Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–19–1 Chapter 9Learning and Memory How we (and consumers) learn Types of learning Main characteristics of learning Using learning in marketing strategies Importance of brand image and product positioning

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–29–2 Learning Learning refers to any change in the content or organisation of long-term memory Consumer behaviour is largely learned behaviour

9–39–3 Learning as a Key to Consumer Behaviour

9–49–4 Learning Results from Information Processing and Causes Changes in Memory

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–59–5 Involvement and Learning Learning under high-involvement conditions – consumer has a high motivation to learn Learning under low-involvement conditions – most consumer learning is in a low-involvement context

9–69–6 Learning Theories in High- and Low- Involvement Situations

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–79–7 Types of Learning Conditioning – classical conditioning – operant conditioning Cognitive learning – iconic rote learning – vicarious learning/modelling – reasoning

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–89–8 Conditioning Conditioning is based on the association of a stimulus (information) with a response (behaviour or feeling)

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–99–9 Classical Conditioning Establishing a relationship between stimulus and response to bring about the learning of the same response to a different stimulus Most common in low-involvement situations Learning is more often a feeling or emotion than information

9–10 Consumer Learning through Classical Conditioning

9–11 How Affective Response Leads to Learning

9–12 Operant Conditioning Trial precedes liking – reverse is often true for classical conditioning – product sampling is an example of this type of learning

9–13 The Process of Shaping in Purchase Behaviour

9–14 An Advertisement Designed to Induce Trial

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–15 Cognitive Learning Iconic rote learning – association between two or more concepts in the absence of conditioning  a substantial amount of low-involvement learning involves iconic rote learning  achieved by repeated advertising messages

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–16 Cognitive Learning (cont.) Vicarious learning/modelling – observe others' behaviour and adjust their own accordingly  common in both high-involvement and low- involvement situations Reasoning – most complex form of cognitive learning  most high-involvement decisions generate some reasoning

9–17 An Advertisement Using Reasoning

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–18 General Characteristics of Learning The strength of learning is influenced by: – importance  separates high- and low-involvement learning situations – involvement – mood – reinforcement – stimulus repetitions (practice sessions) – imagery

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–19 General Characteristics of Learning (cont.) Extinction – forgetting occurs when reinforcement for learning is withdrawn Stimulus generalisation – brand equity – brand leverage

9–20 Spontaneous Awareness: Brand A

9–21 Spontaneous Awareness: Brand B

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–22 General Characteristics of Learning (cont.) Stimulus discrimination – why your brand is different Response environment – strength of original learning – similarity of original learning environment to the retrieval environment

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–23 The Response Environment Strength of original learning affects ability to retrieve relevant information Similarity of the original learning and the type of learning is important Marketers aim to replicate these situations

9–24 Example of Stimulus Generalisation to Launch a New Product

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–25 Memory Memory is the total accumulation of prior learning experiences Short-term memory – working memory – the role of images, sight, sound, smell, taste and tactile situations

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–26 Memory (cont.) Long-term memory – unlimited permanent storage – schematic memory  linking to ‘chunks’ of information

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–27 Product Positioning Strategy Brand image Product positioning Perceptual mapping Product repositioning

Copyright  2004 McGraw-Hill Australia Pty Ltd PPTs t/a Consumer Behaviour 4e by Neal, Quester, Hawkins 9–28 Next Lecture… Chapter 10: Motivation, Personality and Emotion