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Chapter 01 An Introduction to Integrated Marketing Communications Answer Key

Multiple Choice Questions

1. (p. 07) Which of the following is an example of a marketing exchange A. !he waitress ga"e Cyrus a menu# and he placed his food order. $. %riffin helped Mandy replace the air filter in her lawn mower. C. Ken and Maggie ga"e their son an M&' player for his (irthday. D. In return for painting her fence# Mrs. Maloney ga"e )arry a (ox of homemade fudge. *. +enny asked Melisa if she could (orrow her pen for a while since her pen had stopped working. ,or exchange to occur there must (e two or more parties with something of "alue to one another# a desire and a(ility to gi"e up that something to the other party# and a way to communicate with each other. -ot all marketing transactions in"ol"e the exchange of money for a product or ser"ice.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0* To e,amine the ma$keting comm"nication f"nction an% the g$o-ing impo$tance of a%ve$tising an% othe$ p$omotional elements in the ma$keting p$og$ams of %omestic an% fo$eign companies. Topic: The Role of .a$keting

.. (p. 07) Which of the following statements is true a(out marketing A. Most marketers are seeking a one/time exchange or transaction with their customers. $. !he focus of production/dri"en companies is on de"eloping and sustaining relationships with their customers. C. 0uccessful companies recogni1e that creating and deli"ering "alue to their customers is extremely important. 2. !hough marketing plays an important role in de"eloping relationships with customers# it cannot do much to maintain them. *. $y definition# a marketing transaction has to in"ol"e the exchange of money. !he re"ised definition is "iewed as (eing more reflecti"e of the role of nonmarketers to the marketing process. It also recogni1es the important role marketing plays in the process of creating# communicating and deli"ering "alue to customers# as well as society at large.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0* To e,amine the ma$keting comm"nication f"nction an% the g$o-ing impo$tance of a%ve$tising an% othe$ p$omotional elements in the ma$keting p$og$ams of %omestic an% fo$eign companies. Topic: The Role of .a$keting

'. (p. 07) 33333 is the customer4s perception of all the (enefits of a product or ser"ice weighed against all the costs of ac5uiring and consuming it. A. Cost efficiency $. Information C. 6ange D. 7alue *. *xposure 7alue is the customer4s perception of all of the (enefits of a product or ser"ice weighed against all the costs of ac5uiring and consuming it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0* To e,amine the ma$keting comm"nication f"nction an% the g$o-ing impo$tance of a%ve$tising an% othe$ p$omotional elements in the ma$keting p$og$ams of %omestic an% fo$eign companies. Topic: The Role of .a$keting

8. (p. 01) &roduct# price# promotion# and 33333 are the 8&s of the marketing mix. A. people B. place C. package 2. print *. pri"ilege !hese four &s9product# price# place :distri(ution;# and promotion9are elements of the marketing mix.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0* To e,amine the ma$keting comm"nication f"nction an% the g$o-ing impo$tance of a%ve$tising an% othe$ p$omotional elements in the ma$keting p$og$ams of %omestic an% fo$eign companies. Topic: The .a$keting .i,

<. (p. 1) &rice# product# place and promotion together form the= A. "alue. $. promotional mix. C. marketing mix. 2. integrated marketing communication. *. distri(ution channel. !hese four &s9product# price# place :distri(ution;# and promotion9are elements of the marketing mix.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0* To e,amine the ma$keting comm"nication f"nction an% the g$o-ing impo$tance of a%ve$tising an% othe$ p$omotional elements in the ma$keting p$og$ams of %omestic an% fo$eign companies. Topic: The .a$keting .i,

>. (p. 01) &rior to the de"elopment of integrated marketing communications# the promotional function in most companies was dominated (y= A. ad"ertising. $. sales promotion. C. pu(lic relations. 2. pu(licity. *. direct marketing. ,or many years# the promotional function in most companies was dominated (y mass/ media ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

?. (p. 01) 33333 in"ol"es coordinating the "arious promotional elements and other marketing acti"ities that communicate with a firm4s customers. A. Marketing mix B. Integrated marketing communications C. 6elationship marketing 2. 0ales promotion *. Mass media ad"ertising 2uring the 1@A0s# firms (egan mo"ing toward the process of integrated marketing communications :IMC;# which in"ol"es coordinating the "arious promotional elements and other marketing acti"ities that communicate with a firm4s customers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

A. (p. 014 05) $ritish Airways employed 33333 when it used product placement to make sure that "iewers of the mo"ie 2ie Another 2ay knew that +ames $ond flies first class on $ritish Airways. !he airline ran ad"ertising campaign (ased around the slogan# B0a"e your &ennys# fly like $ond#B referring to the secretary that $ond flirts with in each film. $ritish Airways also paid for the rights to screen the film on its flights (efore the mo"ie was a"aila(le at "ideo stores. A. the marketing mix $. sales promotion acti"ities C. integrated marketing communications 2. the 8As *. relationship marketing 2uring the 1@A0s# firms (egan mo"ing toward the process of integrated marketing communications :IMC;# which in"ol"es coordinating the "arious promotional elements and other marketing acti"ities that communicate with a firm4s customers. As marketers em(raced the concept of integrated marketing communications# they (egan asking their ad agencies to coordinate the use of a "ariety of promotional tools rather than relying primarily on media ad"ertising.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

@. (p. 014 05) Arm C Dammer EltraMax deodorant contains time/released (aking soda and pro"ides Bextra muscle for the game of life.B Ads for the product featured a (ase(all star saying BWhen your day goes into extra innings# you need a deodorant with extra muscle#B appeared in tele"ision and print ads. At the same time# Arm C Dammer ran sweepstakes in which people could enter to win a chance to meet the (ase(all star plus other great pri1es. !o enter sweepstakes customers had to fill out a F1/off coupon for deodorant or "isit the we(site ahultramax.com. Which marketing strategy was Arm C Dammer implementing A. Mass customi1ation $. *xchange C. Integrated marketing communications 2. $u11 marketing *. 6elationship marketing 2uring the 1@A0s# firms (egan mo"ing toward the process of integrated marketing communications :IMC;# which in"ol"es coordinating the "arious promotional elements and other marketing acti"ities that communicate with a firm4s customers.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

10. (p. 05) B!he 8AsB stands for= A. Association for Awareness of Ad"ertising and Action. B. American Association of Ad"ertising Agencies. C. Asian Association for Ad"ertising Agencies. 2. Ad"ertising aimed at Americans# Africans and Asians. *. Ad"ertising Agencies Association of America. A task force from the American Association of Ad"ertising Agencies :the B8AsB; de"eloped one of the first definitions of integrated marketing communications.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

11. (p. 05) !he central theme of the concept of 33333 is that all of an organi1ation4s marketing and promotional elements and acti"ities communicate consistently and in a unified manner with its customers. A. the marketing mix $. exchange C. integrated marketing communications 2. the promotional mix *. relationship marketing Ad"ocates of the IMC concept argued for an e"en (roader perspecti"e that considers all sources of (rand or company contact that a customer or prospect has with a product or ser"ice. !hey noted that the process of integrated marketing communications calls for a B(ig/pictureB approach to planning marketing and promotion programs and coordinating the "arious communication functions.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

1.. (p. 05) Integrated marketing communications re5uires a B(ig pictureB approach to planning marketing and promotion programs# re5uiring ad"ertising agencies to de"elop a:n;= A. alternati"e approach for each media method. $. support system for production differentiation. C. total marketing communications strategy. 2. reduced emphasis on information ad"ertising and increased emphasis on persuasi"e marketing. *. different marketing mix for the same product in different countries. Ad"ocates of the IMC noted that the process of integrated marketing communications calls for a B(ig/pictureB approach to planning marketing and promotion programs and coordinating the "arious communication functions. It re5uires that firms de"elop a total marketing communications strategy that recogni1es how all of a firm4s marketing acti"ities# not Gust promotion# communicate with its customers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

1'. (p. 05) 33333 is a concept of marketing communications planning that recogni1es the added "alue of a comprehensi"e plan that e"aluates the strategic role of a "ariety of communication disciplines and com(ines them to pro"ide clarity# consistency# and maximum impact. A. Marketing mix $. $u11 marketing C. *xchange D. Integrated marketing communications *. &romotional planning A task force from the American Association of Ad"ertising Agencies :the B8AsB; de"eloped one of the first definitions of integrated marketing communications= a concept of marketing communications planning that recogni1es the added "alue of a comprehensi"e plan that e"aluates the strategic roles of a "ariety of communication disciplines9for example# general ad"ertising# direct response# sales promotion# and pu(lic relations9and com(ines these disciplines to pro"ide clarity# consistency# and maximum communications impact.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

18. (p. 05) !erms such as new ad"ertising# orchestration# and seamless communication ha"e (een used to descri(e= A. the marketing mix. B. integrated marketing communications. C. the promotion mix. 2. relationship marketing. *. the 8 A4s. !erms such as new ad"ertising# orchestration# and seamless communication were used to descri(e the concept of integration.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

1<. (p. 05) Ad"ocates of integrated marketing communications argue that= A. firms should communicate with its customers primarily through media ad"ertising. $. nonpersonal communications is more effecti"e than personal communications. C. package design is the most important way of communicating with customers. 2. firms should communicate with its customers primarily through one/on/one communication techni5ues. E. firms should de"elop a total marketing communications strategy. Ad"ocates of the IMC concept noted that the process of integrated marketing communications calls for a B(ig/pictureB approach to planning marketing and promotion programs and coordinating the "arious communication functions. It re5uires that firms de"elop a total marketing communications strategy that recogni1es how all of a firm4s marketing acti"ities# not Gust promotion# communicate with its customers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

1>. (p. 05) !he goal of an integrated marketing communications program is to= A. ha"e all of a company4s marketing and promotional acti"ities proGect a consistent unified image to its customers. $. control all facets of a product4s distri(ution. C. communicate with customers primarily through ad"ertising. 2. ha"e complete control o"er all the channel partners in the distri(ution channel. *. create a (rand image so strong that it destroys all of its competition. !he integrated marketing communications approach seeks to ha"e all of a company4s marketing and promotional acti"ities proGect a consistent# unified image to the marketplace.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: The 0vol"tion of 3.C

1?. (p. *0) Which of the following is true a(out integrated marketing communication :IMC; A. It is a tactical integration of "arious communication acti"ities. $. Audience does not form an important part of the IMC process. C. *mployees are not seen as an important part of the IMC process. D. IMC is "iewed as on ongoing strategic (usiness process. *. IMC simply in"ol"es (undling promotional mix elements together. IMC is "iewed as an ongoing strategic (usiness process rather than Gust tactical integration of "arious communication acti"ities.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: A Contempo$a$y 6e$spective of 3.C

1A. (p. *0) 33333 has (een descri(ed as one of the Bnew/generationB marketing approaches (eing used (y companies to (etter focus their efforts in ac5uiring# retaining# and de"eloping relationships with customers and other stakeholders. A. Marketing Mix $. &romotion C. Integrated Marketing Communications 2. Mass media ad"ertising *. Mass marketing IMC has (een descri(ed as one of the Bnew/generationB marketing approaches (eing used (y companies to (etter focus their efforts in ac5uiring# retaining# and de"eloping relationships with customers and other stakeholders.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+02 To int$o%"ce the concept of integ$ate% ma$keting comm"nications (3.C) an% consi%e$ ho- it has evolve%. Topic: A Contempo$a$y 6e$spective of 3.C

1@. (p. **) !o respond to media fragmentation# marketers are mo"ing away from mass marketing and engaging in= A. mass media communication. $. tele"ision ad"ertising. C. micromarketing. 2. mass production. *. relationship management. !o respond to the media fragmentation# marketers are increasing their spending on media that are more targeted and can reach specific market segments. !here appears to (e no stopping the fragmentation of the consumer market as well as the proliferation of media. !he success of marketing communication programs will depend on how well companies make the transition from the fading age of mass marketing to the new era of micromarketing.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+07 To e,amine $easons fo$ the inc$easing impo$tance of the 3.C pe$spective in planning an% e,ec"ting a%ve$tising an% p$omotional p$og$ams. Topic: Reasons fo$ the 8$o-ing 3mpo$tance of 3.C

.0. (p. *9) Arm C Dammer EltraMax deodorant contains time/released (aking soda and pro"ides Bextra muscle for the game of life.B Ads for the product featured a (ase(all star saying BWhen your day goes into extra innings# you need a deodorant with extra muscle#B appeared in tele"ision and print ads. At the same time# Arm C Dammer ran sweepstakes in which people could enter to win a chance to meet the (ase(all star plus other great pri1es. !o enter sweepstakes customers had to fill out a F1/off coupon for deodorant or "isit the we(site ahultramax.com. !hrough the use of IMC# Arm C Dammer is hoping to create 33333 for its new product. A. a marketing plan $. competition C. mass customi1ation D. (rand identity *. market segments $rand identity is a com(ination of many factors# including the name# logo# sym(ols# design# packaging# and performance of a product or ser"ice as well as the image or type of associations that comes to mind when consumers think a(out a (rand.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+07 To e,amine $easons fo$ the inc$easing impo$tance of the 3.C pe$spective in planning an% e,ec"ting a%ve$tising an% p$omotional p$og$ams. Topic: The Role of 3.C in B$an%ing

.1. (p. *9) 33333 is the sum of all points of encounter or contact that consumers ha"e with the (rand# and it extends (eyond the experience or outcome of using it. A. !ouch point B. $rand identity C. Marketing mix 2. Customi1ation *. Interacti"e marketing $rand identity is the sum of all points of encounter or contact that consumers ha"e with the (rand# and it extends (eyond the experience or outcome of using it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To e,amine $easons fo$ the inc$easing impo$tance of the 3.C pe$spective in planning an% e,ec"ting a%ve$tising an% p$omotional p$og$ams. Topic: The Role of 3.C in B$an%ing

... (p. *:) !raditionally# 33333 has (een the cornerstone of (rand/(uilding efforts. A. interacti"e media B. mass/media ad"ertising C. pu(lic relations 2. product placement *. personal selling ,or many companies# mass/media ad"ertising has long (een the cornerstone of their (rand (uilding efforts.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To e,amine $easons fo$ the inc$easing impo$tance of the 3.C pe$spective in planning an% e,ec"ting a%ve$tising an% p$omotional p$og$ams. Topic: The Role of 3.C in B$an%ing

.'. (p. *7) 333333 is the coordination of all seller/initiated efforts to set up channels of information and persuasion to sell goods and ser"ices. A. &u(licity $. Ad"ertising C. Hrgani1ational communication D. &romotion *. Marketing &romotion has (een defined as the coordination of all seller/initiated efforts to set up channels of information and persuasion in order to sell goods and ser"ices or promote an idea.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: The 6$omotional .i,: The Tools fo$ 3.C

.8. (p. *1) Which of the following is -H! an element of the traditional promotional mix A. &ackaging $. Ad"ertising C. &ersonal selling 2. 0ales promotion *. &u(lic relations !raditionally the promotional mix has included four elements= ad"ertising# sales promotion# pu(licityIpu(lic relations# and personal selling.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: The 6$omotional .i,: The Tools fo$ 3.C

.<. (p. *7) !he (asic elements that are used to accomplish an organi1ation4s marketing communication o(Gecti"es are referred to as= A. the marketing mix. $. marketing strategy tools. C. persuasi"e marketing mix. D. the promotional mix. *. pu(lic relations. !he (asic tools used to accomplish an organi1ation4s communication o(Gecti"es are often referred to as the promotional mix.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: The 6$omotional .i,: The Tools fo$ 3.C

.>. (p. *1) 33333 is defined as any paid form of nonpersonal presentation of ideas# goods# or ser"ices (y an identified sponsor using predominantly mass media communication. A. Ad"ertising $. &ersonal selling C. !he promotional mix 2. &u(licity *. 0ales promotion Ad"ertising is defined as any paid form of nonpersonal communication a(out an organi1ation# product# ser"ice# or idea (y an identified sponsor.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

.?. (p. *1) Ad"ertising is defined as any= A. paid forms of nonpersonal communication a(out a good# ser"ice# or company. $. any communication a(out a good# ser"ice# or company. C. any communication that mo"es a product from one le"el to another le"el of the distri(ution channel. 2. personal communication from a company4s representati"e to prospecti"e (uyers. *. nonpersonal communication a(out a good or ser"ice that is not paid for or run under identified sponsorship. Ad"ertising is defined as any paid form of nonpersonal communication a(out an organi1ation# product# ser"ice# or idea (y an identified sponsor.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

.A. (p. *1) Which of the following is a characteristic of ad"ertising as a form of promotion A. )ow cost per contact $. -on/paid form of promotion C. !he sponsor or ad"ertiser is not identified 2. Immediate feed(ack and capa(ility to close sales *. Makes use of non/traditional media Ad"ertising is defined as any paid form of nonpersonal communication a(out an organi1ation# product# ser"ice# or idea (y an identified sponsor. !here are se"eral reasons why ad"ertising is such an important part of many marketers4 IMC programs. ,irst# media ad"ertising is still the most cost/effecti"e way to reach large num(ers of consumers.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

.@. (p. *1) Cla"e# a large soap manufacturing firm# has come up with a new soap known as JDoneydew4 for the masses across "arious countries. It wants to promote the soap to mass audiences across "arious countries in a persuasi"e and cost effecti"e manner and at the same time enhance the o"erall company image. It has a promotional (udget of a(out F1#000#000. Which of the following forms of promotion should Cla"e make use of for promotion of JDoneydew4 A. Ad"ertising $. 2irect marketing C. &ersonal selling 2. 0ales promotion *. &u(licity Ad"ertising is defined as any paid form of nonpersonal communication a(out an organi1ation# product# ser"ice# or idea (y an identified sponsor. Ad"ertising is the (est/ known and most widely discussed form of promotion# pro(a(ly (ecause of its per"asi"eness. Ad"ertising is an important part of marketer4s IMC as it is the most cost/ effecti"e way to reach large num(ers of consumers.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'0. (p. *1) !he (est/known and most widely discussed form of promotion is= A. personal selling. $. sales promotion. C. direct marketing. D. ad"ertising. *. pu(licityIpu(lic relations. Ad"ertising is the (est/known and most widely discussed form of promotion# pro(a(ly (ecause of its per"asi"eness.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'1. (p. *1) Which the following is -H! possi(le through the use of ad"ertising A. A(ility to control the message $. )ow cost per contact C. A(ility to create (rand images and sym(olism D. Immediate feed(ack *. Control of message content and media placement !he nonpersonal nature of ad"ertising means that there is generally no opportunity for immediate feed(ack from the message recipient.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'.. (p. *5) Which promotional mix would a firm use if it wanted to reach a large consumer audience while keeping cost per contact low and create a sym(olic image or appeal for a new (rand A. Ad"ertising $. &ersonal selling C. 0ales promotion 2. Coupons *. 2oor/to/door selling Ad"ertising is also a "alua(le tool for (uilding company or (rand e5uity as it is a powerful way to pro"ide consumers with information as well as to influence their perceptions. Ad"ertising is an important part of marketer4s IMC as it is the most cost/ effecti"e way to reach large num(ers of consumers.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

''. (p. *5) Which of the following is true a(out ad"ertising A. It attempts to create a personal relationship with the customers. $. !he nature and purpose of ad"ertising is usually the same across "arious industries. C. It is a "alua(le tool for (uilding company and (rand image. 2. Ad"ertising is used only for the promotion of mass consumer products. *. Hne disad"antage of ad"ertising is that it gets too personal with consumers. Ad"ertising is a "alua(le tool for (uilding company or (rand e5uity as it is a powerful way to pro"ide consumers with information as well as to influence their perceptions.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'8. (p. *5) 33333 is a system of marketing (y which organi1ations communicate directly with target customers to generate a response andIor a transaction. A. Ad"ertising $. 0ales promotion C. 2irect marketing 2. &u(licity *. &u(lic relations Hne of the fastest/growing sectors of the E.0. economy is direct marketing, in which organi1ations communicate directly with target customers to generate a response andIor a transaction.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: !i$ect .a$keting

'<. (p. 20) Ad"ertising done (y manufacturers of well/known (rands on a nationwide (asis or in most regions of the country is known as 33333 ad"ertising. A. primary demand $. trade C. consumer D. national *. retail -ational ad"ertising is ad"ertising done (y large companies on a nationwide (asis or in most regions of the country. Most of the ads for well/known companies and (rands that are seen on prime/time !7 or in other maGor national or regional media are examples of national ad"ertising :6efer to ,igure 1/8;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'>. (p. 20) 0tylo# a perfume manufacturing company# spends a(out F1#000#000 annually in order to ad"ertise and remind its customers in the Enited 0tates a(out its company# (rand# its features# (enefits# uses# and mainly to reinforce its image and attract customers to purchase its products. Which type of ad"ertising is it making use of A. -ational ad"ertising $. &rimary demand ad"ertising C. !rade ad"ertising 2. $usiness/to/(usiness ad"ertising *. &rofessional ad"ertising -ational ad"ertising is ad"ertising done (y large companies on a nationwide (asis or in most regions of the country. !he goals of national ad"ertisers are to inform or remind consumers of the company or (rand and its features# (enefits# ad"antages# or uses and to create or reinforce its image so that consumers will (e predisposed to purchase it :6efer to ,igure 1/8;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'?. (p. 20) 33333 ad"ertising is done (y local merchants to encourage consumers to shop at a specific store# use a local ser"ice# or patroni1e a particular esta(lishment. A. !rade $. &rofessional C. 2irect response D. 6etail *. -ational 6etail or local ad"ertising is ad"ertising done (y retailers or local merchants to encourage consumers to shop at a specific store# use a local ser"ice# or patroni1e a particular esta(lishment :6efer to ,igure 1/8;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'A. (p. 20) $ig (a1aar# a supermarket in India# recently placed an ad in the newspapers circulated in $angalore city that it would pro"ide 10 "egeta(les at a flat rate of 6s.10 to consumers from Monday to Wednesday (etween 1 p.m. and ' p.m. at select locations in the $angalore city. Which of the following types of ad"ertising did it make use of A. -ational ad"ertising $. !rade ad"ertising C. 6etail ad"ertising 2. &rimary/demand ad"ertising *. 2irect response ad"ertising 6etail or local ad"ertising is ad"ertising done (y retailers or local merchants to encourage consumers to shop at a specific store# use a local ser"ice# or patroni1e a particular esta(lishment. 6etail or local ad"ertising tends to emphasi1e specific patronage moti"es such as price# hours of operation# ser"ice# atmosphere# image# or merchandise assortment :6efer to ,igure 1/8;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

'@. (p. 20) Ad"ertising done (y !arget# Kohl4s# and Macy4s for the purpose of (uilding store traffic and encouraging consumers to make a purchase now is known as 33333 ad"ertising. A. trade $. facultati"e C. cooperati"e D. direct/action *. direct/response 6etail or local ad"ertising is ad"ertising done (y retailers or local merchants to encourage consumers to shop at a specific store# use a local ser"ice# or patroni1e a particular esta(lishment. 6etailers are concerned with (uilding store traffic# so their promotions often take the form of direct/action ad"ertising designed to produce immediate store traffic and sales :6efer to ,igure 1/8;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

80. (p. 20) Which of the following is true a(out retail ad"ertising A. It is done (y large companies on a nationwide (asis or in most regions of the country. $. It takes the form of direct/response ad"ertising. C. It is done to (uild store traffic and sales. 2. It designed to stimulate demand for the general product class or entire industry. *. It is targeted to marketing channel mem(ers such as wholesalers# distri(utors# and retailers. 6etail ad"ertising is ad"ertising done (y retailers or local merchants to encourage consumers to shop at a specific store# use a local ser"ice# or patroni1e a particular esta(lishment. 6etailers are concerned with (uilding store traffic# so their promotions often take the form of direct/action ad"ertising designed to produce immediate store traffic and sales :6efer to ,igure 1/8;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

