence, learning and memory as function of age Learning how to learn Andragogy Self-directed learning Socialization Social participation Associationalism Conversation   Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 21

Query? Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 22

Thank You \ Leon G. Schiffman & Leslie Lazar Kanuk “Consumer Behavior” 8th edition, Prentice Hall – 2006 23