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

2. 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 –

3. 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 –

4. 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 –

5. 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 –

6. 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.

7. 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.

8. 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 –

9. 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 –

10. 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 –

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

12. 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 –

13. 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 –

14. 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 –

15. 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 –

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

17. 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 –

18. 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 –

19. 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 –

20. 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 –

21. 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 –

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

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