81. (p. 20) A used (ookstore that runs an ad which announces a B1./hour# e"erything must goB sale is using= A. homogeneous marketing. $. direct/response ad"ertising. C. a direct/action promotion. 2. an indirect/response ad"ertising. *. (ait and switch ad"ertising. 6etailers are concerned with (uilding store traffic# so their promotions often take the form of direct/action ad"ertising designed to produce immediate store traffic and sales :6efer to ,igure 1/8;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8.. (p. 20) 6etailI)ocal ad"ertising often takes the form of= A. trade ad"ertising. $. selecti"e/demand ad"ertising. C. (ait and switch ad"ertising. D. direct/action ad"ertising. *. indirect response ad"ertising. 6etailers are concerned with (uilding store traffic# so their promotions often take the form of direct/action ad"ertising designed to produce immediate store traffic and sales. :6efer= ,igure 1/8;

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8'. (p. 20) &rimary/demand ad"ertising is designed to= A. draw particular attention to a particular (randed item. B. stimulate demand for a general product class or industry. C. help launch a specific line extension. 2. compare two or more competitors in a real world situation. *. create a market share gain for the industry leader. &rimary/demand ad"ertising is designed to stimulate demand for the general product class or entire industry. :6efer= ,igure 1/8;

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

88. (p. 20) 33333 ad"ertising focuses on creating demand for a specific company4s (rand. A. &rimary/demand B. 0electi"e/demand C. !rade 2. 0econdary/demand *. Industrial 0electi"e/demand ad"ertising focuses on creating demand for a specific company4s (rands. Most ad"ertising for products and ser"ices is concerned with stimulating selecti"e demand and emphasi1es reasons for purchasing a particular (rand. :6efer= ,igure 1/8;

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8<. (p. 20) Amul# a food product marketing organi1ation# has come up with new glo(al ads that promote the (enefits of drinking milk as well as demonstrates the "arious uses of milk. !his is an example of= A. trade ad"ertising. B. primary/demand ad"ertising. C. secondary/demand ad"ertising. 2. retail ad"ertising. *. professional ad"ertising. &rimary/demand ad"ertising is often used as part of a promotional strategy to help a new product gain market acceptance# since the challenge is to sell customers on the product concept as much as to sell a particular (rand. An ad"ertiser might concentrate on stimulating primary demand when its (rand dominates a market and will (enefit the most from o"erall market growth.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8>. (p. 20) !he -ational *gg Coordination Committee has for years now (een promoting the (enefits of eggs and their importance in one4s diet through its ads# which are aired in many nations. Which type of ad"ertising is it making use of A. -ational ad"ertising $. &rofessional ad"ertising C. &rimary/demand ad"ertising 2. 0electi"e/demand ad"ertising *. !rade ad"ertising An ad"ertiser might concentrate on stimulating primary/demand when its (rand dominates a market and will (enefit the most from o"erall market growth.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8?. (p. 20) Which of the following (est descri(es selecti"e/demand ad"ertising A. Ad"ertisement of JComplan4 that compares its (enefits against its competitor J$ourn"ita4. $. $eef council stimulating the demand for (eef through an ad. C. Ad"ertisement of Coca/Cola placed in progressi"e grocer# a trade maga1ine to promote Coca/Cola to food store managers. 2. )ufthansa ad that appears in the newspapers all across the country. *. Ad for a ' day discount in a restaurant located in 0an 2iego which appears in the local newspaper. 0electi"e/demand ad"ertising focuses on creating demand for a specific company4s (rands. Most ad"ertising for products and ser"ices is concerned with stimulating selecti"e demand and emphasi1es reasons for purchasing a particular (rand.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8A. (p. 20) Which of the following is an example of retail ad"ertising A. Ad"ertisement of a health drink JComplan4 that compares its (enefits against its competitor J$ourn"ita4. $. $eef council stimulating the demand for (eef through an ad. C. Ad"ertisement of Coca/Cola placed in &rogressi"e grocer# a trade maga1ine to promote Coca/Cola to food store managers. 2. )ufthansa ad that appears in the newspapers all across the country. E. A newspaper ad for a ' day discount in a restaurant located in the outskirts of 0an 2iego. Ad"ertising done (y retailers or local merchants to encourage consumers to shop at a specific store# use a local ser"ice# or patroni1e a particular esta(lishment :6efer to ,igure 1/8;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

8@. (p. 20) 33333 ad"ertising is targeted at indi"iduals who influence the purchase of goods and ser"ices used to make other products. A. &rofessional $. &rimary demand C. 6etail D. $usiness/to/$usiness *. 2irect/response $usiness/to/(usiness ad"ertising is ad"ertising targeted at indi"iduals who (uy or influence the purchase of industrial goods or ser"ices for their companies :6efer to ,igure 1/8;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

<0. (p. 20) Ads for Wagner $rake &roducts# Champion spark plugs# MHH% chassis parts# and Keystone wheels in !ire 6e"iew# a Gournal written and pu(lished especially for ownersIoperators of auto shops# are examples of 33333 ad"ertising. A. retail $. direct/response C. (usiness/to/(usiness 2. direct / mail *. primary/demand $usiness/to/(usiness ad"ertising is ad"ertising targeted at indi"iduals who (uy or influence the purchase of industrial goods or ser"ices for their companies :6efer to ,igure 1/8;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

<1. (p. 20) 2oc0tock# a company that manufactures stethoscopes# has placed an ad in 2ocsMag# a maga1ine targeted at doctors. !his is an example of= A. (usiness/to/(usiness ad"ertising. $. trade ad"ertising. C. professional ad"ertising. 2. primary/demand ad"ertising. *. direct action ad"ertising. Ad"ertising targeted to professionals such as doctors# lawyers# dentists# engineers# or professors to encourage them to use a company4s product in their (usiness operations. It might also (e used to encourage professionals to recommend or specify the use of a company4s product (y end/users :6efer to ,igure 1/8;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

<.. (p. 20) 33333 ad"ertising is targeted to marketing channel mem(ers such as wholesalers# distri(utors# and retailers in order to encourage them to stock more of a particular (rand. A. -ational $. 0electi"e/demand C. &rofessional D. !rade *. 6etail !rade ad"ertising is targeted to marketing channel mem(ers such as wholesalers# distri(utors# and retailers. !he goal is to encourage channel mem(ers to stock# promote# and resell the manufacturer4s (randed products to their customers :6efer to ,igure 1/8;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

<'. (p. 20) Which of the following is an example of trade ad"ertising A. Ad"ertisement of a health drink i.e. JComplan4 that specifies the (enefits of drinking it. $. !he 0ilk ,ederation of Asia ad"ertising the importance of silk and the "arious purposes that it could (e used for. C. Ad"ertisement of Coca/Cola placed in &rogressi"e grocer# a maga1ine to promote Coca/Cola to food store managers. 2. 0outhWest Airlines ads that appears in the newspapers all across the country. *. Ad for a ' day discount in a restaurant located in a remote area in 0an 2iego which appears in the local newspaper. !rade ad"ertising is ad"ertising targeted to marketing channel mem(ers such as wholesalers# distri(utors# and retailers. !he goal is to encourage channel mem(ers to stock# promote# and resell the manufacturer4s (randed products to their customers. :6efer= ,igure 1/8;

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: A%ve$tising

<8. (p. *5) Which of the following statements is true a(out direct marketing A. !raditionally# it has not (een considered an element of the promotional mix. $. It is synonymous with direct mail. C. Indirect/response ad"ertising is considered as one of its maGor tools. 2. It is seldom# if e"er# used (y companies that ha"e an external sales force. *. It does not exist (eyond direct mail and mail/order catalogs. !raditionally# direct marketing has not (een considered an element of the promotional mix. Dowe"er# (ecause it has (ecome such an integral part of the IMC program of many organi1ations and often in"ol"es separate o(Gecti"es# (udgets# and strategies# we "iew direct marketing as a component of the promotional mix.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: !i$ect .a$keting

<<. (p. *54 2*) $radford *xchange is a company that sells collecti(le plates. If you order one plate from the company# you will recei"e multiple mails each month pro"iding you with information of new issues and encouraging you to place your order for additional plates. %i"en this information# which promotional element does $radford *xchange depend upon A. Ad"ertising $. 0ale promotion C. 2irect marketing 2. &u(licity *. &ricing 2irect marketing is much more than direct mail and mail/order catalogs. It in"ol"es a "ariety of acti"ities# including data(ase management# direct selling# telemarketing# and direct/response ads through direct mail# the Internet# and "arious (roadcast and print media.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: !i$ect .a$keting

<>. (p. 2*) Hne of the maGor tools of direct marketing is 333333 ad"ertising# where a product is promoted through an ad that encourages the consumer to purchase directly from the manufacturer. A. direct/response $. primary/demand C. (usiness/to/(usiness 2. trade *. selecti"e/demand Hne of the maGor tools of direct marketing is direct/response ad"ertising# where(y a product is promoted through an ad that encourages the consumer to purchase directly from the manufacturer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: !i$ect .a$keting

<?. (p. 2*) !he ad for the $ose Wa"e radioIC2 player in <e-s-eek maga1ine has a coupon that you can use to order the radioIC2 player# a toll/free num(er you can call to place an order# and a we(site to place orders. !his ad is an example of 33333 ad"ertising. A. direct/response $. primary/demand C. (usiness/to/(usiness 2. trade *. secondary demand Hne of the maGor tools of direct marketing is direct response ad"ertising# where(y a product is promoted through an ad that encourages the consumer to purchase directly from the manufacturer.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: !i$ect .a$keting

<A. (p. 2*) 33333 is a tool of direct marketing that is used to call customers directly and attempt to sell the products and ser"ices# or 5ualify them as sales leads. A. Ad"ertising $. $u11 marketing C. !elemarketing 2. 2irect response marketing *. 2oor/to/door selling 2irect marketing plays a (ig role in the integrated marketing communications programs of consumer/product companies and (usiness/to/(usiness marketers. !hey use telemarketing to call customers directly and attempt to sell them products and ser"ices or 5ualify them as sales leads.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: !i$ect .a$keting

<@. (p. 2*) Coldwater Creek is a retailer that uses its we(site to promote and sell new merchandise. Coldwater Creek "iews the Internet as a:n; 33333 medium. A. interacti"e $. indirect C. primary/demand 2. print *. traditional H"er the past decade we ha"e (een experiencing perhaps the most dynamic and re"olutionary changes of any era in the history of marketing# as well as ad"ertising and promotion. !hese changes are (eing dri"en (y ad"ances in technology and de"elopments that ha"e led to dramatic growth of communication through interacti"e media# particularly the Internet.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 3nte$active=3nte$net .a$keting

>0. (p. 2*) 0tar(ucks has de"eloped apps for the i&hone which allow customers to share drink recipes# find the nearest 0tar(ucks# look up nutritional information# and manage their 0tar(ucks gift cards. !his is an example of 33333 marketing. A. trade $. direct C. direct action 2. professional E. interacti"e Marketers are interested in mo(ile marketing as interacti"e messages can (e deli"ered that are specific to a consumer4s location or consumption situation. ,or example# 0tar(ucks has de"eloped apps for the i&hone which allow customers to share drink recipes# find the nearest 0tar(ucks# look up nutritional information and manage their 0tar(ucks gift cards.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 3nte$active=3nte$net .a$keting

>1. (p. 22) Which of the following is true a(out the Internet media A. It is considered as traditional media. $. It essentially allows for one/way communication. C. It ena(les marketers to gather "alua(le personal information from customers and prospects. 2. !he effect of using Internet media can (e closely and precisely measured (y ad"ertising and other forms of promotion. *. Hne maGor disad"antage of Internet media is that it cannot (e integrated with other media programs. !he interacti"e nature of the Internet is one of its maGor ad"antages. !his capa(ility ena(les marketers to gather "alua(le personal information from customers and prospects and to adGust their offers accordingly# in some cases in real time.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 3nte$active=3nte$net .a$keting

>.. (p. 27) 33333 includes those marketing acti"ities that pro"ide extra "alue or incenti"es for purchasing a product such as coupons and premiums. A. 2irect marketing $. Ad"ertising C. &u(lic relations D. 0ales promotion *. $rand e5uity 0ales promotion is generally defined as those marketing acti"ities that pro"ide extra "alue or incenti"es to the sales force# the distri(utors# or the ultimate consumer and can stimulate immediate sales.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: Sales 6$omotion

>'. (p. 27) 0ales promotions targeted to the ultimate users of a product such as sampling# coupons# contests# or sweepstakes are known as= A. consumer/oriented sales promotion. $. trade/oriented sales promotion. C. direct marketing incenti"es. 2. pu(lic relations. *. strategic promotions. Consumer/oriented sales promotion is targeted to the ultimate user of a product or ser"ice and includes couponing# sampling# premiums# re(ates# contests# sweepstakes# and "arious point/of/purchase materials.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: Sales 6$omotion

>8. (p. 27) Chicken of the 0ea includes coupons in their maga1ine ad"ertisements. !his is an example of= A. consumer/oriented sales promotion. $. direct/response ad"ertising campaign. C. primary/demand ad"ertising campaign. 2. trade/oriented sales promotion. *. ser"ice/oriented sales promotion. Consumer/oriented sales promotion is targeted to the ultimate user of a product or ser"ice and includes couponing# sampling# premiums# re(ates# contests# sweepstakes# and "arious point/of/purchase materials.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: Sales 6$omotion

><. (p. 27) 0ales promotion programs targeted toward marketing intermediaries such as wholesalers# distri(utors# and retailers are known as= A. consumer/oriented sales promotion. B. trade/oriented sales promotion. C. functional inducement. 2. direct marketing. *. integrated promotions. !rade/oriented sales promotion is targeted toward marketing intermediaries such as wholesalers# distri(utors# and retailers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: Sales 6$omotion

>>. (p. 27) ,lorafax Wire 0er"ice allows a consumer in Alaska to go to his or her local florist and order roses to (e sent to a friend in Maine. !he Alaskan florist uses ,lorafax to order the roses from a florist in Maine who will arrange and deli"er them. An ad for ,lorafax in a trade Gournal for florists offers retail florists a F8 re(ate when they send .0 orders and an additional F.?< per order when they use florafax.net online sending. In its ad# ,lorafax is using= A. consumer/oriented sales promotion. B. trade/oriented sales promotion. C. functional inducement. 2. telemarketing. *. integrated promotions. !rade/oriented sales promotion is targeted toward marketing intermediaries such as wholesalers# distri(utors# and retailers. &romotional and merchandising allowances# price deals# sales contests# and trade shows are some of the promotional tools used to encourage the trade to stock and promote a company4s products.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: Sales 6$omotion

>?. (p. 2;) 33333 is nonpersonal communication neither directly paid for nor run under identified sponsorship. A. Ad"ertising $. 0ales promotion C. &u(licity 2. &u(lic relations *. &ersonal selling &u(licity refers to nonpersonal communications regarding an organi1ation# product# ser"ice# or idea not directly paid for or run under identified sponsorship.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

>A. (p. 2;) Which of the following statements descri(e the difference (etween pu(licity and ad"ertising A. Ad"ertising is done (y manufacturers# and pu(licity is done (y retailers. $. Ad"ertising is personal# and pu(licity is nonpersonal in nature. C. Ad"ertising is paid for (y the sponsoring organi1ation# and pu(licity is not. 2. Ad"ertising is ne"er institutional :i.e.# promoting the company itself;# and pu(licity usually is institutional in character. *. Ad"ertising typically utili1es mass media# and pu(licity does not. &u(licity refers to nonpersonal communications regarding an organi1ation# product# ser"ice# or idea not directly paid for or run under identified sponsorship.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

>@. (p. 2;) Hne of the primary ad"antages inherent in the use of pu(licity is its= A. a(ility to (e personali1ed. B. credi(ility. C. negligi(le "aria(le costs. 2. tangi(ility. *. a(ility to (e closely controlled and monitored (y the organi1ation that is (eing pu(lici1ed. An ad"antage of pu(licity o"er other forms of promotion is its credi(ility. Consumers generally tend to (e less skeptical toward fa"ora(le information a(out a product or ser"ice when it comes from a source they percei"e as un(iased.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?0. (p. 2;) When the indi"idual "oted off of The S"$vivo$# a reality series# appears on 2a"id )etterman as a guest to discuss the series and his or her role in the series# it is an example of 33333 for the C$0 tele"ision show. A. ad"ertising B. pu(licity C. sales promotion 2. personal selling *. direct marketing &u(licity refers to nonpersonal communications regarding an organi1ation# product# ser"ice# or idea not directly paid for or run under identified sponsorship. It usually comes in the form of a news story# editorial# or announcement a(out an organi1ation andIor its products and ser"ices.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?1. (p. 2;) $ecause of the percei"ed o(Gecti"ity of the source# which of the elements of the promotional mix is usually regarded as most credi(le A. Ad"ertising B. &u(licity C. &ackaging 2. 0ales promotion *. 2irect marketing An ad"antage of pu(licity o"er other forms of promotion is its credi(ility. Consumers generally tend to (e less skeptical toward fa"ora(le information a(out a product or ser"ice when it comes from a source they percei"e as un(iased.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?.. (p. 29) Which of the following statements a(out pu(licity and pu(lic relations is true A. &u(licity generally has a (roader purpose and o(Gecti"e than pu(lic relations. $. &u(licity is the only tool used in a firm4s pu(lic relations efforts. C. &u(licity is one of the most important communication techni5ues used in pu(lic relations. 2. &u(licity has more of a long term# on/going purpose than pu(lic relations. *. &u(licity and pu(lic relations are synonyms for each other. &u(lic relations uses pu(licity and a "ariety of other tools9including special pu(lications# participation in community acti"ities# fund/raising# sponsorship of special e"ents# and "arious pu(lic affairs acti"ities9to enhance an organi1ation4s image.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?'. (p. 2;) Which of the following statements descri(e a disad"antage of pu(licity A. &u(licity is expensi"e to implement. $. &u(licity has relati"ely low credi(ility. C. &u(licity is not always under the control of the organi1ation that reaps the negati"e and positi"e (enefits from it. 2. &u(licity is not useful with a market segmentation strategy. *. &u(licity makes a market aggregation strategy ineffecti"e. &u(licity is not always under the control of an organi1ation and is sometimes unfa"ora(le. -egati"e stories a(out a company andIor its products can (e "ery damaging.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?8. (p. 2;) An article in >inancial Times announced that &uma had de"eloped the !hrift shoe# (ased on its award/winning design. !he !hrift shoe was to (e made in a limited edition of <10 pairs of fa(ric from second/hands clothes and would not (e a"aila(le in the E.0. According to the article# each pair would come complete with a num(ered certificate of authenticity and a pri"ate password for the dedicated We( page so all proud owners could Bswap their soles.B !he article created interest in the shoes and is an example of= A. sales promotion. $. ad"ertising. C. personal selling. 2. sponsorship. E. pu(licity. &u(licity refers to nonpersonal communications regarding an organi1ation# product# ser"ice# or idea not directly paid for or run under identified sponsorship. It usually comes in the form of a news story# editorial# or announcement a(out an organi1ation andIor its products and ser"ices.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?<. (p. 2;) A lawsuit charged a mortgage lender with racism (ecause it allegedly charged African/American (orrowers higher rates than other (orrowers. -ews of the lawsuit was reported (y the wire ser"ice# and it appeared in se"eral newspapers. !his is an example of= A. sales detraction. $. negati"e ad"ertising. C. cause selling. D. negati"e pu(licity. *. neutral pu(licity. &u(licity is not always under the control of an organi1ation and is sometimes unfa"ora(le. -egati"e stories a(out a company andIor its products can (e "ery damaging. ,or example# recently the packaged food industry has recei"ed a great deal of negati"e pu(licity regarding the nutritional "alue of their products as well as their marketing practices# particularly to young people.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?>. (p. 2;) A re"iew of a mo"ie in -ewsweek maga1ine or on the %ood Morning America tele"ision show is an example of= A. personal selling. B. pu(licityIpu(lic relations. C. direct marketing. 2. ad"ertising. *. media/selling. &u(licity refers to nonpersonal communications regarding an organi1ation# product# ser"ice# or idea not directly paid for or run under identified sponsorship. It usually comes in the form of a news story# editorial# or announcement a(out an organi1ation andIor its products and ser"ices.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

??. (p. 29) When an organi1ation systematically plans and distri(utes information in an attempt to control and manage the nature of the pu(licity it recei"es and its image# it is engaging in a function known as= A. image management. $. ad"ertising. C. integrated marketing. D. pu(lic relations. *. sales promotion. When an organi1ation systematically plans and distri(utes information in an attempt to control and manage its image and the nature of the pu(licity it recei"es# it is really engaging in a function known as pu(lic relations.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?A. (p. 29) 33333 is the management function that e"aluates pu(lic attitudes# identifies the policies and procedures of an indi"idual or organi1ation with the pu(lic interest# and executes a program of action to earn pu(lic understanding and acceptance. A. 2irect marketing $. &u(licity C. Corporate affairs D. &u(lic relations *. 0ales promotion &u(lic relations is defined as Bthe management function which e"aluates pu(lic attitudes# identifies the policies and procedures of an indi"idual or organi1ation with the pu(lic interest# and executes a program of action to earn pu(lic understanding and acceptance.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

?@. (p. 29) A lawsuit charged a mortgage lender with racism (ecause it allegedly charged African/American (orrowers higher rates than other (orrowers. In response to allegations that it charged African/Americans higher mortgage rates than others# the mortgage lender created a mystery shopper program in which it sent out African/American customers to report on their experience with the firm4s lending offices. !heir reports were released to the news media. !his is an example of= A. pu(lic relations. $. ad"ertising. C. media/selling. 2. sales promotion. *. cause marketing. &u(lic relations is defined as Bthe management function which e"aluates pu(lic attitudes# identifies the policies and procedures of an indi"idual or organi1ation with the pu(lic interest# and executes a program of action to earn pu(lic understanding and acceptance.B

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

A0. (p. 29) Which of the following is true a(out pu(lic relations A. It is another name for pu(licity. $. It is narrower in perspecti"e than pu(licity. C. &u(licity is a tool used for pu(lic relations. 2. It uses a "ariety of tools such as sponsorship# pu(licity# special e"ents etc. except ad"ertising. *. It is a tool for pu(licity. &u(lic relations uses pu(licity and a "ariety of other tools9including special pu(lications# participation in community acti"ities# fund/raising# sponsorship of special e"ents# and "arious pu(lic affairs acti"ities9to enhance an organi1ation4s image.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6"(licity=6"(lic Relations

A1. (p. 29) 33333 is a form of person/to/person communication in which a seller attempts to assist andIor persuade prospecti"e (uyers to purchase the company4s product or ser"ice or to act on an idea. A. Ad"ertising $. 0ales promotion C. 2irect marketing 2. Interacti"e marketing E. &ersonal selling !he final element of an organi1ation4s promotional mix is personal selling# a form of person/to/person communication in which a seller attempts to assist andIor persuade prospecti"e (uyers to purchase the company4s product or ser"ice or to act on an idea.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6e$sonal Selling

A.. (p. 29) 33333 is a promotional mix element that allows for direct contact (etween a (uyer and seller and allows a message to (e modified according to the needs or reactions of the customer. A. Ad"ertising $. 2irect mail C. &u(lic relations 2. 0ales promotion E. &ersonal selling Enlike ad"ertising# personal selling in"ol"es direct contact (etween (uyer and seller# either face/to/face or through some form of telecommunications such as telephone sales. !he personal# indi"iduali1ed communication in personal selling allows the seller to tailor the message to the customer4s specific needs or situation.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6e$sonal Selling

A'. (p. 29) Which of the following statements accurately descri(e how mass communication differs from personal communication A. !o reach a large audience# interpersonal communication is faster. B. Interpersonal communication messages are more easily adapted to the recei"er. C. Mass communication has a greater a(ility to attract attention. 2. Cost per indi"idual reached tends to (e higher with mass communication. *. ,eed(ack tends to (e more accurate with mass communication. Enlike ad"ertising# personal selling in"ol"es direct contact (etween (uyer and seller# either face/to/face or through some form of telecommunications such as telephone sales. !his interaction gi"es the marketer communication flexi(ilityK the seller can see or hear the potential (uyer4s reactions and modify the message accordingly.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6e$sonal Selling

A8. (p. 29) !he promotional mix element that allows for the most immediate and precise feed(ack from the customer is= A. ad"ertising. $. sales promotion. C. pu(lic relations. 2. pu(licity. E. personal selling. &ersonal selling also in"ol"es more immediate and precise feed(ack (ecause the impact of the sales presentation can generally (e assessed from the customer4s reactions. If the feed(ack is unfa"ora(le# the salesperson can modify the message. &ersonal selling efforts can also (e targeted to specific markets and customer types that are the (est prospects for the company4s product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6e$sonal Selling

A<. (p. 29) $usiness/to/(usiness marketers who sell expensi"e# risky# and often complex products rely most hea"ily on which of the following promotional tools A. &rint ad"ertising $. Coupons C. 2irect mail D. &ersonal selling *. &ricing !he personal# indi"iduali1ed communication in personal selling allows the seller to tailor the message to the customer4s specific needs or situation. &ersonal selling also in"ol"es more immediate and precise feed(ack (ecause the impact of the sales presentation can generally (e assessed from the customer4s reactions. If the feed(ack is unfa"ora(le# the salesperson can modify the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6e$sonal Selling

A>. (p. 29) What is the maGor ad"antage of personal selling o"er ad"ertising as a communication method A. &ersonal selling generates more sales per dollar in"ested. $. &ersonal selling impro"es the image of the firm. C. &ersonal selling acti"ates the recei"er4s selecti"e processes# and ad"ertising does not. 2. &ersonal selling results in sales responses that are more difficult to measure than those of ad"ertising. E. &ersonal selling is more persuasi"e (ecause the communicator can Gudge the sales prospect and modify his or her message accordingly. Enlike ad"ertising# personal selling in"ol"es direct contact (etween (uyer and seller# either face/to/face or through some form of telecommunications such as telephone sales. !his interaction gi"es the marketer communication flexi(ilityK the seller can see or hear the potential (uyer4s reactions and modify the message accordingly.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0; To int$o%"ce the va$io"s elements of the p$omotional mi, an% consi%e$ thei$ $oles in an 3.C p$og$am. Topic: 6e$sonal Selling

A?. (p. 2:) 33333 refers to each and e"ery opportunity the customer has to see or hear a(out the company andIor its (rands or ha"e an encounter or experience with it. A. Marketing mix $. &romotion C. Moment of truth D. !ouch point *. $rand e5uity A contact :or touch; point refers to each and e"ery opportunity the customer has to see or hear a(out the company andIor its (rands or ha"e an encounter or experience with it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+09 To e,amine the va$io"s types of contact points th$o"gh -hich ma$kete$s comm"nicate -ith thei$ ta$get a"%iences. Topic: 3.C 3nvolves A"%ience Contacts

AA. (p. 2:) 33333 are planned marketing communication messages created (y the company such as ad"ertisements# we(sites# newsIpress releases# packaging# (rochures# and sales promotion etc. A. 2istri(uti"e touch points $. &u(lic relations C. Company created touch points 2. Intrinsic touch points *. *xtrinsic touch points Company created touch points are planned marketing communication messages created (y the company such as ad"ertisements# we(sites# newsIpress releases# packaging# (rochures and collateral material# sale promotions# and point/of/purchase displays along with other types of in/store dLcor.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+09 To e,amine the va$io"s types of contact points th$o"gh -hich ma$kete$s comm"nicate -ith thei$ ta$get a"%iences. Topic: 3.C 3nvolves A"%ience Contacts

A@. (p. 2:) 33333 are interactions that occur with a company or (rand during the process of (uying or using the product or ser"ice. A. Intrinsic touch points $. Company created touch points C. 0ales promotions 2. *xtrinsic touch points *. 0eamless communications Intrinsic touch points are interactions that occur with a company or (rand during the process of (uying or using the product or ser"ice such as discussions with retail sales personnel or customer ser"ice representati"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+09 To e,amine the va$io"s types of contact points th$o"gh -hich ma$kete$s comm"nicate -ith thei$ ta$get a"%iences. Topic: 3.C 3nvolves A"%ience Contacts

@0. (p. 27) Which of the following touch points relate to unanticipated references or information a(out a company or (rand that a customer or prospect recei"es from sources that are (eyond the control of the organi1ation A. Company created touch point $. Intrinsic touch point C. *xtrinsic touch point D. Enexpected touch point *. Customer initiated touch point Enexpected touch points are unanticipated references or information a(out a company or (rand that a customer or prospect recei"es that is (eyond the control of the organi1ation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+09 To e,amine the va$io"s types of contact points th$o"gh -hich ma$kete$s comm"nicate -ith thei$ ta$get a"%iences. Topic: 3.C 3nvolves A"%ience Contacts

@1. (p. 27) +oy calls a 0amsung store in order to find out a(out the new 0amsung Wa"e 0A<00. !he customer ser"ice department personnel of 0amsung emails him the entire product details in a "ery organi1ed manner along with the price of the product and other special specifications as re5uested (y +oy. Which type or category of touch point has (een discussed here A. Company created touch point $. Intrinsic touch point C. *xtrinsic touch point 2. Enexpected touch point E. Customer/initiated touch point Customer/initiated touch points are interactions that occur whene"er a customer or prospect contacts a company. Most of these contacts in"ol"e in5uiries or complaints consumers might ha"e regarding the use of a product or ser"ice and occur through calls made directly to the company# "ia e/mails or through specific sections of we(sites to which customers are directed.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: 3.C 3nvolves A"%ience Contacts

@.. (p. 21) Kerry is asked to e"aluate the strengths and weaknesses of each IMC tool (eing used (y the agency and make recommendations to plan and execute communications with target audiences. Kerry is engaged in= A. sur"ey research strategies. $. account/client articulation agreements. C. integrated marketing communications management. 2. deri"ed demand analysis. *. efficient synergy management. In de"eloping an integrated marketing communications strategy# a company com(ines the "arious promotional/mix elements# (alancing the strengths and weaknesses of each to produce an effecti"e communications program. Integrated marketing communications management in"ol"es the process of planning# executing# e"aluating# and controlling the use of the "arious promotional/mix elements to effecti"ely communicate with target audiences.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: The 3.C 6lanning 6$ocess

@'. (p. 21) Dow does the integrated marketing communications :IMC; plan approach differ from traditional approaches to promotion A. IMC puts more emphasis on ad"ertising and less on sales promotion. $. IMC puts more emphasis on sales promotion and less on ad"ertising. C. IMC recogni1es that marketers must (e a(le to use a wide range of marketing and promotional tools to present a consistent image to target audiences. 2. IMC places (arriers around the "arious marketing and promotional functions and re5uires that they (e planned and managed separately. *. IMC predominately makes use of mass media communications in order to attract and retain customers. Integrated marketing communications management in"ol"es the process of planning# executing# e"aluating# and controlling the use of the "arious promotional/mix elements to effecti"ely communicate with target audiences.

AACSB: Reflective Thinking Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: The 3.C 6lanning 6$ocess

@8. (p. 21) 33333 is the process for planning# executing# e"aluating# and controlling the use of the "arious promotional/mix elements to effecti"ely communicate with target audiences. A. Integrated ad"ertising marketing B. Integrated marketing communications management C. Market auditing 2. 0ituation analysis *. Communications process accounting Integrated marketing communications management in"ol"es the process of planning# executing# e"aluating# and controlling the use of the "arious promotional/mix elements to effecti"ely communicate with target audiences.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: The 3.C 6lanning 6$ocess

@<. (p. 21) !he first step in the IMC planning process is= A. the situation analysis. $. (udget determination. C. a re"iew of the marketing plan. 2. specification of communications o(Gecti"es. *. de"elopment of the promotional mix strategies. !he first step in the Integrated Marketing Communications &lanning Model is to re"iew the marketing plan :6efer to ,igure 1/?;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: Revie- of the .a$keting 6lan

@>. (p. 25) !he 33333 is a written document that descri(es the o"erall marketing strategy and programs de"eloped for an organi1ation# product line# or (rand. A. promotional plan B. marketing plan C. communications plan 2. marketing audit *. situation analysis Marketing plan is a written document that descri(es the o"erall marketing strategy and programs de"eloped for an organi1ation# a particular product line# or a (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: Revie- of the .a$keting 6lan

@?. (p. 25) A marketing plan usually includes= A. a corporate mission statement. $. Go( descriptions and Go( specifications. C. a media schedule. D. a detailed situation analysis. *. sales and market forecasts. Marketing plans can take se"eral forms (ut generally include fi"e (asic elements / a detailed situation analysis# specific marketing o(Gecti"es# a marketing strategy# a program for implementing the marketing strategy# and a process for monitoring and e"aluating performance and pro"iding feed(ack.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: Revie- of the .a$keting 6lan

@A. (p. 70) !he second stage of the IMC planning process is the= A. de"elopment of a mission statement. $. de"elopment of marketing Go( descriptions. C. promotional analysis. 2. de"elopment of an ad"ertising plan. *. preparation of a marketing plan. In an Integrated Marketing Communications &lanning Model# the re"iew of marketing plan is usually followed (y the analysis of the promotional program situation :6efer to ,igure 1/?;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+07 To int$o%"ce a mo%el of the 3.C planning p$ocess an% e,amine the steps in %eveloping a ma$keting comm"nications p$og$am. Topic: Revie- of the .a$keting 6lan

@@. (p. 7;) 33333 refer to what is to (e accomplished (y the o"erall marketing program and is stated in terms of sales# market share# and profita(ility. A. Communication o(Gecti"es B. Marketing o(Gecti"es C. Ad"ertising platforms 2. 0egmentation approaches *. *xternal analysis factors Marketing o(Gecti"es refer to what is to (e accomplished (y the o"erall marketing program. !hey are often stated in terms of sales# market share# or profita(ility.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: Analysis of the Comm"nications 6$ocess

100. (p. 7;) 33333 refer to what the firm seeks to accomplish with its promotional program and are often stated in terms of the nature of the message to (e communicated. A. Communication o(Gecti"es $. 0ales 5uotas C. Ad"ertising platforms 2. 0haping goals *. *xternal analysis factors Communication o(Gecti"es refer to what the firm seeks to accomplish with its promotional program.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: Analysis of the Comm"nications 6$ocess

101. (p. 7;) 33333 should (e the guiding force for de"elopment of the o"erall marketing communications strategy and of o(Gecti"es for each element of the promotional mix. A. Communication o(Gecti"es $. 0ales o(Gecti"es C. Marketing o(Gecti"es 2. &romotional o(Gecti"es *. &roduction o(Gecti"es Communication o(Gecti"es should (e the guiding force for de"elopment of the o"erall marketing communications strategy and of o(Gecti"es for each promotional/mix area.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: Analysis of the Comm"nications 6$ocess

10.. (p. 7;) What is the next stage in the IMC planning process# once marketing and communication o(Gecti"es ha"e (een set A. $udget determination $. Implementation of those o(Gecti"es C. Media selection scheduling 2. 6ecruitment of marketing and promotion personnel *. 2e"elopment of the IMC program After the communication o(Gecti"es are determined# attention turns to the promotional (udget :6efer to ,igure 1/?;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: B"%get !ete$mination

10'. (p. 7;) !he de"elopment of the ad"ertising message that the marketer wants to con"ey to its target audience is called 33333# and the determination of which communications channels to use to deli"er the message is 33333. A. creati"e strategyK media strategy $. media strategyK message strategy C. the marketing programK the communications program 2. the ,i"e CsK the 8 Ms *. message strategyK channel strategy Message de"elopment# often referred to as creati"e strategy# in"ol"es determining the (asic appeal and message the ad"ertiser wishes to con"ey to the target audience. Media strategy in"ol"es determining which communication channels will (e used to deli"er the ad"ertising message to the target audience.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: !eveloping the 3nteg$ate% .a$keting Comm"nications 6$og$am

108. (p. 7;) According to the planning model# the most in"ol"ed and detailed step of the promotional planning process is= A. re"iewing the marketing plan and situation analysis. $. determining the promotional (udget. C. de"eloping the integrated marketing communications :IMC; program. 2. monitoring# e"aluating# and controlling the promotional program. *. determining the media strategy. 2e"eloping the IMC program is generally the most in"ol"ed and detailed step of the promotional planning process. At this stage of the planning process# decisions ha"e to (e made regarding the role and importance of each element and their coordination with one another :6efer to ,igure 1/?;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: !eveloping the 3nteg$ate% .a$keting Comm"nications 6$og$am

10<. (p. 79) According to the IMC planning model# A. promotional mix elements share a set of o(Gecti"es and a strategy for meeting these o(Gecti"es. $. o(Gecti"es and strategies for each promotional mix element are (ased on ad"ertising goals. C. (udgeting is done only for ad"ertising. D. it is important to monitor# e"aluate# and control the promotional program to determine how well it is meeting communications o(Gecti"es. *. the internal and external situation analysis is done after the (udget is determined. !he final stage of the IMC planning process is monitoring# e"aluating# and controlling the promotional program. It is important to determine how well the IMC program is meeting communications o(Gecti"es and helping the firm accomplish its o"erall marketing goals and o(Gecti"es. !he IMC planner wants to know not only how well the promotional program is doing (ut also why. :6efer= ,igure 1/?;

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: .onito$ing? 0val"ation an% Cont$ol

10>. (p. 79) !he final stage of the IMC planning model is= A. (udget determination. $. the de"elopment of the media strategy. C. analysis of communication process. 2. integrating creati"e strategies. E. monitoring# e"aluation# and control. !he final stage of the IMC planning process is monitoring# e"aluating# and controlling the promotional program. It is important to determine how well the IMC program is meeting communications o(Gecti"es and helping the firm accomplish its o"erall marketing goals and o(Gecti"es. !he IMC planner wants to know not only how well the promotional program is doing (ut also why :6efer to ,igure 1/?;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0*+0: To e,amine ho- va$io"s ma$keting an% p$omotional elements m"st (e coo$%inate% to comm"nicate effectively. Topic: .onito$ing? 0val"ation an% Cont$ol

Chapter 0. !he 6ole of IMC in the Marketing &rocess Answer Key

Multiple Choice Questions

1. (p. ;2) According to the marketing and promotions process model# the marketing process (egins with the= A. de"elopment of the marketing mix. B. de"elopment of a marketing strategy and analysis. C. de"elopment of the promotional mix. 2. determination of the target market. *. esta(lishment of marketing o(Gecti"es. As the model shows# the marketing process (egins with the de"elopment of a marketing strategy and analysis in which the company decides the product or ser"ice areas and particular markets where it wants to compete. :6efer= ,igure ./1;

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: 3nt$o%"ction

.. (p. ;7) A:n; 33333 is a document that e"ol"es from an organi1ation4s o"erall corporate strategy and ser"es as a guide for specific marketing programs and policies. A. strategic marketing plan $. integrated marketing communications plan C. situation analysis 2. opportunity analysis *. competiti"e plan A strategic marketing plan usually e"ol"es from an organi1ation4s o"erall corporate strategy and ser"es as a guide for specific marketing programs and policies.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: .a$keting St$ategy an% Analysis

'. (p. ;7) 33333 is a detailed assessment of the current marketing conditions facing the company# its product lines# or its indi"idual (rands. A. 0trategic marketing plan $. Integrated marketing communications plan C. 0ituation analysis 2. Hpportunity analysis *. Competiti"e plan Marketing strategy is (ased on a situation analysis 9 a detailed assessment of the current marketing conditions facing the company# its product lines# or its indi"idual (rands.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: .a$keting St$ategy an% Analysis

8. (p. ;7) 33333 are defined as external areas where there are fa"ora(le demand trends# customer needs and wants are not (eing satisfied# and where a company thinks it can compete effecti"ely. A. Market opportunities $. Market segments C. Competiti"e ad"antages 2. Market strengths *. Market plans Market opportunities are areas where there are fa"ora(le demand trends# where the company (elie"es customer needs and opportunities are not (eing satisfied# and where it can compete effecti"ely.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: 'ppo$t"nity Analysis

<. (p. ;7) !o reach tweens :A/1. year olds;# +ell/H (rand gelatin marketers introduced M/ treme +ell/H in wild (erry# green apple# and watermelon fla"ors. !he ads descri(e the gelatin fla"ors as B+ell/H with an attitudeB (ecause these fruit fla"ors Bwill (ite you (ack.B +ell/H has defined tweens as= A. part of an undifferentiated market. $. aggregated market. C. a response/stimulus market. 2. the mass market for gelatin. E. a market segment. ,rom the situation analysis# a firm de"elops an understanding of the market and the "arious opportunities it offers# the competition# and the market segments or target markets the company wishes to pursue.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: .a$keting St$ategy an% Analysis

>. (p. ;7) China is the world4s second/largest (eer market after the E.0. It is also one of the fastest growing with annual growth of 10 percent. Anheuser/$usch responded to this 33333 in China when it esta(lished $udweiser Wulhan International $rewing in central China. !here it (rews $udweiser and $udweiser Ice which are sold to the local market. A. market opportunity $. market aggregation C. competiti"e ad"antage 2. market strength *. market threat Market opportunities are areas where there are fa"ora(le demand trends# where the company (elie"es customer needs and opportunities are not (eing satisfied# and where it can compete effecti"ely.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: 'ppo$t"nity Analysis

?. (p. ;7) Anyone who has e"er attended a state fair understands how complicated the ticketing system can (e. Attendees (uy a num(er of tickets and then turn them in to "arious ride operators. Hne ride may re5uire three tickets# another fi"e# and another two. !he system was complicated for workers and for consumers. A company named ,untastic has de"eloped a 0martCard that is purchased at the ticket (ooth for any amount customers want to spend. *ach ride re5uires one swipe of the card# and the amount of the ride is deducted electronically from the card4s total. ,untastic has recogni1ed a= A. market opportunity. $. market segment. C. competiti"e ad"antage. 2. market strength. *. market threat. Market opportunities are areas where there are fa"ora(le demand trends# where the company (elie"es customer needs and opportunities are not (eing satisfied# and where it can compete effecti"ely.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: 'ppo$t"nity Analysis

A. (p. ;;) !here are many different types of medicines for relie"ing allergy symptoms# and there are se"eral that offer .8/hour relief# (ut only Ala"ert comes in a 5uick/dissol"ing form that can (e easily swallowed without water. !he maker of Ala"ert hopes the fact that it dissol"es and enters the system more 5uickly than other (rands will create a= A. market aggregation. $. market segment. C. competiti"e ad"antage. 2. market strength. *. market threat. An important aspect of marketing strategy de"elopment is the search for a competiti"e ad"antage# something special a firm does or has that gi"es it an edge o"er competitors.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: Competitive Analysis

@. (p. ;;) Hffering 5uality products that command a premium price# pro"iding superior customer ser"ice# ha"ing the lowest production costs and lower prices etc. are ways of= A. achie"ing competiti"e ad"antage. $. market segmentation. C. mass marketing. 2. exploiting market opportunity. *. undifferentiated marketing. Ways to achie"e a competiti"e ad"antage include ha"ing 5uality products that command a premium price# pro"iding superior customer ser"ice# ha"ing the lowest production costs and lower prices# or dominating channels of distri(ution.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: Competitive Analysis

10. (p. ;;) 33333 is something uni5ue or special a firm possesses or does that gi"es it an edge o"er its competitors. A. $rand 5uality $. $rand e5uity C. A competiti"e ad"antage 2. $rand power *. A market opportunity An important aspect of marketing strategy de"elopment is the search for a competiti"e ad"antage# something special a firm does or has that gi"es it an edge o"er competitors.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: Competitive Analysis

11. (p. ;;) !oday many people take an aspirin at their doctor4s recommendation as pre"enti"e medicine. !he maker of $ayer aspirin has added calcium to its aspirin. !he calcium is also often recommended (y doctors to help maintain (one density. !here are many types of aspirin on the market# (ut only one (rand that contains calcium. ,or $ayer# this calcium additi"e is an example of= A. (rand 5uality. $. (rand e5uity. C. a competiti"e ad"antage. 2. (rand power. *. a market opportunity. An important aspect of marketing strategy de"elopment is the search for a competiti"e ad"antage# something special a firm does or has that gi"es it an edge o"er competitors. Ways to achie"e a competiti"e ad"antage include ha"ing 5uality products that command a premium price# pro"iding superior customer ser"ice# ha"ing the lowest production costs and lower prices# or dominating channels of distri(ution.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0* To "n%e$stan% the ma$keting p$ocess an% the $ole of a%ve$tising an% p$omotion in an o$gani ation's integ$ate% ma$keting p$og$am. Topic: Competitive Analysis

1.. (p. ;:) !he first step in the target marketing process is to= 6efer= ,igure ./. A. de"elop positioning strategies. $. re5uest go"ernment appro"al. C. determine whether to use a market segmentation strategy or a mass marketing strategy. D. identify markets with unfulfilled needs. *. de"elop new products. !he target marketing process in"ol"es four (asic steps= identifying markets with unfulfilled needs# segmenting the market# targeting specific segments# and positioning one4s product or ser"ice through marketing strategies.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+02 To "n%e$stan% the concept of ta$get ma$keting in an integ$ate% ma$keting comm"nications p$og$am. Topic: The Ta$get .a$keting 6$ocess

1'. (p. ;7) !he market segmentation process= A. di"ides a market into distinct groups that ha"e heterogeneous needs. B. di"ides a market into distinct groups that will respond similarly to marketing actions. C. offers one "ersion of the product to all markets. 2. identifies markets with unfulfilled needs. *. positions products in the minds of prospects and customers. Market segmentation is Bdi"iding up a market into distinct groups that :1; ha"e common needs and :.; will respond similarly to a marketing actionB.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

18. (p. ;7) 2irecting a company4s efforts towards one or more groups of customers who share common needs is known as= A. target marketing. $. competiti"e ad"antage. C. positioning. D. market segmentation. *. (randing. Market segmentation is Bdi"iding up a market into distinct groups that :1; ha"e common needs and :.; will respond similarly to a marketing actionB.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

1<. (p. ;1) 2i"iding the market into units such as nation# states# town# counties etc. is known as= A. demographic segmentation. $. psychographic segmentation. C. 5uantified aggregation. 2. lifestyle aggregation. E. geographic segmentation. In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(orhoods.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

1>. (p. ;1) Which of the following is a geographic "aria(le for segmentation of the market A. ,amily si1e $. Hccasions C. Cities 2. Age *. %ender In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(ourhoods.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

1?. (p. ;1) %eographic segmentation is a(out di"iding= A. consumers (ased on lifestyle. B. markets (ased on location. C. consumers (ased on usage. 2. consumers (ased on income. *. markets (ased on (enefit the product has to offer. In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(ourhoods.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

1A. (p. ;1) 6amen has recently come up with instant soup packets which it ad"ertises in the colder regions of Asia and *urope. !his is an example of= A. demographic segmentation. $. psychographic segmentation. C. sociocultural segmentation. D. geographic segmentation. *. undifferentiated marketing. In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(orhoods. Consumers often ha"e different (uying ha(its depending on where they reside. 6egional differences may exist in regard to food# drinks# attitudes toward foreign products# and the like.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

1@. (p. ;1) $u((a4s ,ro1en $ar(ecue 0andwiches contain pork drenched with a "inegar/ (ased (ar(ecue sauce. It would not (e popular in !exas where (ar(ecue lo"ers want goat meat# or in the Carolinas where a mustard/(ased sauce is preferred. %i"en this information# $u((a4s should use 33333 segmentation. A. demographic $. (uying condition C. personality D. geographic *. (eha"ioristic In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(orhoods. Consumers often ha"e different (uying ha(its depending on where they reside. 6egional differences may exist in regard to food# drinks# attitudes toward foreign products# and the like.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.0. (p. ;1) %eneral ,oods4 determination that 0outherners preferred milder mustard than those in the -ortheast led the company to de"elop a new B0outhern 0tyle Mustard.B !his strategy (est exemplifies= A. geographic segmentation. $. lifestyle segmentation. C. concentrated marketing. 2. usage segmentation. *. undifferentiated marketing. In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(orhoods. Consumers often ha"e different (uying ha(its depending on where they reside. 6egional differences may exist in regard to food# drinks# attitudes toward foreign products# and the like.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.1. (p. 90) When retail (uyers told the people who sold 2uck !ape (rand duct tape that tweens and teens were significant purchasers of the tape and used it to repair skate(oards and other extreme sports e5uipment# the makers of 2uck !ape introduced duct tape in wild neon colors specifically for this market (ecause research showed this market liked fun colors. $y targeting tweens and teens that skate(oard and engage in other extreme sports# the maker of 2uck !ape used 33333 segmentation. A. geographic $. sociocultural C. (eha"ioristic 2. socioeconomic E. demographic 2i"iding the market on the (asis of demographic "aria(les such as age# sex# family si1e# education# income# and social class is called demographic segmentation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

... (p. 90) 2i"ision of the market (ased on age# sex# family si1e# income# and other measura(le characteristics is known as= A. demographic segmentation. $. psychographic segmentation. C. 5uantified aggregation. 2. lifestyle aggregation. *. undifferentiated marketing. 2i"iding the market on the (asis of demographic "aria(les such as age# sex# family si1e# education# income# and social class is called demographic segmentation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.'. (p. 90) An ad for 0hangri/)a !ra"el Agency offers trips especially designed for grandparents and their grandchildren to enGoy together. !his example illustrates the use of 33333 segmentation. A. geographic B. demographic C. lifestyle 2. (eha"ioristic *. personality 2i"iding the market on the (asis of demographic "aria(les such as age# sex# family si1e# education# income# and social class is called demographic segmentation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.8. (p. 90) Ads for consumer finance companies are often aimed at people making annual salaries of F.<#000 or less. Consumer finance companies are using 33333 segmentation. A. geographic B. demographic C. lifestyle 2. (eha"ioristic *. personality 2i"iding the market on the (asis of demographic "aria(les such as age# sex# family si1e# education# income# and social class is called demographic segmentation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.<. (p. 90) Kyle wrote a (ook for new dads to help them take care of the (a(ies when the wi"es are away. It is highly recommended that Kyle employ 33333 to di"ide the market. A. geographic segmentation B. demographic segmentation C. psychographic segmentation 2. socio economic segmentation *. cultural segmentation 2i"iding the market on the (asis of demographic "aria(les such as age# sex# family si1e# education# income# life cycle stage and social class is called demographic segmentation. !he "aria(les used for segmentation here could (e gender and lifecycle stage.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.>. (p. 90) 2i"iding the market on the (asis of personality andIor lifestyles is referred to as 33333. A. geographic segmentation $. demographic segmentation C. psychographic segmentation 2. socio economic segmentation *. (eha"ioural segmentation 2i"iding the market on the (asis of personality andIor lifestyles is referred to as psychographic segmentation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.?. (p. ;14 90) %atorade sports drink has defined its target market as 1A/'8 year old males who are acti"e in sports. Which two (ases of segmentation is %atorade employing A. $enefit and demographic $. &sychographic and geographic C. 2emographic and psychographic 2. %eographic and (enefit *. $enefit and psychographic In the geographic segmentation approach# markets are di"ided into different geographic units. !hese units may include nations# states# counties# or e"en neigh(orhoods. Consumers often ha"e different (uying ha(its depending on where they reside. 6egional differences may exist in regard to food# drinks# attitudes toward foreign products# and the like. 2i"iding the market on the (asis of personality andIor lifestyles is referred to as psychographic segmentation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.A. (p. 90) 33333 di"ides a market on the (asis of lifestyles. A. )eisure marketing B. &sychographic segmentation C. $enefit segmentation 2. 2emographic segmentation *. $eha"ioristic segmentation 2i"iding the market on the (asis of personality andIor lifestyles is referred to as psychographic segmentation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

.@. (p. 90) Company M is a non/profit organi1ation# that employs a large num(er of underpri"ileged people. It sells art and handicrafts made (y these indi"iduals at reasona(le prices. Company M defines its market segment as people who (elie"e in helping others and feel good a(out it. It uses 33333 segmentation. A. demographic $. geographic C. psychographic 2. (enefit *. socio economic 2i"iding the market on the (asis of personality andIor lifestyles is referred to as psychographic segmentation. &sychographic segmentation has (een increasingly more popular with the ad"ent of the "alues and lifestyles :7A)0; program. :6efer= ,igure ./8;

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'0. (p. 9*) AIH stands for= A. acti"ities# inno"ation and opinions. $. acti"ities# interests and opportunities. C. acti"ities# inno"ations and opportunities. D. acti"ities# interests and opinions. *. actions# interests and opinions. !he determination of lifestyles is usually (ased on an analysis of the acti"ities# interests# and opinions :AIHs; of consumers. !hese lifestyles are then correlated with the consumers4 product# (rand# andIor media usage.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'1. (p. 904 92) An ad for -i"ea 7isage Wrinkle Control states that the cream allows women to Bgi"e their skin (ack its own wrinkle control.B It shows a woman in her forties using the product. !his ad is using 33333 segmentation. A. (eha"ioristic and (enefit B. (enefit and demographic C. psychographic and (eha"ioristic 2. geographic and (enefit *. demographic and psychographic 2i"iding the market on the (asis of demographic "aria(les such as age# sex# family si1e# education# income# and social class is called demographic segmentation and the grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'.. (p. 92) Crest has come up with three types of toothpastes for different segments / whitening toothpaste for indi"iduals who (uy for aesthetic reasons# straw(erry/fla"ored toothpaste for those concerned with the taste# and germi/check toothpaste for those looking to protect their teeth all day long. Hn what (asis has it segmented the market A. 2emographic $. %eographic C. 0ocio economic D. $enefit *. 0ocio cultural In purchasing products# consumers are generally trying to satisfy specific needs andIor wants. !hey are looking for products that pro"ide specific (enefits to satisfy these needs. !he grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

''. (p. 90) Crossings is the name of a (ook clu( designed to appeal to conser"ati"e Christians. It sells inspirational fiction and nonfiction (ooks that express moral "alues consistent with the "iews of these Christians. Crossings uses 33333 segmentation. A. psychographic $. demographic C. (eha"ioristic 2. usage *. geographic 2i"iding the market on the (asis of personality andIor lifestyles is referred to as psychographic segmentation. !he determination of lifestyles is usually (ased on an analysis of the acti"ities# interests# and opinions :AIHs; of consumers. !hese lifestyles are then correlated with the consumers4 product# (rand# andIor media usage. ,or many products andIor ser"ices# lifestyles may (e the (est discriminator (etween use and non/ use# accounting for differences in food# clothing# and car selections# among numerous other consumer (eha"iors.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'8. (p. 90) !he ad for the 2isney Institute at Walt 2isney World descri(es "acations during which an indi"idual can immerse him or herself in the Goys of gardening for a week and take classes with horticulturists. !his is an example of 33333 segmentation. A. psychographic $. demographic C. (eha"ioristic 2. usage *. geographic 2i"iding the market on the (asis of personality andIor lifestyles is referred to as psychographic segmentation. !he determination of lifestyles is usually (ased on an analysis of the acti"ities# interests# and opinions :AIHs; of consumers.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'<. (p. 92) 33333 segmentation di"ides consumers into groups according to their usage# loyalties# or (uying responses to a product. A. $enefit $. %eographic C. 2emographic D. $eha"ioristic *. &sychographic 2i"iding consumers into groups according to their usage# loyalties# or (uying responses to a product is (eha"ioristic segmentation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'>. (p. 92) 6esearch shows that a(out two/thirds of the new insurance policies &rudential sells will (e to current policyholders. !his information indicates a:n; 333333 segmentation would (e appropriate for &rudential to use along with demographic and psychographic segmentation. A. (enefit $. geographic C. 06I D. (eha"ioristic *. 7A)0 2i"iding consumers into groups according to their usage# loyalties# or (uying responses to a product is (eha"ioristic segmentation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'?. (p. 92) -ew Nork !elephone uses 33333 segmentation to segment consumers in terms of how much leisure telephone calling they do. It ad"ertises on B-ick at -ightB and M!7 when it wishes to target the group it calls Bchatter(oxes.B A. (eha"ioristic $. (enefit C. demographic 2. geographic *. 7A)0 2i"iding consumers into groups according to their usage# loyalties# or (uying responses to a product is (eha"ioristic segmentation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'A. (p. 92) Which of the following (ases for segmentation is employed when consumers are grouped according to their use of a product or ser"ice :hea"y "ersus light; A. $eha"ioristic $. 2emographic C. $enefit 2. )ifestyle *. &sychographic 2i"iding consumers into groups according to their usage# loyalties# or (uying responses to a product is (eha"ioristic segmentation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

'@. (p. 92) 2egree of usage as a (asis of segmentation is (est reflected (y= A. demographic segmentation "aria(les. $. the ice(erg principle. C. the (enefit rule. 2. the rule of e5uity. E. the A0/.0 rule. 2egree of use relates to the fact that a few consumers may (uy a disproportionate amount of many products or (rands. Industrial marketers refer to the A0/.0 rule# meaning .0 percent of their (uyers account for A0 percent of their sales "olume.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

80. (p. 92) 33333 segmentation is most closely related to the BA0/.0 rule#B which states that A0 percent of a company4s (usiness comes from .0 percent of its customers. A. %eographic B. $eha"ioristic C. 2emographic 2. &sychographic *. $enefit 2i"iding consumers into groups according to their usage# loyalties# or (uying responses to a product is (eha"ioristic segmentation. 2egree of use relates to the fact that a few consumers may (uy a disproportionate amount of many products or (rands. Industrial marketers refer to the A0/.0 rule# meaning .0 percent of their (uyers account for A0 percent of their sales "olume.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

81. (p. 92) !he A0/.0 rule states that= A. around A0 percent of the firm4s sales comes from .0 percent of the customers. $. only A0 percent of a market can (e segmented. C. market segmentation works well only A0 percent of the time. 2. only a(out A0 percent of the people remem(er the firm4s positioning of a product while the remaining .0 percent create their own positioning for a particular product. *. a(out A0 percent of corporations do not understand the actual meaning of the term Bmarket segmentationB. 2i"iding consumers into groups according to their usage# loyalties# or (uying responses to a product is (eha"ioristic segmentation. 2egree of use relates to the fact that a few consumers may (uy a disproportionate amount of many products or (rands. Industrial marketers refer to the A0/.0 rule# meaning .0 percent of their (uyers account for A0 percent of their sales "olume.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

8.. (p. 92) 33333 segmentation is the grouping of customers on the (asis of attri(utes sought in a product. A. $enefit $. %eographic C. 7A)0 2. 2emographic *. )ifestyle !he grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

8'. (p. 92) An ad"ertising campaign stating that $MW Boutperforms most cars on the road e"en (efore you step on the acceleratorB is an example of 33333 segmentation. A. (enefit $. demographic C. geographic 2. 7A)0 *. 06I !he grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

88. (p. 92) !he ad for !empur/&edic4s weight control mattress descri(es the mattress as Ba perfect refuge from the cares of the day.B !his description indicates that the mattress maker is using 33333 segmentation to define its market. A. (enefit $. demographic C. geographic 2. (eha"ioristic *. 06I !he grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

8<. (p. 92) !he fact that some consumers want pure (ottled water while some want fla"ored (ottle water and still others want (ottled water with added minerals pro"ides an opportunity for 33333 segmentation in the (ottled water market. A. (eha"ioristic B. (enefit C. geographic 2. psychographic *. demographic !he grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

8>. (p. 92) 7ol"o4s strategy of emphasi1ing the safety of its cars in their ad"ertising reflects a positioning strategy (ased on= A. (enefit segmentation. $. demographic segmentation. C. psychographic segmentation. 2. positioning (y competitor. *. positioning (y product class. !he grouping of consumers on the (asis of attri(utes sought in a product is known as (enefit segmentation and is widely used.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: .a$ket Segmentation

8?. (p. 97) 33333 in"ol"es ignoring segment differences and offering Gust one product or ser"ice for the entire market. A. Marketing mix $. &ositioning C. Concentrated marketing 2. 0ynchro marketing E. Endifferentiated marketing Endifferentiated marketing in"ol"es ignoring segment differences and offering Gust one product or ser"ice to the entire market.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

8A. (p. 97) When Coca/Cola only had one product in its line and was targeting e"eryone# the company was employing= A. concentrated marketing. B. undifferentiated marketing. C. market atomi1ation. 2. niche marketing. *. (enefit segmentation. Endifferentiated marketing in"ol"es ignoring segment differences and offering Gust one product or ser"ice to the entire market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

8@. (p. 97) When Meta(o)ife first came on the market# its only product was a weight/loss pill that was guaranteed to energi1e the user (y causing a greater le"el of physical acti"ity# which would help in (urning calories. !his was its only product# and it was marketed to anyone who wanted to lose weight or ha"e more energy. !his means# that its target market was "irtually anyone (reathing (ecause "ery few people like their current weight# and e"eryone could use a little more energy. Meta(o)ife used= A. concentrated marketing. B. undifferentiated marketing. C. market atomi1ation. 2. niche marketing. *. demographic segmentation. Endifferentiated marketing in"ol"es ignoring segment differences and offering Gust one product or ser"ice to the entire market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<0. (p. 9;) 33333 in"ol"es de"eloping separate marketing strategies for a num(er of segments. A. 2ifferentiated marketing $. Endifferentiated marketing C. Concentrated marketing 2. $eha"ioristic segmentation *. %eographic segmentation 2ifferentiated marketing in"ol"es marketing in a num(er of segments# de"eloping separate marketing strategies for each.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<1. (p. 9;) )4Hreal# the giant cosmetics manufacturer# targets the luxury market with Delena 6u(instein and )ancOme (rands. Its less expensi"e (rands like *lse"e and )4Hreal are sold (y discount retailers. )4Hreal uses= A. concentrated marketing. $. undifferentiated marketing. C. market atomi1ation. 2. synchro marketing. E. differentiating marketing. 2ifferentiated marketing in"ol"es marketing in a num(er of segments# de"eloping separate marketing strategies for each.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<.. (p. 9;) Coca/Cola4s offerings of diet# cherry/fla"ored# "anilla/fla"ored# and caffeine/free "ersions of its product in addition to its original product reflect the company4s decision to ser"e= A. concentrated markets. B. differentiated markets. C. a demographic segment. 2. an undifferentiated market. *. geographic segmentation. 2ifferentiated marketing in"ol"es marketing in a num(er of segments# de"eloping separate marketing strategies for each.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<'. (p. 9;) 33333 is used when the firm selects one segment and attempts to capture a large share of this market. A. &ositioning $. Endifferentiated marketing C. Concentrated marketing 2. 2ifferentiated marketing *. $randing !he third alternati"e# concentrated marketing# is used when the firm selects one segment and attempts to capture a large share of this market.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<8. (p. 9;) Concentrated marketing is (ased around focusing marketing efforts on= A. different countries. B. one particular segment. C. mass market. 2. a num(er of segments. *. a particular country. !he third alternati"e# concentrated marketing# is used when the firm selects one segment and attempts to capture a large share of this market.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<<. (p. 9;) Astrid ,urniture designs and sells (edroom furniture for people who are o"er six/ feet tall which is a relati"ely small target market. Astrid is employing which targeting strategy A. 2ifferentiated marketing $. 0ynchro marketing C. Endifferentiated marketing D. Concentrated marketing *. Mass marketing !he third alternati"e# concentrated marketing# is used when the firm selects one segment and attempts to capture a large share of this market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<>. (p. 9;) B!hirteen percent of all American males are shorter than <4>B. A retail store that sells exclusi"ely to men of this si1e is using= A. market aggregation. $. undifferentiated marketing. C. concentrated marketing. 2. market atomi1ation. *. demographic segmentation. !he third alternati"e# concentrated marketing# is used when the firm selects one segment and attempts to capture a large share of this market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<?. (p. 9;) When $ruce !eilha(er opened his men4s shoe store# he decided to carry a full line of shoes in the larger# hard/to/find si1es. !oday# his shoe store caters to professional (asket(all# (ase(all# and foot(all players who appreciate the "ariety and 5uality of shoes !ielha(er carries and often order a do1en new pairs in a single "isit. !his shoe store uses= A. market aggregation. $. undifferentiated marketing. C. concentrated marketing. 2. market atomi1ation. *. demographic segmentation. !he third alternati"e# concentrated marketing# is used when the firm selects one segment and attempts to capture a large share of this market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<A. (p. 9;) When 6olls 6oyce attempts to capture a large market share of the F'00#000 car (uying market and only that market# it is an example of= A. market aggregation. $. undifferentiated marketing. C. concentrated marketing. 2. market atomi1ation. *. demographic segmentation. !he third alternati"e# concentrated marketing# is used when the firm selects one segment and attempts to capture a large share of this market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+07 To $ecogni e the $ole of ma$ket segmentation an% its "se in an integ$ate% ma$keting comm"nications p$og$am. Topic: Selecting a Ta$get .a$ket

<@. (p. 9;) 33333 is defined as the art and science of fitting the product or ser"ice to one or more segments of the (road market in such a way as to set it meaningfully apart from competition. A. !arget marketing $. $enefit segmentation C. Endifferentiated marketing 2. 2emographic segmentation E. &ositioning &ositioning has (een defined as Bthe art and science of fitting the product or ser"ice to one or more segments of the (road market in such a way as to set it meaningfully apart from competition.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: 6ositioning

>0. (p. 9;) &roduct positioning is a(out= A. the perception of a product from the "iew of competitors. $. the position of the product on the shelf of a retail store. C. the way the product is packed. D. de"eloping a perception a(out a product or ser"ice in the mind of the consumers. *. shelf life of a product. &ositioning has (een defined as Bthe art and science of fitting the product or ser"ice to one or more segments of the (road market in such a way as to set it meaningfully apart from competition.B !he position of the product# ser"ice# or e"en store is the image that comes to mind and the attri(utes consumers percei"e as related to it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: 6ositioning

>1. (p. 9;) A (rand4s market position refers to its= A. relati"e market share. $. location on store shel"es. C. image in the mind of the customers. 2. distri(ution intensity. *. stage in the product life cycle. !he position of the product# ser"ice# or e"en store is the image that comes to mind and the attri(utes consumers percei"e as related to it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: 6ositioning

>.. (p. 99) 33333 is the process of (uilding a (rand whereas 33333 is a(out putting the (rand in the mind of the customer. A. &ositioningK (randing B. $randingK positioning C. MarketingK positioning 2. !argetingK (randing *. 0egmentingK positioning +ack !rout notes that a good (randing strategy cannot exist without positioning. !rout further states that (randing is a(out the process of (uilding a (rand# while positioning is a(out putting that (rand in the mind of the consumer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: 6ositioning

>'. (p. 99) $MW4s positioning of its con"erti(le as Bthe ultimate tanning machineB would reflect a positioning strategy (ased on= A. product attri(utes and (enefits. $. cultural sym(ols. C. product user. 2. priceI5uality. *. competitors. A common approach to positioning is setting the (rand apart from competitors on the (asis of the specific characteristics or (enefits offered. 0ometimes a product may (e positioned on more than one product (enefit.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

>8. (p. 99) !he headline on the ad for $roilmaster %rill read# B!he Most 2ura(le %rill Known to Man.B $roilmaster is using a positioning strategy (ased on= A. product class. B. product attri(utes and (enefits. C. priceI5uality. 2. competitor. *. cultural sym(ol. A common approach to positioning is setting the (rand apart from competitors on the (asis of the specific characteristics or (enefits offered. 0ometimes a product may (e positioned on more than one product (enefit.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

><. (p. 99) Isopure positions itself as a 1ero/car( muscle reco"ery drink. Isopure is using a 33333 positioning strategy. A. product class B. product attri(utes and (enefits C. priceI5uality 2. competitor *. cultural sym(ol A common approach to positioning is setting the (rand apart from competitors on the (asis of the specific characteristics or (enefits offered. 0ometimes a product may (e positioned on more than one product (enefit.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

>>. (p. 99) Enited &arcel 0er"ice :E&0; (uilt its ad"ertising campaign around the slogan# Bmo"ing at the speed of (usiness.B !his slogan was an example of a positioning strategy (ased on= A. cultural sym(ols. $. demographics. C. price/"alue. D. product attri(ute and (enefit. *. competitor. A common approach to positioning is setting the (rand apart from competitors on the (asis of the specific characteristics or (enefits offered. 0ometimes a product may (e positioned on more than one product (enefit.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

>?. (p. 99) !he manufacturer of Mercedes/$en1 autos stressed that the car had side door air (ags in an attempt to attract new (uyers. Its focus on safety illustrated a strategy of positioning (y= A. cultural sym(ols. $. demographics. C. price/"alue. D. product attri(ute and (enefit. *. competitor. A common approach to positioning is setting the (rand apart from competitors on the (asis of the specific characteristics or (enefits offered. 0ometimes a product may (e positioned on more than one product (enefit.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

>A. (p. 99) Wal/Mart has (een "ery effecti"e in positioning itself as a store that offers 5uality products at a "ery good price. !heir strategy reflects positioning (ased on= A. (enefit segmentation. $. demographic segmentation. C. psychographic segmentation. D. priceI5uality. *. product class. Marketers often use priceI5uality characteristics to position their (rands. Hne way they do this is with ads that reflect the image of a high/5uality (rand where cost# while not irrele"ant# is considered secondary to the 5uality (enefits deri"ed from using the (rand. &remium (rands positioned at the high end of the market use this approach to positioning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

>@. (p. 99) Mc2onald4s $ig C!asty (urger was ad"ertised as a Guicy 5uarter/pounder with lettuce# tomatoes# and all the trimmings that can (e purchased for F1 from Mc2onald4s 2ollar Menu. !he $ig C !asty (urger and other items on the 2ollar Menu are positioning (y= A. competitor. $. demographics. C. product user. D. priceI5uality. *. product class. Marketers often use priceI5uality characteristics to position their (rands. Hne way they do this is with ads that reflect the image of a high/5uality (rand where cost# while not irrele"ant# is considered secondary to the 5uality (enefits deri"ed from using the (rand. &remium (rands positioned at the high end of the market use this approach to positioning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?0. (p. 9:) Camp(ell4s ads contain 5uick and easy recipes that can (e made using Camp(ell4s soups. !his is an example of positioning (y= A. product class. B. product use. C. priceI5uality. 2. competitor. *. cultural sym(ol. Another way to communicate a specific image or position for a (rand is to associate it with a specific use or application also known as product use positioning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?1. (p. 9:) !he ,lorida Hrange +uice Commission4s ad"ertising campaign (ased around the slogan# BIt4s not Gust for (reakfast anymore#B reflected positioning (y= A. product user. B. use or application. C. product class. 2. competitor. *. cultural sym(ol. Another way to communicate a specific image or position for a (rand is to associate it with a specific use or application also known as product use positioning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?.. (p. 9:) Athletic shoes ad"ertised for tennis courts# running# or for walking are using positioning (ased on= A. priceI5uality. B. use or application. C. product class. 2. product user. *. cultural sym(ols. Another way to communicate a specific image or position for a (rand is to associate it with a specific use or application also known as product use positioning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?'. (p. 9:) !o encourage more people to use mass transit# ads from metropolitan transportation ser"ices compare the ease and comfort of riding mass transit with the difficulties of congested traffic and parking headaches. !hese ur(an (us and su(way ser"ices are using positioning (y= A. product class. $. product user. C. priceI5uality. 2. product attri(utes. *. cultural sym(ols. &ositioning (y &roduct Class / Hften the competition for a product comes from outside the product class. ,or example# airlines know that while they compete with other airlines# trains and (uses are also "ia(le alternati"es. Amtrak has positioned itself as an alternati"e to airplanes# citing cost sa"ings# enGoyment# and other ad"antages.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?8. (p. 9:) 2igital cameras# computers# and high/5uality printers are allowing people to take and process their photographs. An owner of a film/processing store could ad"ertise the (enefits of professional photograph finishing when compared to printer copies# which will fade o"er time. !he film/processing store could use positioning (y= A. product class. $. product demographics. C. product user. 2. competitor. *. cultural sym(ol. &ositioning (y &roduct Class / Hften the competition for a product comes from outside the product class. ,or example# 2ole fruit Guices encourage consumers to Bdrink their fruits#B claiming that A o1. of Guice is the e5ui"alent of two fruits 7A promotes drinking one4s "egeta(les. 6ather than positioning against another (rand# an alternati"e strategy is to position oneself against another product category.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?<. (p. 9:) When $ruce !eilha(er opened his men4s shoe store# he decided to carry a full line of shoes in the larger# hard/to/find si1es. !oday# his shoe store caters to professional (asket(all# (ase(all# and foot(all players who appreciate the "ariety and 5uality of shoes !ielha(er carries and often order a do1en new pairs in a single "isit. !he shoe store uses positioning (y= A. product demographics. $. cultural sym(ols. C. product user. 2. competition. *. product class. &ositioning a product (y associating it with a particular user or group of users is yet another approach. An example would (e the 2C 0hoes ad shown in *xhi(it ./1@. !his ad emphasi1es identification or association with a specific group# in this case# skate(oarders.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?>. (p. 9:) An ad for %aylord shorts found in R"nne$'s @o$l% maga1ine shows how the shorts do not (ind and are made of a light fa(ric that helps keep the wearer dry and cool. %aylord is using positioning (y= A. product user. $. product demographics. C. cultural sym(ol. 2. product class. *. distri(ution intensity. &ositioning a product (y associating it with a particular user or group of users is yet another approach. An example would (e the 2C 0hoes ad shown in *xhi(it ./1@. !his ad emphasi1es identification or association with a specific group# in this case# skate(oarders.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

??. (p. 9:) Which of the following would constitute a positioning strategy focusing on the competitor A. $MW9B!he Eltimate 2ri"ing MachineB B. 6ed 6oof Inns9B*5ual 7alue at a )ower &riceB C. Hneida flatware9BNour !a(le Is 6eadyB 2. Coca/Cola9B!he 6eal !hingB *. $roilmaster grill9B!he Most 2ura(le %rill Known to ManB Competitors may (e as important to positioning strategy as a firm4s own product or ser"ices. Ad"ertisers used to think it was a cardinal sin to mention a competitor in their ad"ertising. Dowe"er# in today4s market# an effecti"e positioning strategy for a product or (rand may focus on specific competitors. !his approach is similar to positioning (y product class# although in this case the competition is within the same product category.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?A. (p. 9:) &rogresso soup positioned itself as (etter tasting and more appropriate to the adult palate to gain a competiti"e ad"antage o"er Camp(ell4s soup. &rogresso used positioning (y= A. product attri(utes. $. cultural sym(ols. C. competitor. 2. product user. *. product class. Competitors may (e as important to positioning strategy as a firm4s own product or ser"ices. Ad"ertisers used to think it was a cardinal sin to mention a competitor in their ad"ertising. Dowe"er# in today4s market# an effecti"e positioning strategy for a product or (rand may focus on specific competitors. !his approach is similar to positioning (y product class# although in this case the competition is within the same product category.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

?@. (p. 9:) !he use of comparati"e ad"ertising has (ecome more and more common. Which of the following positioning strategies does this reflect A. &ositioning (y product user $. &ositioning (y product class C. &ositioning (y competitor 2. &ositioning (y priceI5uality *. &ositioning (y cultural sym(ol Competitors may (e as important to positioning strategy as a firm4s own product or ser"ices. Ad"ertisers used to think it was a cardinal sin to mention a competitor in their ad"ertising. Dowe"er# in today4s market# an effecti"e positioning strategy for a product or (rand may focus on specific competitors. !his approach is similar to positioning (y product class# although in this case the competition is within the same product category.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A0. (p. 9:) When many fre5uent tra"elers think of Australian/(ased Puantas Airlines# the first thing that comes to mind is the koala (ear. $ecause of this strong association# Puantas is recei"ing the (enefit of positioning (y= A. product class. $. useIapplication. C. cultural sym(ol. 2. product attri(ute. *. competitor. Aaker and Myers include an additional positioning strategy in which cultural sym(ols are used to differentiate (rands. $y associating the (rand with a meaningful sym(ol# the (rand is easily identifia(le and differentiated from others.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A1. (p. 9:) !he use of the gecko li1ard in the %eico 2irect insurance company commercials indicates a positioning strategy (ased on= A. priceI5uality. $. use or application. C. cultural sym(ol. 2. product class. *. distri(ution intensity. Aaker and Myers include an additional positioning strategy in which cultural sym(ols are used to differentiate (rands. $y associating the (rand with a meaningful sym(ol# the (rand is easily identifia(le and differentiated from others.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A.. (p. 97) 33333 in"ol"es altering or changing a product4s or (rand4s position. A. Market segmentation $. Market targeting C. &ositioning. 2. !arget marketing E. 6epositioning Hne final positioning strategy in"ol"es altering or changing a product4s or (rand4s position. 6epositioning a product usually occurs (ecause of declining or stagnant sales or (ecause of anticipated opportunities in other market positions.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A'. (p. 97) 33333 is often difficult to accomplish due to pre"iously entrenched attitudes toward the product or (rand. A. &ositioning (y cultural sym(ols $. &ositioning (y priceI5uality C. &ositioning (y product attri(utes D. 6epositioning *. &ositioning (y product user Hne final positioning strategy in"ol"es altering or changing a product4s or (rand4s position. 6epositioning a product usually occurs (ecause of declining or stagnant sales or (ecause of anticipated opportunities in other market positions. 6epositioning is often difficult to accomplish (ecause of entrenched perceptions a(out and attitudes toward the product or (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A8. (p. 97) Enisys Corporation engaged in a multi/million dollar campaign to alter its perceptions among many of its customers that it was simply a hardware manufacturer. Enisys wants customers to see it as a ser"ices and technology pro"ider. Enisys was= A. using a repositioning strategy. $. segmenting the market in new# more profita(le ways. C. adopting a concentrated strategy. 2. adopting an undifferentiated strategy. *. employing lifestyle segmentation. Hne final positioning strategy in"ol"es altering or changing a product4s or (rand4s position. 6epositioning a product usually occurs (ecause of declining or stagnant sales or (ecause of anticipated opportunities in other market positions. 6epositioning is often difficult to accomplish (ecause of entrenched perceptions a(out and attitudes toward the product or (rand.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A<. (p. 97) Nears ago Enited &arcel 0er"ice :E&0; ran an ad campaign (ased around the slogan# Bmo"ing at the speed of (usiness.B )ater# E&0 introduced a new slogan# BWhat can (rown do for you B !he new ads are designed to make customers aware of the different ser"ices (esides fast deli"ery that E&0 offers. $y mo"ing away from promoting itself as simply a deli"ery company# E&0 has= A. used a repositioning strategy. $. segmented the market in new# more profita(le ways. C. adopted a concentrated strategy. 2. adopted an undifferentiated strategy. *. employed lifestyle segmentation. Hne final positioning strategy in"ol"es altering or changing a product4s or (rand4s position. 6epositioning a product usually occurs (ecause of declining or stagnant sales or (ecause of anticipated opportunities in other market positions. 6epositioning is often difficult to accomplish (ecause of entrenched perceptions a(out and attitudes toward the product or (rand.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A>. (p. 97) Initially# Crush orange drink was marketed to teenagers# (ut when Cad(ury $e"erages ac5uired the drink# it was already marketing 0unkist orange drink to teens. Cad(ury used 33333 to mo"e Crush toward a drink for the whole family to enGoy. A. positioning (y cultural sym(ols $. positioning (y priceI5uality C. positioning (y product attri(utes D. repositioning *. positioning (y product category Hne final positioning strategy in"ol"es altering or changing a product4s or (rand4s position. 6epositioning a product usually occurs (ecause of declining or stagnant sales or (ecause of anticipated opportunities in other market positions. 6epositioning is often difficult to accomplish (ecause of entrenched perceptions a(out and attitudes toward the product or (rand.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+0; To "n%e$stan% the "se of positioning an% $epositioning st$ategies. Topic: !eveloping a 6ositioning St$ategy

A?. (p. 95) 33333 is a (undle of (enefits or "alues that satisfies the needs of consumers. A. &roduct use positioning $. Market C. 7alue D. &roduct *. Channel A product is not Gust a physical o(GectK it is a (undle of (enefits or "alues that satisfies the needs of consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$o%"ct !ecisions

AA. (p. 95) !he meaning a consumer attri(utes to a product or (rand and what he or she experiences in purchasing it is known as= A. functional utility. $. product 5uality. C. (rand extension. D. product sym(olism. *. product utility. !he term product sym(olism refers to what a product or (rand means to consumers and what they experience in purchasing and using it.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$o%"ct !ecisions

A@. (p. 95) 33333 is a(out (uilding and maintaining a fa"ora(le identity and image of the company andIor its products or ser"ices in the mind of the consumer. A. &ositioning $. 6epositioning C. 0egmentation D. $randing *. !argeting $randing is a(out (uilding and maintaining a fa"ora(le identity and image of the company andIor its products or ser"ices in the mind of the consumer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$o%"ct !ecisions

@0. (p. 95) 33333 consists of the com(ination of the name# logo# sym(ols# design# packaging# and image of associations held (y consumers. A. Marketing mix $. &romotional mix C. $rand identity 2. &ositioning *. &roduct sym(olism !he (rand identity consists of the com(ination of the name# logo# sym(ols# design# packaging# and image of associations held (y consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$o%"ct !ecisions

@1. (p. 95) Dow does strong (rand e5uity (enefit the seller A. &roduct 5uality (ecomes completely irrele"ant. $. It allows the seller to use undifferentiated marketing. C. It ena(les the seller to hide product success from its competition. D. It allows the seller to achie"e higher sales "olume andIor profit. *. It allows the seller to stop all promotional acti"ities and redirect its funds to other areas of operation. $rand e5uity allows a (rand to earn greater sales "olume andIor higher margins than it could without the name# pro"iding the company with a competiti"e ad"antage.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$o%"ct !ecisions

@.. (p. 95) 33333 is the intangi(le asset of added "alue or goodwill that results from the fa"ora(le image# impressions# differentiation# andIor strength of a consumer4s attachment to a company4s name or trademark. A. &roduct affiliation $. &roduct sym(olism C. $rand e5uity 2. $rand sym(olism *. !rademark recognition Hne important role of ad"ertising in respect to (randing strategies is creating and maintaining (rand e5uity# which can (e thought of as an intangi(le asset of added "alue or goodwill that results from the fa"oura(le image# impressions of differentiation# andIor the strength of consumer attachment to a company name# (rand name# or trademark.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$o%"ct !ecisions

@'. (p. :0) !he marketing mix "aria(le that deals with what a consumer must gi"e up to purchase a product or ser"ice is= A. product. B. price. C. promotion. 2. distri(ution. *. production. !he p$ice va$ia(le refers to what the consumer must gi"e up to purchase a product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$ice %ecisions

@8. (p. :0) When de"eloping a 33333# costs# competition# demand factors# and percei"ed "alue must (e taken into consideration. A. target market $. channel of distri(ution C. promotional mix D. pricing strategy *. segmentation strategy A firm must consider a num(er of factors in determining the price it charges for its product or ser"ice# including costs# demand factors# competition# and percei"ed "alue.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$ice %ecisions

@<. (p. :0) &romotional expenditures on ad"ertising# sales promotion# and personal selling= A. are not rele"ant when determining a pricing structure. $. are incomes that must (e co"ered in a firm4s pricing structure. C. contri(ute to a product4s cost and price and thus make it harder to sell. D. are expenses that must (e co"ered (ut can also help reduce costs (y creating demand for a product. *. are examples of fixed costs on an organi1ation4s income statement. ,actors such as product 5uality# competition# and ad"ertising all interact in determining what price a firm can and should charge. 0tudies ha"e shown that pricing and ad"ertising strategies go together. Digh relati"e ad expenditures should accompany premium prices# and low relati"e ad expenditures should (e tailored to low prices. !hese results o("iously support the IMC perspecti"e that one "oice must (e con"eyed.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$ice %ecisions

@>. (p. :0) Which of the following statements a(out the interaction of pricing with ad"ertising and promotion is true A. !he positi"e relationship (etween high relati"e ad"ertising and price le"els is weakest for products in the introductory stage of the product life cycle. $. !he positi"e relationship (etween high relati"e ad"ertising and price le"els is weakest for products that are market leaders. C. Companies with high/5uality products are damaged the least# in terms of return on in"estment# (y inconsistent ad"ertising and pricing strategies. 2. $rands with low relati"e ad"ertising (udgets are a(le to charge premium prices. E. Digh relati"e ad expenditures should accompany premium prices# and low relati"e ad expenditures should (e tailored to low prices. ,actors such as product 5uality# competition# and ad"ertising all interact in determining what price a firm can and should charge. 0tudies ha"e shown that pricing and ad"ertising strategies go together. Digh relati"e ad expenditures should accompany premium prices# and low relati"e ad expenditures should (e tailored to low prices. !hese results o("iously support the IMC perspecti"e that one "oice must (e con"eyed.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: 6$ice %ecisions

@?. (p. :*) Marketing 33333 are the set of interdependent organi1ations in"ol"ed in the process of making a product or ser"ice a"aila(le for consumption. A. channels $. hierarchies C. facilitators 2. consumers *. programs Marketing channels# the place element of the marketing mix# are Bsets of interdependent organi1ations in"ol"ed in the process of making a product or ser"ice a"aila(le for use or consumption.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !ist$i("tion Channel !ecisions

@A. (p. :*) 2oncaster is a company that sells fashiona(le women4s clothing through wardro(e parties. It targets women who are too (usy to go to stores to shop. 2oncaster is utili1ing a:n;= A. direct channel of distri(ution. $. indirect channel of distri(ution. C. marketing intermediary. 2. direct/response ad"ertising medium. *. reseller channel. A company can choose not to use any channel intermediaries (ut# rather# to sell to its customers through direct channels.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !ist$i("tion Channel !ecisions

@@. (p. :*) Dunter ceiling fans are sold to retailers who then sell them to ultimate consumer. !he manufacturer of Dunter ceiling fans is using a:n;= A. direct channel of distri(ution. B. indirect channel of distri(ution. C. multiple/le"el channel. 2. direct/response ad"ertising medium. *. reseller channel. Most consumer/product companies distri(ute through indirect channels# usually using a network of wholesalers :institutions that sell to other resellers; andIor retailers :which sell primarily to the final consumer;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !ist$i("tion Channel !ecisions

100. (p. :*) 333333 are programs designed to persuade the retailer to promote a manufacturer4s products. A. &romotional pull strategies $. 0pot tele"ision campaigns C. 0pot radio campaigns D. &romotional push strategies *. &rogressi"e adherence policies &rograms designed to persuade the trade to stock# merchandise# and promote a manufacturer4s products are part of a promotional push strategy. !he goal of this strategy is to push the product through the channels of distri(ution (y aggressi"ely selling and promoting the item to the resellers# or trade.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !eveloping 6$omotional St$ategies: 6"sh o$ 6"llA

101. (p. :*) An ad in a pu(lication aimed at "eterinarians explaining why they should recommend *ukanu(a cat food to the owners of all the cats they treat is an example of= A. consumer ad"ertising. $. a promotional pull strategy. C. a har"esting strategy. 2. a consumer promotion. E. a promotional push strategy. &rograms designed to persuade the trade to stock# merchandise# and promote a manufacturer4s products are part of a promotional push strategy. !he goal of this strategy is to push the product through the channels of distri(ution (y aggressi"ely selling and promoting the item to the resellers# or trade.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !eveloping 6$omotional St$ategies: 6"sh o$ 6"llA

10.. (p. :*) An ad in >lo$al .anagement# a pu(lication for retail florists# promotes 6edwood %ro"e tulips as a product that will enhance any spring (ou5uet that the florists sell to ultimate consumers. !he ad for 6edwood %ro"e tulips is an example of= A. trade ad"ertising. $. a promotional pull strategy. C. a har"esting strategy. 2. a consumer promotion. *. a promotional inertia strategy. !he company may use trade ad"ertising to interest wholesalers and retailers and moti"ate them to purchase its products for resale to their customers. !rade ad"ertising usually appears in pu(lications that ser"e the particular industry.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !eveloping 6$omotional St$ategies: 6"sh o$ 6"llA

10'. (p. :2) With 33333# ad"ertising expenditures and promotional efforts are directed toward the ultimate consumer. A. promotional pull strategies $. promotional push strategies C. trade ad"ertising 2. market har"esting strategies *. non/intermediary marketing &romotional pull strategy in"ol"es spending money on ad"ertising and sales promotion efforts directed toward the ultimate consumer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !eveloping 6$omotional St$ategies: 6"sh o$ 6"llA

108. (p. :2) An ad for Aricept# a prescription/only drug for patients in the early stages of Al1heimer4s disease# was pu(lished in a Bette$ #omes B 8a$%ens maga1ine. 0ince the ad encouraged consumers to ask their doctors a(out this drug and whether it would help them or someone they knew# the drug company that placed the ad is using= A. trade ad"ertising. B. a promotional pull strategy. C. a har"esting strategy. 2. a consumer promotion. *. a promotional push strategy. &romotional pull strategy in"ol"es spending money on ad"ertising and sales promotion efforts directed toward the ultimate consumer. !he goal of a pull strategy is to create demand among consumers and encourage them to re5uest the product from the retailer. 0eeing the consumer demand# retailers will order the product from wholesalers :if they are used;# which in turn will re5uest it from the manufacturer.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !eveloping 6$omotional St$ategies: 6"sh o$ 6"llA

10<. (p. :2) A company with a limited promotional (udget and few funds for ad"ertising and promotion is likely to use= A. a promotional pull strategy. B. a promotional push strategy. C. a (rand e5uity strategy. 2. a gra"ity/oriented strategy. *. any of the a(o"e. A firm with a limited promotional (udget may not ha"e the funds for ad"ertising and sales promotion that a pull strategy re5uires and may find it more cost/effecti"e to (uild distri(ution and demand (y working closely with resellers.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 02+09 To kno- the va$io"s %ecision a$eas "n%e$ each element of the ma$keting mi, an% ho- they infl"ence an% inte$act -ith a%ve$tising an% p$omotional st$ategy. Topic: !eveloping 6$omotional St$ategies: 6"sh o$ 6"llA

Chapter 08 &erspecti"es on Consumer $eha"ior Answer Key

Multiple Choice Questions

1. (p. **0) Consumer (eha"ior is defined as= A. a process of conspicuous consumption. B. the process people engage in when searching for# selecting# and using products and ser"ices they need. C. the act of physically purchasing a product. 2. the act of making a final decision as to which product to purchase. *. the process product producers use to design new products. Consumer (eha"ior can (e defined as the process and acti"ities people engage in when searching for# selecting# purchasing# using# e"aluating# and disposing of products and ser"ices so as to satisfy their needs and desires.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0* To "n%e$stan% the $ole cons"me$ (ehavio$ plays in the %evelopment an% implementation of a%ve$tising an% p$omotional p$og$ams. Topic: An 've$vie- of Cons"me$ Behavio$

.. (p. **0) 33333 is the process and acti"ities people engage in when searching for# selecting# purchasing# using# e"aluating# and disposing of products and ser"ices so as to satisfy their needs and desires. A. Marketing $. *xchange C. Consumer (eha"ior 2. Conspicuous consumption *. )earning Consumer (eha"ior can (e defined as the process and acti"ities people engage in when searching for# selecting# purchasing# using# e"aluating# and disposing of products and ser"ices so as to satisfy their needs and desires.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0* To "n%e$stan% the $ole cons"me$ (ehavio$ plays in the %evelopment an% implementation of a%ve$tising an% p$omotional p$og$ams. Topic: An 've$vie- of Cons"me$ Behavio$

'. (p. ***) 33333 generally occurs during the first stage in the consumer decision making process. A. Internal search $. *xternal search C. &ro(lem recognition 2. Alternati"e e"aluation *. &ost/purchase e"aluation !he first stage in the consumer decision/making process is pro(lem recognition# which occurs when the consumer percei"es a need and (ecomes moti"ated to sol"e the pro(lem.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

8. (p. ***) Ilon lo"es his car and does e"erything necessary to keep the "ehicle in top running condition. When he heard a strange popping noise under the hood# he knew the car needed the ser"ices of a mechanic. !he noise triggered the 33333 stage of the consumer decision/making process. A. internal search $. external search C. pro(lem recognition 2. alternati"e e"aluation *. post/purchase e"aluation !he first stage in the consumer decision/making process is pro(lem recognition# which occurs when the consumer percei"es a need and (ecomes moti"ated to sol"e the pro(lem :6efer to ,igure 8/1;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

<. (p. ***) *nergi1er (atteries come with a tester on each (attery that lets a user see if the (attery needs to (e replaced. !his strategy is focused on reaching consumers at the 33333 stage of the consumer decision making process. A. pro(lem recognition $. internal search C. external search 2. alternati"e e"aluation *. purchase !he first stage in the consumer decision/making process is pro(lem recognition# which occurs when the consumer percei"es a need and (ecomes moti"ated to sol"e the pro(lem :6efer to ,igure 8/1;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

>. (p. **2) Which of the following statements descri(e a situation in which marketer/ induced pro(lem recognition was used A. 0hoppers 0top# a clothing and accessories (rand# sends a newsletter to all its customers e"ery three months that gi"es them details on what is in fashion and the new arri"als at the store. $. Ken purchases a ca(le to connect the 272 player to his !7 after purchasing the 272 player. C. Casey purchased J0un 0ilk#4 an anti/dandruff shampoo# (ut switched to JDead C 0houlders4 when it was not effecti"e. 2. !ony had purchased a laptop . years ago and since some of its features are not working properly# he reali1es that the laptop needs to (e upgraded. *. &atrick hurt his toe while Gogging and reali1ed that his sports shoes were torn. De went to -ike to purchase a new pair of shoes. A source of pro(lem recognition is marketers4 actions that encourage consumers not to (e content with their current state or situation. Ads for personal hygiene products such as mouthwash# deodorant# and foot sprays may (e designed to create insecurities that consumers can resol"e through the use of these products. Marketers change fashions and clothing designs and create perceptions among consumers that their wardro(es are out of style.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

?. (p. **2) A 33333 is a desire for something that one does not ha"e. A. need B. want C. product 2. pro(lem *. mnemonic A want is a desire for something one does not ha"e. Many products sold to consumers satisfy their wants rather than their (asic needs.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

A. (p. **7) Marketers often introduce new (rands into markets that are mature and saturated (ecause of consumer4s tendency towards= A. internal search. B. no"elty seeking (eha"ior. C. external search. 2. (rand loyalty. *. ha(itual choice (eha"ior. Marketers also take ad"antage of consumers4 tendency toward no"elty/seeking (eha"ior# which leads them to try different (rands. Marketers encourage (rand switching (y introducing new (rands into markets that are already saturated and (y using ad"ertising and sales promotion techni5ues such as free samples# introductory price offers# and coupons.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

@. (p. **7) !he market for snack food is saturated# (ut manufacturers continue to de"elop new offerings. Which of the following (est explains why the makers of Doney Maid graham crackers found it necessary to de"elop and market Doney Maid graham sticks A. Consumer4s no"elty/seeking (eha"ior $. !o satisfy a physiological need C. !o (roaden the marketer consideration set 2. Consumer cocooning *. !o (alance any product deletion Marketers take ad"antage of consumers4 tendency toward no"elty/seeking (eha"ior# which leads them to try different (rands. Marketers encourage (rand switching (y introducing new (rands into markets that are already saturated and (y using ad"ertising and sales promotion techni5ues such as free samples# introductory price offers# and coupons.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6$o(lem Recognition

10. (p. **7) 33333 are factors that compel or dri"e a consumer to take a particular action. A. Moti"es $. Impulses C. Wants 2. *"aluati"e criterion *. Attri(utes !o (etter understand the reasons underlying consumer purchases# marketers de"ote considera(le attention to examining moti"es9that is# those factors that compel a consumer to take a particular action.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

11. (p. **7) !he Dierarchy of needs theory was populari1ed (y= A. 0igmund ,reud $. 0igmund Maslow C. Consumer Dealthcare &roducts Association D. A(raham Maslow *. +ames 7icary Hne of the most popular approaches to understanding consumer moti"ations is (ased on the classic theory of human moti"ation populari1ed many years ago (y psychologist A(raham Maslow. Dis hierarchy of needs theory postulates fi"e (asic le"els of human needs# arranged in a hierarchy (ased on their importance.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1.. (p. **7) According to A(raham Maslow4s hierarchy of needs# the (asic le"el of needs is= A. physiological needs. $. social needs. C. self actuali1ation needs. 2. esteem needs. *. safety needs. !he fi"e needs are :1; physiological9 the (asic le"el of primary needs for things re5uired to sustain life# such as food# shelter# clothing# and sex :6efer to ,igure 8/.;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1'. (p. **7) According to A(raham Maslow4s hierarchy of needs theory# the highest le"el of needs is 333333 needs. A. physiological $. social C. self actuali1ation 2. esteem *. safety !he fi"e needs are physiological need# safety need# socialIlo"e and (elonging need# esteem need# and self/actuali1ation need :6efer to ,igure 8/.;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

18. (p. **7) )ower le"el needs such as hunger and thirst are important to marketers (ecause these needs= A. are the hardest to satisfy. B. are an ongoing source of moti"ation for most consumer purchase (eha"ior. C. pro"ide marketing opportunities for international marketers who do not want to make maGor financial in"estments in product adaptation. 2. offer marketers a (asis for differentiating their products. *. are the source for most market de"elopment strategies. Hnce these (asic needs are satisfied# the indi"idual mo"es on to attempting to satisfy higher/order needs such as self/esteem. In reality# it is unlikely that people mo"e through the needs hierarchy in a stairstep manner. )ower/le"el needs are an ongoing source of moti"ation for consumer purchase (eha"ior.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1<. (p. **7) !he headline for the -ational ,lood Insurance program ad reads# B!here4s a chance of flooding in your area. Are you willing to (et the house on it B !he ad shows a picture of a flooded home and shows how flood insurance helps to satisfy the 333333 need as defined (y Maslow4s hierarchy. A. physiological $. social C. self actuali1ation 2. esteem E. safety 0afety need is the need for security and safety from physical harm.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1>. (p. **7) !he ad for 6i"erside Military Academy :6MA; states# B6MA sets standards that ena(le young men to achie"e extraordinary excellence for a lifetime of accomplishments.B In other words# students attending 6MA will satisfy their 333333 needs as defined (y Maslow4s hierarchy. A. physiological $. social C. self/actuali1ation 2. esteem *. safety 0elf/actuali1ation need is the need for self/fulfillment and a desire to reali1e one4s own potential :6efer to ,igure 8/.;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1?. (p. **7) An ad for 2uncan Dines cake mixes ad"ises consumers to B!ell !hem What Is in Nour Deart Without 0aying a WordB (y preparing 2uncan Dines (rownies for your family and close friends. 2uncan Dines is claiming to help satisfy consumers4 33333 need as defined (y Maslow4s hierarchy. A. physiological B. social C. self/actuali1ation 2. esteem *. safety 0ocialIlo"e and (elonging need is the desire to ha"e satisfying relationships with others and feel a sense of lo"e# affection# (elonging# and acceptance :6efer to ,igure 8/.;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1A. (p. **7) !he slogan of $ata# an Indian shoe (rand# is J!he World at your feet.4 $ata is focusing on satisfying which of the following need of the consumers A. &hysiological $. 0ocial C. 0afety D. *steem *. 0elf Actuali1ation *steem need is the need to feel a sense of accomplishment and gain recognition# status# and respect from others :6efer to ,igure 8/.;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

1@. (p. **9) 33333 is a techni5ue to pro(e into the mind of a customer in which an indi"idual is asked to respond to the first thing that comes to his mind when he or she is gi"en a word or a picture. A. In/depth inter"iew $. 2elphi techni5ue C. Association tests 2. ,ocus groups *. *"oked set Association test is a techni5ue in which an indi"idual is asked to respond with the first thing that comes to mind when he or she is presented with a stimulusK the stimulus may (e a word# picture# ad# and so on :6efer to ,igure 8/';.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.0. (p. **9) Martha took part in a marketing research experiment in which she was gi"en two pictures of two distinctly different kitchens and asked to write a description of the person who owned each one. What kind of moti"ation research was Martha participating in A. &roGecti"e techni5ues $. An association test C. A focus inter"iew 2. A mall intercept *. 0u(liminal test &roGecti"e techni5ues are efforts designed to gain insights into consumers4 "alues# moti"es# attitudes# or needs that are difficult to express or identify (y ha"ing them proGect these internal states upon some external o(Gect :6efer to ,igure 8/';.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.1. (p. **9) 33333 is an approach to the structure and de"elopment of personality that focuses on the underlying moti"ations for human (eha"ior. A. Maslow4s hierarchy of needs B. &sychoanalytic theory C. Integration heuristics 2. Multiattri(ute attitude theory *. Hperant conditioning A contro"ersial approach to the study of consumer moti"es is the psychoanalytic theory pioneered (y 0igmund ,reud. Although his work dealt with the structure and de"elopment of personality# ,reud also studied the underlying moti"ations for human (eha"ior.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

... (p. **9) !he print ad for !homas"ille furniture4s )ouis &hillipe design shows a rum(led (ed with pillows flung on the floor and two empty glasses of wine on a near(y ta(le. !he door to the (alcony is open and looks as if the lo"ers ha"e Gust stepped out to look at the moon. !he use of sexual innuendoes in this ad to attract attention would (e an application of= A. the cogniti"e learning theory. B. the psychoanalytic theory. C. the (eha"ioral learning theory. 2. affecti"e modeling. *. shaping. &sychoanalytic theory had a strong influence on the de"elopment of modern psychology and on explanations of moti"ation and personality. It has also (een applied to the study of consumer (eha"ior (y marketers interested in pro(ing deeply rooted moti"es that may underlie purchase decisions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.'. (p. **9) Clothing manufacturers like Cal"in Klein and 2K-N often employ sexy models in an attempt to attract attention to their ads. !he theoretical explanation that would most support the idea that stimulating the consumer4s sex dri"e would lead to product purchase is an application of= A. the cogniti"e learning theory. B. the psychoanalytic theory. C. the (eha"ioral learning theory. 2. affecti"e modeling. *. shaping. &sychoanalytic theory had a strong influence on the de"elopment of modern psychology and on explanations of moti"ation and personality. It has also (een applied to the study of consumer (eha"ior (y marketers interested in pro(ing deeply rooted moti"es that may underlie purchase decisions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.8. (p. **9) If one su(scri(es to the theory that Bsex sells#B which of the following theories would (est support this position A. Cogniti"e theory $. Hperant conditioning C. Classical conditioning D. &sychoanalytical theory *. &ostmodernist theory of consumer (eha"ior &sychoanalytic theory had a strong influence on the de"elopment of modern psychology and on explanations of moti"ation and personality. It has also (een applied to the study of consumer (eha"ior (y marketers interested in pro(ing deeply rooted moti"es that may underlie purchase decisions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.<. (p. **9) In/depth inter"iews# proGecti"e techni5ues and association tests in which consumers are encouraged to (ring out associations related to products and (rands are methodologies used primarily (y= A. moti"ation researchers. $. attitude researchers. C. learning theorists. 2. demographic researchers. *. social influence researchers. Moti"ation researchers use a "ariety of methodologies to gain insight into the underlying causes of consumer (eha"ior. Methods employed include in/depth inter"iews# proGecti"e techni5ues# association tests# and focus groups in which consumers are encouraged to (ring out associations related to products and (rands.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.>. (p. **:) Critics of psychoanalytic theory (elie"e any results from moti"ation research are unusa(le (ecause= A. results are too predicta(le. $. the theory is too responsi"e to external en"ironmental stimuli. C. the research re5uires the use of "ery large samples. D. the theory is too "ague. *. the research is too structured. &sychoanalytic theory has (een critici1ed as (eing too "ague# unresponsi"e to the external en"ironment# and too reliant on the early de"elopment of the indi"idual. It also uses a small sample for drawing conclusions.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 0,amining Cons"me$ .otivations

.?. (p. **7) Hn a trip to 0pokane# +oy experienced car trou(le. 0he knew she needed to find a good mechanic# so she asked the ad"ice of the people running the motel where she was staying. 0he also called the local $etter $usiness $ureau to help and looked in the local Nellow &ages. ,inally# she called a friend who used to li"e in 0pokane for his recommendation. +oy was engaged in the 33333 stage of the consumer decision making process. A. pro(lem recognition B. information search C. postpurchase e"aluation 2. su(liminal pro(lem a"oidance *. purchase decision !he second stage in the consumer decision/making process is information search. Hnce consumers percei"e a pro(lem or need that can (e satisfied (y the purchase of a product or ser"ice# they (egin to search for information needed to make a purchase decision.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nfo$mation Sea$ch

.A. (p. **7) 33333 is the stage of the consumer decision making process where(y the indi"idual scans information stored in memory to recall past experience andIor knowledge regarding "arious purchase alternati"es. A. &ro(lem recognition B. Internal information search C. *xternal information search 2. Alternati"e e"aluation *. &ost purchase e"aluation !he initial search effort often consists of an attempt to scan information stored in memory to recall past experiences andIor knowledge regarding "arious purchase alternati"es. !his information retrie"al is referred to as internal search.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nfo$mation Sea$ch

.@. (p. **7) 0am Crenshaw looked at realty ads in local newspaper and in the listings maga1ine he found at a local restaurant# asked his friends# and called the local Cham(er of Commerce (efore purchasing a home site in )incoln. !hese acti"ities are examples of= A. internal information search. B. external information search. C. post purchase e"aluation. 2. pro(lem clarification. *. e"oked set manipulation. *xternal sources of information include personal sources such as friends# relati"es# or co/ workers# marketer/controlled sources such as information from ad"ertising# salespeople# or point/of/purchase displays and the Internet# pu(lic sources including articles in maga1ines or newspapers and reports on !7 etc.# and personal experience such as actually handling# examining# or testing the product.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nfo$mation Sea$ch

'0. (p. **1) 33333 is the process (y which an indi"idual recei"es# selects# organi1es# and interprets information to create a meaningful picture of the world. A. Information search $. &ro(lem sol"ing C. &erception 2. Moti"ation *. Integration Marketers are particularly interested in :1; how consumers sense external information# :.; how they select and attend to "arious sources of information# and :'; how this information is interpreted and gi"en meaning. !hese processes are all part of perception# the process (y which an indi"idual recei"es# selects# organi1es# and interprets information to create a meaningful picture of the world.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'1. (p. **1) 33333 is the immediate# direct response of the senses to stimuli like the smell of coffee# the feel of an ocean (ree1e# and the taste of chocolate. A. *"ocation B. 0ensation C. &erception 2. Attitudinal adGustment *. &erception retrie"al 0ensation is the immediate# direct response of the senses :taste# smell# sight# touch# and hearing; to a stimulus such as an ad# package# (rand name# or point/of/purchase display.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'.. (p. **1) &erception is an important consideration when creating attention/getting ads. H(session and other (rands of perfume use scented strips in their ads to influence 33333 and to increase the pro(a(ility that the ad will (e percei"ed. A. the consumer4s le"el of sensory input $. consumer personality C. the internal information search 2. perception retrie"al *. su(liminal perception Marketers try to increase the le"el of sensory input so that their ad"ertising messages will get noticed. ,or example# A"on uses scent strips for many products from perfumes to (u((le (aths in their catalogs.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

''. (p. **5) !he perceptual process has often (een referred to as the consumer4s 33333 process. A. shaping $. information retrie"al C. filtering 2. situation/defining *. modeling 0electi"ity occurs throughout the "arious stages of the consumer4s perceptual process. &erception may (e "iewed as a filtering process in which internal and external factors influence what is recei"ed and how it is processed and interpreted.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'8. (p. **5) 33333 is a filtering or screening of exposure# attention# comprehension# and retention of stimuli. A. 0u(liminal perception $. Information discrimination C. 0ensation D. 0electi"e perception *. Information retrie"al 0electi"ity occurs throughout the "arious stages of the consumer4s perceptual process. 0electi"e perception may occur at the exposure# attention# comprehension# or retention stage of perception.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'<. (p. **5) Micah and +eremy (oth watched the 0ugar $owl on tele"ision. Micah was especially interested in the ads for ,ord and %MC trucks (ecause he is planning on (uying a new truck. +eremy did not notice the truck# (ut (ecause he is a theater maGor# he did notice the ads for a new mo"ie (ased on an Alfred Ditchcock classic. 33333 accounts for why the two watched the same tele"ision show and saw different commercials. A. 0electi"e attention $. 0electi"e exposure C. 0u(liminal perception 2. 0electi"e retention *. 0electi"e comprehension 0electi"e attention occurs when the consumer chooses to focus attention on certain stimuli while excluding others.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'>. (p. **5) 33333 occurs when Mae reads only the (ook section of the -ew Nork !imes 0unday newspaper and not look at the other sections of the paper. A. 0electi"e retrie"al B. 0electi"e exposure C. 0electi"e comprehension 2. 0electi"e retention *. 0u(liminal perception 0electi"e exposure occurs as consumers choose whether or not to make themsel"es a"aila(le to information. ,or example# a "iewer of a tele"ision show may change channels or lea"e the room during commercial (reaks.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'?. (p. **5) !he perception process where(y consumers interpret information (ased on their own attitudes# (eliefs# moti"es and experiences is known as= A. selecti"e attention. $. selecti"e exposure. C. selecti"e comprehension. 2. selecti"e retention. *. su(liminal perception. Consumers may engage in selecti"e comprehension# interpreting information on the (asis of their own attitudes# (eliefs# moti"es# and experiences.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'A. (p. **5) As you are watching tele"ision# ha"e you e"er seen the same commercial repeated numerous times o"er a period of days !he (est explanation for the repetiti"e ads is the ad"ertisers4 desire to create= A. selecti"e attention. $. selecti"e exposure. C. selecti"e comprehension. D. selecti"e retention. *. su(liminal perception. !he final screening process is selecti"e retention# which means consumers do not remem(er all the information they see# hear# or read e"en after attending to and comprehending it. Ad"ertisers attempt to make sure information will (e retained in the consumer4s memory so that it will (e a"aila(le when it is time to make a purchase :6efer to ,igure 8/<;.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

'@. (p. **5) !hrough the use of mnemonics# ad"ertisers hope consumers will engage in 33333 when they see the ad"ertisements. A. selecti"e attention $. selecti"e exposure C. selecti"e comprehension D. selecti"e retention *. su(liminal perception !he final screening process is selecti"e retention# which means consumers do not remem(er all the information they see# hear# or read e"en after attending to and comprehending it. Mnemonics such as sym(ols# rhymes# associations# and images that assist in the learning and memory process are helpful :6efer to ,igure 8/<;.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

80. (p. **5) !he gecko li1ard in the %eico 2irect insurance ads# the golden arches of Mc2onald4s# and the Mr. &eanut character used (y &lanters4 &eanuts are all examples of= A. dri"es. $. cues. C. mnemonics. 2. trigger points. *. persuaders. Mnemonics such as sym(ols# rhymes# associations# and images that assist in the learning and memory process are helpful. Many ad"ertisers use telephone num(ers that spell out the company name and are easy to remem(er

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6e$ception

81. (p. **5) 0ym(ols# rhymes# association and images that assist in the learning and memory processes are known as= A. dri"es. $. cues. C. mnemonics. 2. trigger points. *. persuaders. Mnemonics such as sym(ols# rhymes# associations# and images that assist in the learning and memory process are helpful. Many ad"ertisers use telephone num(ers that spell out the company name and are easy to remem(er.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

8.. (p. **5) Ads reminding people to use the ,*2*M (y dialing 1/A00/%H,*2*M are (ased on= A. a su(liminal techni5ue. $. classical conditioning. C. reinforcement theory. D. a mnemonic. *. shaping. Mnemonics such as sym(ols# rhymes# associations# and images that assist in the learning and memory process are helpful. Many ad"ertisers use telephone num(ers that spell out the company name and are easy to remem(er.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+02 To "n%e$stan% the cons"me$ %ecision+making p$ocess an% ho- it va$ies fo$ %iffe$ent types of p"$chases. Topic: 6e$ception

8'. (p. *20) !he (asis for su(liminal ad"ertising can (e found in= A. cogniti"e theory. B. psychoanalytic theory. C. (eha"ioral learning theory. 2. affecti"e theory. *. multiattri(ute moti"ational model. 0u(liminal perception refers to the a(ility to percei"e a stimulus that is (elow the le"el of conscious awareness. &sychologists generally agree it is possi(le to percei"e things without (eing consciously aware of them.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

88. (p. *20) 33333 is the a(ility to percei"e a stimulus that is (elow the le"el of conscious awareness. A. 0electi"e perception $. 0electi"e attention C. 0electi"e comprehension D. 0u(liminal perception *. 0electi"e retention 0u(liminal perception refers to the a(ility to percei"e a stimulus that is (elow the le"el of conscious awareness. &sychologists generally agree it is possi(le to percei"e things without (eing consciously aware of them.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

8<. (p. *20) According to those who (elie"e in su(liminal ad"ertising# effecti"e sym(ols# such as skulls and cross (ones# phallic sym(ols and words such as BsexB# are em(edded in the ads. !he use of these sym(ols to stimulate consumers4 moti"es would recei"e support from 33333 theory. A. cogniti"e $. reinforcement C. (eha"ioral learning D. psychoanalytical *. operant learning Hne contro"ersial tactic ad"ertisers ha"e (een accused of using is appealing to consumers4 su(conscious. 0u(liminal perception refers to the a(ility to percei"e a stimulus that is (elow the le"el of conscious awareness. &sychologists generally agree it is possi(le to percei"e things without (eing consciously aware of them.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6e$ception

8>. (p. *2*) !he "arious (rands identified as purchase options to (e considered during the alternati"e e"aluation process are known as= A. decision criteria. $. a (rand attri(ution list. C. the working model. D. the e"oked set. *. su(liminal choices. !he "arious (rands identified as purchase options to (e considered during the alternati"e e"aluation process are referred to as the consumer4s e"oked set.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

8?. (p. *2*) 2uring which stage of the consumer decision/making process are e"oked sets and e"aluati"e criteria rele"ant A. &ro(lem recognition $. Information search C. &ostpurchase e"aluation D. Alternati"e e"aluation *. &urchase decision !he "arious (rands identified as purchase options to (e considered during the alternati"e e"aluation process are referred to as the consumer4s e"oked set.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

8A. (p. *2*) !odd (uys a cold drink e"ery afternoon. De either (uys a Coca/Cola# or a Minute Maid lemonade. De will not consider any other (rand or type of soft drink (ecause the two drinks make up his= A. decision criteria. $. (rand attri(ution list. C. working model. D. e"oked set. *. su(liminal choices. !he "arious (rands identified as purchase options to (e considered during the alternati"e e"aluation process are referred to as the consumer4s e"oked set. !he e"oked set is generally only a su(set of all the (rands of which the consumer is aware.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

8@. (p. *2*) )eeanne is going to (uy canned "egeta(les for her family4s meals. Der e"oked set would (est (e descri(ed as= A. all (rands of canned "egeta(les. $. all (rands of canned "egeta(les that are not store (rands. C. 2el Monte and 0tokely4s canned "egeta(les (ecause they are the only two (rands she is aware of. 2. any "egeta(le9fresh# fro1en# or canned. *. whate"er is stocked on her supermarket4s shel"es. !he "arious (rands identified as purchase options to (e considered during the alternati"e e"aluation process are referred to as the consumer4s e"oked set. !he e"oked set is generally only a su(set of all the (rands of which the consumer is aware.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<0. (p. *27) 33333 are the dimensions or attri(utes of a product that are used to compare different alternati"es. A. *"aluati"e criteria $. Attri(ute assignments C. 2issonance moti"es 2. Conse5uences *. 6einforcement criteria *"aluati"e criteria are the dimensions or attri(utes of a product or ser"ice that are used to compare different alternati"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<1. (p. *27) 2uring which stage of the consumer decision making process are (oth functional and psychosocial conse5uences important A. &ro(lem recognition $. Information search C. &ostpurchase e"aluation D. Alternati"e e"aluation *. &urchase decision Hnce consumers ha"e identified an e"oked set and ha"e a list of alternati"es# they must e"aluate the "arious (rands. !his in"ol"es comparing the choice alternati"es on specific criteria important to the consumer. *"aluati"e criteria are the dimensions or attri(utes of a product or ser"ice that are used to compare different alternati"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<.. (p. *27) 33333 refer to specific e"ents or outcomes consumers experience when a product or ser"ice is purchased andIor consumed. A. *"oked sets $. Attri(ute assignments C. 2issonance moti"es D. *"aluati"e Criteria and Conse5uences *. 6einforcement criteria *"aluati"e criteria are usually "iewed as product or ser"ice attri(utes. Many marketers "iew their products or ser"ices as (undles of attri(utes# (ut consumers tend to think a(out products or ser"ices in terms of their conse5uences or outcomes instead.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<'. (p. *27) 33333 are the concrete outcomes of product or ser"ice usage that are tangi(le and directly experienced (y consumers. A. ,unctional conse5uences $. &sychosocial conse5uences C. $undles of attri(utes 2. 0er"ice assessments *. &hysiological stimuli ,unctional conse5uences are concrete outcomes of product or ser"ice usage that are tangi(le and directly experienced (y consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<8. (p. *27) In terms of the alternati"e e"aluation stage of the consumer decision/making process# how a golf cart handles# how the (rakes on a (icycle work# and how well a stain remo"er eliminates grass stains are all examples of= A. functional conse5uences. $. psychosocial conse5uences. C. (undles of attri(utes. 2. ser"ice assessments. *. physiological stimuli. ,unctional conse5uences are concrete outcomes of product or ser"ice usage that are tangi(le and directly experienced (y consumers. !he taste of a soft drink or a potato chip# the acceleration of a car# and the speed of the Internet ser"ice pro"ider are examples of functional conse5uences.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<<. (p. *27) Which of the following is an example of a functional conse5uence A. !he need to order champagne to cele(rate a (irthday. $. !he desire to eat a pound of chocolate. C. !he feeling of success that comes with the purchase of a Mercedes. D. !he taste of (uttered popcorn in a mo"ie theater. *. !he Goy of finding the perfect gift for a friend. ,unctional conse5uences are concrete outcomes of product or ser"ice usage that are tangi(le and directly experienced (y consumers. !he taste of a soft drink or a potato chip# the acceleration of a car# and the speed of the Internet ser"ice pro"ider are examples of functional conse5uences.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<>. (p. *27) Which of the following is an example of a psychosocial conse5uence A. !he taste of a soft drink. B. !he feeling of prestige associated with wearing a 6olex watch. C. !he acceleration of an automo(ile. 2. !he processing speed of a personal computer. *. !he firmness of a mattress. &sychosocial conse5uences are a(stract outcomes that are more intangi(le# su(Gecti"e# and personal# such as how a product makes you feel or how you think others will "iew you for purchasing or using it.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<?. (p. *27) In terms of the alternati"e e"aluation stage of the consumer decision/making process# how you feel when you wear new shoes# how you think others like your new hair style# and how a new weight/loss plan makes you feel a(out yourself are all examples of= A. functional conse5uences. B. psychosocial conse5uences. C. (undles of attri(utes. 2. ser"ice assessments. *. physiological stimuli. &sychosocial conse5uences are a(stract outcomes that are more intangi(le# su(Gecti"e# and personal# such as how a product makes you feel or how you think others will "iew you for purchasing or using it.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<A. (p. *27) 33333 are the a(stract outcomes of product or ser"ice usage that are intangi(le# su(Gecti"e and personal. A. ,unctional conse5uences B. &sychosocial conse5uences C. $undles of attri(utes 2. 0er"ice assessments *. &sychological stimuli &sychosocial conse5uences are a(stract outcomes that are more intangi(le# su(Gecti"e# and personal# such as how a product makes you feel or how you think others will "iew you for purchasing or using it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Alte$native 0val"ation

<@. (p. *27) 33333 is a construct that represents an indi"idual4s o"erall feelings or e"aluation of an o(Gect and is "iewed as a learned predisposition to respond toward it. A. A moti"e $. A need C. &erception D. An attitude *. A decision rule Attitudes are learned predispositions to respond to an o(Gect and are some of the most hea"ily studied concepts in consumer (eha"iour.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Attit"%es

>0. (p. *2;) Which of the following statements descri(es a maGor ad"antage inherent in the use of multiattri(ute models to study consumer (eha"ior A. Multiattri(ute models offer "ery simple ways to assess attitudes. $. Multiattri(ute models focus only on the o"erall feelings a consumer has towards a (rand. C. Multiattri(ute models help marketers (etter understand and diagnose the underlying structure or (asis of consumers4 attitudes. 2. Multiattri(ute models "iew consumer attitude formation and decision making as non / compensatory in nature. *. Multiattri(ute models help in predicting attitudes e"en when the importance that the consumers attach to the important product attri(utes are unknown. Multiattri(ute models help marketers understand and diagnose the underlying (asis of consumers4 attitudes. $y understanding the (eliefs that underlie consumers4 e"aluations of a (rand and the importance of "arious attri(utes or conse5uences# the marketer is (etter a(le to de"elop communication strategies for creating# changing# or reinforcing (rand attitudes.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Attit"%es

>1. (p. *2;) 33333 "iews a consumer4s attitude toward a (rand as possessing a num(er of attri(utes that pro"ide the (asis on which consumers form their attitudes. A. A multiattri(ute attitude model $. An affect referral attitude model C. Deuristics 2. 0timulus/response theory *. Hperant conditioning A multiattri(ute attitude model "iews an attitude o(Gect# such as a product or (rand# as possessing a num(er of attri(utes that pro"ide the (asis on which consumers form their attitudes.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Attit"%es

>.. (p. *2;) $eliefs concerning specific attri(utes or conse5uences that are acti"ated and form the (asis of an attitude are known as= A. affecti"e (eliefs. $. cogniti"e (eliefs. C. heuristics. 2. e"aluati"e (eliefs. E. salient (eliefs. $eliefs concerning specific attri(utes or conse5uences that are acti"ated and form the (asis of an attitude are referred to as salient (eliefs.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Attit"%es

>'. (p. *2;) 0palding ran an ad"ertisement promoting its !op ,light golf (alls as the (rand that is the most dura(le and goes the farthest. !his ad campaign attempted to influence consumers4 attitudes (y= A. increasing or changing the strength or (elief rating of the (rand on an important attri(ute. $. changing consumers4 perceptions of the importance or "alue of an attri(ute. C. adding a new attri(ute to the attitude formation process. 2. ignoring the competition. *. a"oiding any direct effect on consumers4 attitudes. !he multiattri(ute model pro"ides insight into se"eral ways marketers can influence consumer attitudes# including increasing or changing the strength or (elief rating of a (rand on an important attri(ute.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: Attit"%es

>8. (p. *29) Information such as product knowledge# meanings# and (eliefs is com(ined to e"aluate alternati"es through= A. moti"e stimulation. $. su(liminal perception. C. integration processes. 2. cogniti"e dissonance. *. affecti"e reasoning. Integration processes are the way product knowledge# meanings# and (eliefs are com(ined to e"aluate two or more alternati"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nteg$ation 6$ocesses an% !ecision R"les

><. (p. *29) 0implified decision rules such as BAlways (uy the largest si1e of the cheapest priced detergentB or BHnly (uy motor oil if the manufacturer is offering a re(ateB are= A. the result of integration processes. B. called heuristics. C. formali1ed group norms. 2. pro(lem/sol"ing conse5uences. *. stimulus/response (enefits. 0ometimes consumers make their purchase decisions using more simplified decision rules known as heuristics. ,or familiar products that are purchased fre5uently# consumers may use price/(ased heuristics :(uy the least expensi"e (rand; or promotion/(ased heuristics :choose the (rand for which I can get a price reduction through a coupon# re(ate# or special deal;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nteg$ation 6$ocesses an% !ecision R"les

>>. (p. *29) In its ads# Maxwell Douse Coffee stresses consumers4 o"erall emotional impression of the (rand with its B%ood to the last dropB slogan. Maxwell Douse wants consumers to purchase on the (asis of this impression and not (y comparing specific attri(utes of other (rands of coffee. !his is an example of a marketer using= A. the affect referral decision rule. $. intermittent stimulation. C. cogniti"e inputIoutput. 2. psychosocial conse5uences. *. non/5ualitati"e e"aluati"e criteria. Marketers selling familiar and popular (rands may appeal to an affect referral rule (y stressing o"erall affecti"e feelings or impressions a(out their products. Market leaders# whose products enGoy strong o"erall (rand images# often use ads that promote the (rand (y appealing to affect.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nteg$ation 6$ocesses an% !ecision R"les

>?. (p. *29) -estlL uses the slogan# B%ood ,ood# %ood )ifeB to stress that its products pro"ide e"erything consumers need9there is no need of looking at any other (rands. -estlL uses= A. the affect referral decision rule. $. intermittent stimulation. C. cogniti"e inputIoutput. 2. psychosocial conse5uences. *. non/5ualitati"e e"aluati"e criteria. Marketers selling familiar and popular (rands may appeal to an affect referral rule (y stressing o"erall affecti"e feelings or impressions a(out their products. Market leaders# whose products enGoy strong o"erall (rand images# often use ads that promote the (rand (y appealing to affect.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 3nteg$ation 6$ocesses an% !ecision R"les

>A. (p. *2:) 33333 is an outcome of the alternati"e e"aluation process and represents a predisposition to (uy a certain (rand. A. A purchase decision B. A purchase intention C. Affecti"e (eha"ior 2. 0atisfaction *. Cogniti"e dissonance As an outcome of the alternati"e e"aluation stage# the consumer may de"elop a purchase intention or predisposition to (uy a certain (rand. &urchase intentions are generally (ased on a matching of purchase moti"es with attri(utes or characteristics of (rands under consideration.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6"$chase !ecision

>@. (p. *2:) 33333 is a preference for a particular (rand that results in its repeated purchase. A. A purchase intention $. $rand affectation C. Cogniti"e dissonance D. $rand loyalty *. A heuristic $efore lea"ing home# the consumer may make a shopping list that includes specific (rand names (ecause they ha"e de"eloped (rand loyalty9a preference for a particular (rand that results in its repeated purchaseK of course# (rand loyalty is not limited to nondura(les.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6"$chase !ecision

?0. (p. *2:) 2a"id &ruitt owns se"eral rental apartments. De has used many appliance (rands in his apartments and has (een dissatisfied with their short life span. 2a"id now purchases only Maytag (rand appliances to go into his apartments. Dis repeat purchases indicate= A. the existence of cogniti"e dissonance. $. the a(sence of any affect referral decision rule. C. strong (rand loyalty. 2. extensi"e decision making and strong psychosocial conse5uences. *. a lack of e"aluati"e criteria. $efore lea"ing home# the consumer may make a shopping list that includes specific (rand names (ecause they ha"e de"eloped (rand loyalty9a preference for a particular (rand that results in its repeated purchaseK of course# (rand loyalty is not limited to nondura(les.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6"$chase !ecision

?1. (p. *27) 33333 occurs when consumer4s expectations are either met or exceeded. A. Cogniti"e 2issonance B. 0atisfaction C. 2issatisfaction 2. 0haping *. &ost purchase e"aluation !he consumer decision process does not end with the purchase. After using the product or ser"ice# the consumer compares the le"el of performance with expectations and is either satisfied or dissatisfied. 0atisfaction occurs when the consumer4s expectations are either met or exceededK dissatisfaction results when performance is (elow expectations.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

?.. (p. *27) In the post purchase e"aluation stage# when performance of a product or ser"ice is (elow expectations# it would result in= A. de"elopment of an e"oked set. $. satisfaction of the marketer. C. dissatisfaction of consumer. 2. e"aluation of alternati"es. *. internal harmony of the purchaser. !he consumer decision process does not end with the purchase. After using the product or ser"ice# the consumer compares the le"el of performance with expectations and is either satisfied or dissatisfied. 0atisfaction occurs when the consumer4s expectations are either met or exceededK dissatisfaction results when performance is (elow expectations.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

?'. (p. *27) 33333 is a state of psychological tension or post/purchase dou(t a consumer may experience after making a difficult purchase decision. A. &ost/purchase e"aluation $. 0elf/ser"ing (ias C. Cogniti"e dissonance 2. Conditioned anxiety *. Affecti"e response Another possi(le outcome of a purchase is cogniti"e dissonance# a feeling of psychological tension or post/purchase dou(t that a consumer experiences after making a difficult purchase choice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

?8. (p. *27) ,or which of the following products is the consumer most likely to experience cogniti"e dissonance A. Chewing gum B. 2iamond ring C. Hffice supplies 2. &encil *. -ail polish &ostpurchase dissonance is more likely to occur in important decisions where the consumer must choose among close alternati"es :especially if the unchosen alternati"e has uni5ue or desira(le features that the selected alternati"e does not ha"e;. !he purchase of a ring is an important decision and the (uyer must choose among close alternati"es.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

?<. (p. *21) Most of the purchase decisions made (y consumers for low/priced fre5uently purchased products are characteri1ed (y= A. routine response (eha"ior. $. limited pro(lem sol"ing. C. extended pro(lem sol"ing. 2. high in"ol"ement. *. cogniti"e learning. Many of the purchase decisions we make as consumers are (ased on a ha(itual or routine choice process. ,or many low/priced# fre5uently purchased products# the decision process consists of little more than recogni1ing the pro(lem# engaging in a 5uick internal search# and making the purchase. !he consumer spends little or no effort engaging in external search or alternati"e e"aluation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

?>. (p. *21) ,or which of the following situations is a consumer4s purchase (eha"ior most likely to (e characteri1ed (y extended pro(lem sol"ing A. !he purchase of laundry detergent $. !he purchase of a new pair of running shoes (y a consumer who runs regularly C. !he purchase of a new set of skis (y an a"id skier 2. !he selection of a restaurant for lunch with friends E. !he first time purchase of a personal computer (y someone with no prior knowledge of &Cs A more extensi"e decision/making process may occur when consumers ha"e limited experience in purchasing a particular product or ser"ice and little or no knowledge of the (rands a"aila(le andIor the criteria to use in making a purchase decision.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

??. (p. *21) A product manager for a new (rand of laundry detergent must= A. increase pro(lem recognition for detergent purchases. B. interrupt consumers4 routine choice (eha"ior and get them to consider a new (rand. C. maintain a lower price than competitors. 2. pro"ide detailed information to consumers. *. create pioneering ad"ertising. Marketers of new (rands or those with a low market share face a different challenge. !hey must find ways to disrupt consumers4 routine choice process and get them to consider different alternati"es. Digh le"els of ad"ertising may (e used to encourage trial or (rand switching# along with sales promotion efforts in the form of free samples# special price offers# high/"alue coupons# and the like.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+07 To "n%e$stan% va$io"s inte$nal psychological p$ocesses4 thei$ infl"ence on cons"me$ %ecision making4 an% implications fo$ a%ve$tising an% p$omotion. Topic: 6ostp"$chase 0val"ation

?A. (p. *25) 33333 is the process (y which indi"iduals ac5uire the purchase and consumption knowledge and experience they apply to future related (eha"ior. A. Information search $. Cogniti"e dissonance C. Consumer learning 2. 0electi"e comprehension *. Alternati"e e"aluation Consumer learning has (een defined as Bthe process (y which indi"iduals ac5uire the purchase and consumption knowledge and experience they apply to future related (eha"ior.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: The Cons"me$ &ea$ning 6$ocess

?@. (p. *25) 33333 assumes that learning is an associati"e process with an already existing relationship (etween a stimulus and a response. A. Classical conditioning $. Hperant conditioning C. Instrumental conditioning 2. Cogniti"e learning *. Affecti"e modeling Classical conditioning assumes that learning is an associati"e process with an already existing relationship (etween a stimulus and a response.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A0. (p. *25) 33333 occurs when an unconditioned stimulus and a conditioned stimulus occur in close proximity in time and space. A. Association $. 6epetition C. ,re5uency D. Contiguity *. %enerali1ation !wo factors are important for learning to occur through the associati"e process. !he first is contiguity# which means the unconditioned stimulus and conditioned stimulus must (e close in time and space.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A1. (p. *25) 33333 is likely to occur when a point/of/purchase display for a new type of dental adhesi"e is teamed with a life/si1e portrait of Clint *astwood# a man many people who are o"er <0 admire and want to emulate. A. Classical conditioning $. &sychological conditioning C. Affecti"e modeling 2. 6e"ersal design *. Cogniti"e conditioning Classical conditioning assumes that learning is an associati"e process with an already existing relationship (etween a stimulus and a response. Ad"ertisers stri"e to associate their products and ser"ices with perceptions# images# and emotions known to e"oke positi"e reactions from consumers.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A.. (p. *25) Many (a(y (oomers# especially males# can easily recogni1e the a5ua (lue color that was used on many 1@<0s automo(iles. 0eeing that color on a restaurant wall or as the color used on restaurant (ooths will elicit a response to that restaurant that is= A. similar to that used for e"aluating a product with (oth functional and psychological conse5uences. $. exemplary of cogniti"e planning. C. consistent with classical conditioning principles. 2. related to current trends in ad"ertising. *. reflecti"e of the wheel of retailing hypothesis. Classical conditioning assumes that learning is an associati"e process with an already existing relationship (etween a stimulus and a response. Many products are promoted through image ad"ertising# in which the (rand is shown with an unconditioned stimulus that elicits pleasant feelings.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A'. (p. *25) An ad for )owe4s Dome Impro"ement Warehouses shows a E.0. flag made out of flowers and has the headline# BDooray for the red# white# and (loom.B !he ad associates )owe4s with the (eauty of flowers as well as patriotism9(oth of which e"oke positi"e responses in consumers and (y association should e"oke positi"e responses for )owe4s. !his is an example of= A. the application of classical conditioning theory. $. the wheel of retailing hypothesis. C. cogniti"e planning. 2. using functional conse5uences to make a positioning statement. *. perception retrie"al. Classical conditioning assumes that learning is an associati"e process with an already existing relationship (etween a stimulus and a response. Ad"ertisers stri"e to associate their products and ser"ices with perceptions# images# and emotions known to e"oke positi"e reactions from consumers.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A8. (p. *704 *7*) Why are principles of operant conditioning useful in the de"elopment of promotional strategies A. !hey explain the cogniti"e processes that mediate a consumer4s response to ad"ertising. B. !hey show that experiences with products pro"ide reinforcements that affect future purchase (eha"iors. C. !hey explain why coupons and samples are unlikely to ha"e any desira(le effect on consumer (eha"ior. 2. !hey explain consumer (eha"ior in (oth high and low in"ol"ement situations. *. !hey explain how the pairing of a neutral stimulus with a positi"e stimulus can produce an immediate desired response. Hperant conditioning is referred to as instrumental conditioning (ecause the indi"idual4s response is instrumental in getting a positi"e reinforcement or negati"e reinforcement. $eha"ior that is reinforced strengthens the (ond (etween a stimulus and a response.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A<. (p. *70) Hperant conditioning is sometimes referred to as 33333 conditioning. A. stimulus/response $. psychoanalytical C. su(liminal D. instrumental *. "alence/oriented Hperant conditioning is sometimes referred to as instrumental conditioning (ecause the indi"idual4s response is instrumental in getting a positi"e reinforcement :reward; or negati"e reinforcement :a form of reward that occurs when a negati"e outcome is remo"ed when the desired (eha"ior is performed;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A>. Camp(ell4s uses coupons# premiums and sweepstakes to promote its soup. !his reflects an application of= A. cogniti"e theory. $. psychoanalytic theory. C. operant conditioning. 2. affecti"e theory. *. the multiattri(ute moti"ational model. Hperant conditioning is sometimes referred to as instrumental conditioning (ecause the indi"idual4s response is instrumental in getting a positi"e reinforcement :reward; or negati"e reinforcement. Companies attempt to pro"ide their customers with products and ser"ices that satisfy their needs and reward them to reinforce the pro(a(ility of repeat purchase.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A?. (p. *7*) !he presence of a pri1e in e"ery (ox of Cracker +ack snacks is an example of= A. classical reinforcement. B. continuous reinforcement. C. partial reinforcement. 2. cogniti"e learning. *. intermittent reinforcement. )earning occurs most rapidly under a continuous reinforcement schedule# in which e"ery response is rewarded9(ut the (eha"ior is likely to cease when the reinforcement stops. Marketers must pro"ide continuous reinforcement to consumers or risk their switching to (rands that do.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

AA. (p. *7*) )earning occurs most rapidly under a:n; 33333 reinforcement schedule# (ut the (eha"ior is likely to cease when the reinforcement stops. A. continuous $. partial C. intermittent 2. modeled *. flexi(le )earning occurs most rapidly under a continuous reinforcement schedule# in which e"ery response is rewarded9(ut the (eha"ior is likely to cease when the reinforcement stops. Marketers must pro"ide continuous reinforcement to consumers or risk their switching to (rands that do.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

A@. (p. *7*4 *72) 33333 is the reinforcement of successi"e acts that lead to a desired (eha"ioral pattern or response. A. 0haping $. Continuous reinforcement C. &artial reinforcement 2. 0timulus generali1ation *. Internal processing 6einforcement schedules can also (e used to influence consumer learning and (eha"ior through a process known as shaping# the reinforcement of successi"e acts that lead to a desired (eha"iour pattern or response.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

@0. (p. *7*4 *72) When 0unkist introduced Almond Accents# a topping for e"erything from salads to casseroles# the promotional program for the introduction process included a ?</ cents/off coupon on one > ounce (ag and a F1..</cents off coupon for two >/ounce (ags. In addition# consumers were asked to enter an original recipe using Almond Accents in a contest in which the first pri1e was a trip for two to the Culinary Institute of America. !he use of these promotional tools is a good example of the application of= A. reinforcement theory. B. shaping procedures. C. cogniti"e learning theory. 2. intermittent reinforcement. *. attitude modification theory. 6einforcement schedules can also (e used to influence consumer learning and (eha"ior through a process known as shaping# the reinforcement of successi"e acts that lead to a desired (eha"iour pattern or response. In a promotional context# shaping procedures are used as part of the introductory program for new products.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Behavio$al &ea$ning Theo$y

@1. (p. *72) $eha"ioral learning theories ha"e (een critici1ed for= A. focusing on pro"iding information through su(liminal learning processes. $. using suggesti"e illustrations to make consumers respond to internal stimuli. C. employing the use of "iolence in altering mind/(ody awareness. 2. (eing useless in explaining consumers4 decision/making processes. E. assuming a mechanistic "iew of the consumer placing too much emphasis on external stimulus factors. $eha"ioral learning theories ha"e (een critici1ed for assuming a mechanistic "iew of the consumer that puts too much emphasis on external stimulus factors. !hey ignore internal psychological processes such as moti"ation# thinking# and perceptionK they assume that the external stimulus en"ironment will elicit fairly predicta(le responses.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Cognitive &ea$ning Theo$y

@.. (p. *72+*77) &eugeot ran a print ad"ertising campaign for its automo(iles that presented twenty good reasons for (uying a &eugeot <0<. !he ad was "ery detailed and contained a great deal of information a(out the performance characteristics of the car. !his type of ad campaign would (e consistent with= A. instrumental conditioning $. classical conditioning C. low in"ol"ement learning D. cogniti"e learning theory *. multiattri(ute learning 0ince consumer (eha"ior typically in"ol"es choices and decision making# the cogniti"e perspecti"e has particular appeal to marketers# especially those whose productI ser"ice calls for important and in"ol"ed purchase decisions. Cogniti"e processes such as perception# formation of (eliefs a(out (rands# attitude de"elopment and change# and integration are important to understanding the decision/making process for many types of purchases.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Cognitive &ea$ning Theo$y

@'. (p. *72) $usiness/to/(usiness ad"ertisers often assume their ads must contain a lot of information so potential customers can use this information to sol"e their pro(lems. !he (asis for this type of ad"ertising would (e the application of= A. cogniti"e learning theory. $. psychoanalytic theory. C. (eha"ioral learning theory. 2. affecti"e modeling. *. shaping. 0ince consumer (eha"ior typically in"ol"es choices and decision making# the cogniti"e perspecti"e has particular appeal to marketers# especially those whose productI ser"ice calls for important and in"ol"ed purchase decisions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Cognitive &ea$ning Theo$y

@8. (p. *72) !he print ad for Che"y 7entura "ans contains a(out ten times more copy than other ads in a recent issue of $etter Domes C %ardens maga1ine. Which of the following theories states that this is an appropriate way to shape consumer (eha"ior A. &sychoanalytical theory B. Cogniti"e learning theory C. 6einforcement theory 2. Affecti"e modeling *. Hperant conditioning 0ince consumer (eha"ior typically in"ol"es choices and decision making# the cogniti"e perspecti"e has particular appeal to marketers# especially those whose productI ser"ice calls for important and in"ol"ed purchase decisions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+0; To $ecogni e the va$io"s app$oaches to st"%ying the cons"me$ lea$ning p$ocess an% thei$ implications fo$ a%ve$tising an% p$omotion. Topic: Cognitive &ea$ning Theo$y

@<. (p. *7;) 33333 are groups or segments in a society that possess similar (eliefs# "alues# norms and patterns of (eha"ior that set them apart from the larger mainstream. A. 2emographic groups B. 0u(cultures C. -eigh(orhoods 2. 0ocial classes *. 6eference groups Within a gi"en culture are generally found smaller groups or segments whose (eliefs# "alues# norms# and patterns of (eha"ior set them apart from the larger cultural mainstream. !hese su(cultures may (e (ased on age# geographic# religious# racial# andI or ethnic differences.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: S"(c"lt"$es

@>. (p. *7;) Ads for cruises# "acation time shares# and resort areas often show a couple enGoying 5uiet time together. Many of these ads contain two men or two women rather than a man and a woman in order to appeal to the lucrati"e gay market. !his type of ad campaign with same sex couples is an example of how 33333 affect marketing. A. demographic groups B. su(cultures C. cultures 2. social classes *. reference groups Within a gi"en culture are generally found smaller groups or segments whose (eliefs# "alues# norms# and patterns of (eha"ior set them apart from the larger cultural mainstream. !hese su(cultures may (e (ased on age# geographic# religious# racial# andI or ethnic differences.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: S"(c"lt"$es

@?. (p. *7;) A 33333 is a group of contemporaries# all (orn during the same period# ha"ing shared interests and attitudes. A. social class $. culture C. su(culture D. generation *. reference group A generation is a group of contemporaries# all (orn during the same period# ha"ing shared interests and attitudes. :6efer= ,igure 8/1.;

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: C"lt"$e

@A. (p. *7;) 33333 refers to relati"ely homogeneous di"isions in a society into which people sharing similar lifestyles# "alues# norms# interests# and (eha"iors can (e grouped. A. %eneration $. Dispanics C. 0ocial class 2. Culture *. 6eference group 0ocial class refers to relati"ely homogeneous di"isions in a society into which people sharing similar lifestyles# "alues# norms# interests# and (eha"iors can (e grouped.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: S"(c"lt"$es

@@. (p. *79) A 33333 is a group whose presumed perspecti"e or "alues are used (y an indi"idual as the (asis for his or her Gudgments# opinions# and actions. A. su(culture $. social class C. reference group 2. demographic group *. cultural mix A reference group is Ba group whose presumed perspecti"es or "alues are (eing used (y an indi"idual as the (asis for his or her Gudgments# opinions# and actions.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Refe$ence 8$o"ps

100. (p. *7:) A reference group to which one does not wish to (elong is a:an; 33333 group. A. aspirational B. disassociati"e C. disconnected 2. confrontational *. segregated Marketers use reference group influences in de"eloping ad"ertisements and promotional strategies. Aspirational reference groups are groups to which we might like to (elong and disassociati"e groups are groups to which we do not wish to (elong.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Refe$ence 8$o"ps

101. (p. *7:) 6eference groups to which one would like to (elong are called 33333 groups. A. aspirational $. disassociati"e C. e"oked 2. ac5uisiti"e *. integrated Marketers use reference group influences in de"eloping ad"ertisements and promotional strategies. Aspirational reference groups are groups to which we might like to (elong and disassociati"e groups are groups to which we do not wish to (elong.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Refe$ence 8$o"ps

10.. (p. *7:) Ci"ic organi1ations like 6otary Clu(s# Kiwanis and )ions Clu(s offer their mem(ers camaraderie and a chance to help others through donations of time and money. $y (eing positi"e forces in their communities# these organi1ations (ecome= A. disassociati"e groups. B. aspirational reference groups. C. social class referents. 2. su(cultural referents. *. external referents. Marketers use reference group influences in de"eloping ad"ertisements and promotional strategies. Aspirational reference groups are groups to which we might like to (elong and disassociati"e groups are groups to which we do not wish to (elong.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Refe$ence 8$o"ps

10'. (p. *7:) $oxing champion *"ander Dolyfield is a popular role model for young African/American children# especially in his home state %eorgia. An anti/litter ad campaign that features Dolyfield attempts to con"ince children to BKeep %eorgia &eachy CleanB Gust like *"ander does. !his ad campaign hopes children will want to emulate Dolyfield and con"ince others to emulate the fighter. !hus# a:n; 33333 reference group will (e created. A. aspirational $. disassociati"e C. e"oked 2. ac5uisiti"e *. integrated Marketers use reference group influences in de"eloping ad"ertisements and promotional strategies. Aspirational reference groups are groups to which we might like to (elong and disassociati"e groups are groups to which we do not wish to (elong.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Refe$ence 8$o"ps

108. (p. *77) In the family decision/making process# the person in the family who is responsi(le for pro(lem recognition is the= A. purchasing agent. $. consumer. C. initiator. 2. information pro"ider. *. influencer. Initiator is the person responsi(le for initiating the purchase decision process# for example# the mother who determines she needs a new car :6efer to ,igure 8/1';.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Sit"ational !ete$minants

10<. (p. *77) In the family decision/making process# the person who is responsi(le for gathering information to (e used in making the decision is known as= A. purchasing agent. $. consumer. C. initiator. D. information pro"ider. *. influencer. Information pro"ider is the indi"idual responsi(le for gathering information to (e used in making the decision# for example# the teenage car (uff who knows where to find product information in specific maga1ines or collects it from dealers :6efer to ,igure 8/1';.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Sit"ational !ete$minants

10>. (p. *77) ,actors such as time of day# store en"ironments# or occasion for which a product will (e used are examples of= A. group norms. $. cultural factors. C. su(cultural influences. 2. family influences. E. situational determinants. !hree types of situational determinants may ha"e an effect= the specific usage situation# the purchase situation# and the communications situation. Esage refers to the circumstance in which the product will (e used. !he purchase situation more directly in"ol"es the en"ironment operating at the time of the purchase. !ime constraints# store en"ironments# and other factors may all ha"e an impact. !he communications situation is the condition in which an ad"ertising exposure occurs.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0;+09 To $ecogni e e,te$nal facto$s s"ch as c"lt"$e4 social class4 g$o"p infl"ences4 an% sit"ational %ete$minants an% ho- they affect cons"me$ (ehavio$. Topic: Sit"ational !ete$minants

Chapter 0< !he Communication &rocess Answer Key

Multiple Choice Questions

1. (p. *;9) !he (asic function of all of the elements of the integrated communications program is to= A. communicate with a firm4s target audience. $. con"ince customers to make a purchase immediately. C. con"ince customers to pay a higher price for a good or ser"ice. 2. educate customers a(out the features of a good or ser"ice. *. persuade customers to try a product category. !he function of all elements of the integrated marketing communications program is to communicate.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0* To "n%e$stan% the (asic elements of the comm"nication p$ocess an% the $ole of comm"nications in ma$keting. Topic: 3nt$o%"ction

.. (p. *;9) 33333 is defined as the passing of information# the exchange of ideas or process of esta(lishing a commonness of thought (etween a sender and recei"er. A. Ad"ertising $. 0ales promotion C. *ncoding 2. 2ecoding E. Communication Communication has (een "ariously defined as the passing of information# the exchange of ideas# or the process of esta(lishing a commonness or oneness of thought (etween a sender and a recei"er.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0* To "n%e$stan% the (asic elements of the comm"nication p$ocess an% the $ole of comm"nications in ma$keting. Topic: The <at"$e of Comm"nication

'. (p. *;9) Which of the following statements is true a(out effecti"e communication A. Ad"ertising is an effecti"e way of communication (ecause marketers are a(le to tell consumers how to interpret their messages. B. ,or effecti"e communication# marketers must understand the meanings that consumers attach to words and sym(ols and how these words and sym(ols are interpreted. C. *ffecti"e integrated marketing communications is usually nonpersonal in nature. 2. *ffecti"e communication is unaffected (y the reception en"ironment. *. Whether an ad is in (lack/and/white or in full/color has no impact on how effecti"ely the message is communicated. !he communication process is often "ery complex. Words# pictures# sounds# and colors may ha"e different meanings to different audiences# and people4s perceptions and interpretations of them "ary. Marketers must understand the meanings that words and sym(ols take on and how they influence consumers4 interpretation of products and messages.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+0* To "n%e$stan% the (asic elements of the comm"nication p$ocess an% the $ole of comm"nications in ma$keting. Topic: The <at"$e of Comm"nication

8. (p. *;7) !he 33333 of communication is the person or organi1ation that has information to share with another person or group of people. A. essence B. source C. message 2. decoder *. channel !he sender# or source# of a communication is the person or organi1ation that has information to share with another person or group of people.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

<. (p. *;1) &utting thoughts# ideas or information together in sym(olic form is called= A. encoding. $. deciphering. C. shaping. 2. flighting. *. decoding. !he communication process (egins when the source selects words# sym(ols# pictures# and the like# to represent the message that will (e deli"ered to the recei"er:s;. !his process# known as encoding# in"ol"es putting thoughts# ideas# or information into a sym(olic form.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

>. (p. *;7) An ad (y the !ennessee 2epartment of !ourist 2e"elopment encouraging people to choose the state of !ennessee for their "acation destination was pu(lished in So"the$n &iving maga1ine. !he ad shows "arious scenic pictures of !ennessee and includes the slogan# B!ennessee sounds good to me.B In this print ad# the source of the ad"ertising message is= A. the !ennessee 2epartment of !ourist 2e"elopment. $. So"the$n &iving maga1ine. C. the people in the scenic pictures. 2. the slogan. *. readers of the maga1ine. !he sender# or source# of a communication is the person or organi1ation that has information to share with another person or group of people. !he source may (e an indi"idual :say# a salesperson or hired spokesperson# such as a cele(rity# who appears in a company4s ad"ertisements; or a nonpersonal entity :such as the corporation or organi1ation itself;.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

?. (p. *;7) Commercials for &lanter4s nuts descri(e the nuts as a delicious snack food for e"eryone. !he commercials show animals that eat nuts as part of their usual diet trying to con"ince humans to share their &lanter4s nuts. In these commercials# the source of the ad"ertising message is= A. Mr. &eanut# the company4s "isual image personality. $. the tele"ision networks on which the ads run. C. the specific tele"ision shows in which the ads are seen. D. &lanter4s peanuts company. *. people who talk a(out how humorous the commercials are. !he sender# or source# of a communication is the person or organi1ation that has information to share with another person or group of people. !he source may (e an indi"idual :say# a salesperson or hired spokesperson# such as a cele(rity# who appears in a company4s ad"ertisements; or a nonpersonal entity :such as the corporation or organi1ation itself;.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

A. (p. *;7) When an actress from the tele"ision show !espe$ate #o"se-ives appears in a commercial endorsing %arnier )umia hair products# the message source is= A. the tele"ision network showing the commercial. $. the tele"ision program that the ad"ertising pro"ides financial support for. C. the actress. 2. consumers who "iew the commercial. *. !espe$ate #o"se-ives. !he sender# or source# of a communication is the person or organi1ation that has information to share with another person or group of people. !he source may (e an indi"idual :say# a salesperson or hired spokesperson# such as a cele(rity# who appears in a company4s ad"ertisements; or a nonpersonal entity :such as the corporation or organi1ation itself;.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

@. (p. *;1) !he communication process (egins with the process of 33333# which leads to the de"elopment of a 33333 that contains the information or meaning a source hopes to con"ey. A. encodingK message $. encryptingK transmission C. encodingK response 2. decodingK message *. decodingK transmission !he communication process (egins when the source selects words# sym(ols# pictures# and the like# to represent the message that will (e deli"ered to the recei"er:s;. !his process# known as encoding# in"ol"es putting thoughts# ideas# or information into a sym(olic form. !he encoding process leads to de"elopment of a message that contains the information or meaning the source hopes to con"ey.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: .essage

10. (p. *;7) !he source or sender of an ad"ertising communication= A. is typically a salesperson. $. is ne"er a nonpersonal entity. C. is typically identified as the owner of the medium in which the communication appeared. D. can (e an indi"idual who appears in the ad or a nonpersonal entity. *. is ne"er in"ol"ed in the encoding process. !he sender# or source# of a communication is the person or organi1ation that has information to share with another person or group of people. !he source may (e an indi"idual :say# a salesperson or hired spokesperson# such as a cele(rity# who appears in a company4s ad"ertisements; or a nonpersonal entity :such as the corporation or organi1ation itself;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

11. (p. *;1) When marketers de"elop an ad"ertising message# one of their primary goals is to encode the message= A. in a way that makes their message is uni5ue to each indi"idual who is exposed to the ad. $. so that it can only (e understood (y mem(ers of the target audience. C. so that it will (e understood and interpreted in a similar way (y most consumers. 2. using non"er(al communication so as to eliminate pro(lems with connotations and Gargon. *. so that it re5uires effort to decode it. !he communication process (egins when the source selects words# sym(ols# pictures# and the like# to represent the message that will (e deli"ered to the recei"er:s;. !his process# known as encoding# in"ol"es putting thoughts# ideas# or information into a sym(olic form. !he sender4s goal is to encode the message in such a way that it will (e understood (y the recei"er.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

1.. (p. *;1) !he encoding process leads to the de"elopment of= A. a message. $. noise. C. a channel. 2. feed(ack. *. a recei"er. !he encoding process leads to de"elopment of a message that contains the information or meaning the source hopes to con"ey.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: So"$ce 0nco%ing

1'. (p. *;1) 33333 refers to the information andIor meaning contained in the message. A. 0ource $. *ncoding C. 2ecoding D. Content *. -oise Content refers to the information andIor meaning contained in the message while structure and design refer to the way the message is put together in order to deli"er the information or intended meaning.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: .essage

18. (p. *;14 *;5) 33333 refers to the way the message is put together in order to deli"er the information or intended meaning. A. 0ource $. *ncoding C. 2ecoding D. Content *. 2esign Content refers to the information andIor meaning contained in the message while structure and design refer to the way the message is put together in order to deli"er the information or intended meaning.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: .essage

1<. (p. *;5) An ad purchased (y the !ennessee 2epartment of !ourist 2e"elopment encouraging people to choose the state of !ennessee for that "acation destination was pu(lished in So"the$n &iving maga1ine. !he ad shows "arious scenic pictures of !ennessee and includes the slogan# B!ennessee sounds good to me.B In this example# So"the$n &iving maga1ine would (e an example of a 33333# a part of the communication process. A. channel $. recei"er C. feed(ack mechanism 2. source *. decoder !he channel is the method (y which the communication tra"els from the source or sender to the recei"er.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

1>. (p. *;5) Which of the following would (e an example of a channel in the communication process A. !he num(er of customers that redeemed a cents/off coupon B. A (ill(oard (eside an interstate highway C. !he creati"e people who designed the new Wendy4s ad 2. An ad4s spokesperson *. +ennifer Aniston# who appears in the ad for )4Hreal. !he channel is the method (y which the communication tra"els from the source or sender to the recei"er.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

1?. (p. *;5) Ad"ertisements for &lanter4s nuts descri(e the nuts as a delicious snack food for e"eryone. !he tele"ision commercials show animals that eat nuts as part of their usual diet trying to con"ince humans to share their &lanter4s nuts. Which of the following can (e identified as a channel for this ad A. !ele"ision $. Computer/generated animals C. Increase in the sales of &lanter4s nuts 2. !he can of &lanter4s nuts shown in the ad *. !he people in the ad !he channel is the method (y which the communication tra"els from the source or sender to the recei"er.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: .e%i"m &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

1A. (p. *;5) !he 33333 is the method or medium (y which communication tra"els from the source to the recei"er. A. channel $. recei"er C. feed(ack mechanism 2. source *. decoder !he channel is the method (y which the communication tra"els from the source or sender to the recei"er.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Channel

1@. (p. *;14 *;5) 6osa Martine1 is reading a Canity >ai$ maga1ine where she sees an ad for 2K-N Geans. In this situation# the ad is a 33333# while Canity >ai$ is a 33333. A. sourceK message $. channelK message C. messageK recei"er D. messageK channel *. channelK source !he encoding process leads to de"elopment of a message that contains the information or meaning the source hopes to con"ey. !he message may (e "er(al or non"er(al# oral or written# or sym(olic. !he channel is the method (y which the communication tra"els from the source or sender to the recei"er.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: .essage4 Channel

.0. (p. *;5) Which of the following is an example of a personal channel of communication A. 0alesperson $. -ewspaper C. 6adio 2. Maga1ines *. !ele"ision 6e$sonal channels of communication are direct interpersonal :face/to/face; contact with target indi"iduals or groups. 0alespeople ser"e as personal channels of communication when they deli"er their sales message to a (uyer or potential customer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

.1. (p. *;5) Michael told !erry and $ill# !erry told Melissa# and Melissa told !y# Andrew# and $eryl that the new Mexican restaurant in town had authentically prepared Mexican dishes. !his word/of/mouth took place "ia a:n; 33333 channel of communication. A. indi"iduali1ed $. direct/response C. nonpersonal D. personal *. customi1ed 6e$sonal channels of communication are direct interpersonal :face/to/face; contact with target indi"iduals or groups. 0ocial channels of communication such as friends# neigh(ors# associates# co/workers# or family mem(ers are also personal channels. !hey often represent word/of mouth communication# a powerful source of information for consumers.

AACSB: Reflective Thinking Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

... (p. *9*) Donda (roadcasts a commercial during &a- B '$%e$# a !7 program that is seen (y eight million "iewers. !he (roadcasting of this ad takes place in a:n; 33333 channel of communication. A. indi"iduali1ed $. direct/response C. nonpersonal 2. semiotic *. personal <onpe$sonal channels of communication are those that carry a message without interpersonal contact (etween sender and recei"er. -onpersonal channels are generally referred to as the mass media or mass communications# since the message is sent to many indi"iduals at one time.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

.'. (p. *9*) Kroger supermarkets (uy an insert to go into !hursday4s Atlanta Do"$nal+ Constit"tion. !he newspaper is read (y o"er 100#000 people. !he newspaper is an example of a:n; 33333 channel of communication. A. indi"iduali1ed $. direct/response C. nonpersonal 2. semiotic *. "er(al <onpe$sonal channels of communication are those that carry a message without interpersonal contact (etween sender and recei"er. -onpersonal channels are generally referred to as the mass media or mass communications# since the message is sent to many indi"iduals at one time.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

.8. (p. *9*) -onpersonal channels of communication include= A. newspapers# maga1ines# (ill(oards# and salespeople. $. salespeople# friends# relati"es# and spokespeople. C. reference groups# sales clerks# and telemarketers. D. tele"ision# radio# newspapers# and maga1ines. *. tele"ision# salespeople# and radio. -onpersonal channels of communication consist of two maGor types# print and (roadcast. &rint media include newspapers# maga1ines# direct mail# and (ill(oardsK (roadcast media include radio and tele"ision. !he Internet has characteristics of (oth nonpersonal as well as personal forms of communication.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Channel

.<. (p. *9*) 33333 is the process of interpreting a sender4s message into thought. A. 2ecoding $. *ncoding C. Channeling 2. 6esponding *. !ransmitting 2ecoding is the process of transforming the sender4s message (ack into thought.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

.>. (p. *9*) When $art heard an ad state that Kraft4s &asta Anytime microwa"e meals could (e prepared in three minutes# he thought that he would find the meals in his supermarket4s fro1en food aisle with other microwa"e meals. When he could not find the Kraft meals# he purchased another (rand. De did not understand that Kraft meals were not fro1en# the reason why they cooked so 5uickly. De should ha"e looked on the supermarket aisle that contains pasta. $art experienced a pro(lem with= A. decoding. $. hearing. C. channeling. 2. responding. *. transmitting. 2ecoding is the process of transforming the sender4s message (ack into thought. ,or effecti"e communication to occur# the message decoding process of the recei"er must match the encoding of the sender. 0imply put# this means the recei"er understands and correctly interprets what the source is trying to communicate.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

.?. (p. *9*) Which of the following communication processes will (e most influenced (y the experiences# perceptions# attitudes and "alues of the message recipient A. *ncoding B. 2ecoding C. -oise 2. ,eed(ack *. !ransmission 2ecoding is the process of transforming the sender4s message (ack into thought. !his process is hea"ily influenced (y the recei"er4s frame of reference or field of experience# which refers to the experiences# perceptions# attitudes# and "alues he or she (rings to the communication situation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

.A. (p. *9*) !he field of experience of the recei"er most hea"ily influences which component of the communications process A. *ncoding B. 2ecoding C. Message 2. Channel *. -oise 2ecoding is the process of transforming the sender4s message (ack into thought. !his process is hea"ily influenced (y the recei"er4s frame of reference or field of experience# which refers to the experiences# perceptions# attitudes# and "alues he or she (rings to the communication situation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

.@. (p. *9*) !he experiences# perceptions# attitudes and "alues a consumer (rings to a communication situation is referred to as his or her= A. semiotic experiences. B. field of experience. C. common ground. 2. source characteristics. *. selecti"e perceptions. 2ecoding is the process of transforming the sender4s message (ack into thought. !his process is hea"ily influenced (y the recei"er4s frame of reference or field of experience# which refers to the experiences# perceptions# attitudes# and "alues he or she (rings to the communication situation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

'0. (p. *9*) Mentos mint candy uses an ad"ertising campaign that shows people sol"ing pro(lems (y thinking outside of the (ox9(y taking a fresh look at a common pro(lem. B,reshnessB is the message the ad is supposed to deli"er# (ut if 6ick and $eth Minton think the ad is simply showing people (eing rude and (oorish# then in terms of the communication process# the Mintons ha"e 33333 the message improperly. A. encoded $. interpreted C. decoded 2. transmitted *. channeled 2ecoding is the process of transforming the sender4s message (ack into thought. ,or effecti"e communication to occur# the message decoding process of the recei"er must match the encoding of the sender. 0imply put# this means the recei"er understands and correctly interprets what the source is trying to communicate.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

'1. (p. *9*) !he fact that marketing and ad"ertising people ha"e (ackgrounds and interests that are often 5uite different from consumers who comprise mass markets for many products and ser"ices makes it difficult to esta(lish= A. decoding. $. feed(ack mechanisms. C. response hierarchies. D. a common ground. *. fields of experience. *ffecti"e communication is more likely when there is some common g$o"n% (etween the two parties. While this notion of common ground (etween sender and recei"er may sound (asic# it often causes great difficulty in the ad"ertising communications process. Marketing and ad"ertising people often ha"e "ery different fields of experience from the consumers who constitute the mass markets with whom they must communicate which makes it difficult to esta(lish a common ground.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

'.. (p. *9*) Mentos mint candy uses an ad"ertising campaign that shows people sol"ing pro(lems (y thinking outside of the (ox9(y taking a fresh look at a common pro(lem. !he ad"ertisers think the message the ad deli"ers is freshness. Dowe"er# 6ick and $eth Minton think the ad is simply showing people (eing rude and (oorish. Hne of the possi(le explanations for these highly different perceptions of the ads is due to an a(sence of= A. interpretati"e links. $. feed(ack mechanisms. C. response hierarchies. D. a common ground. *. fields of experience. *ffecti"e communication is more likely when there is some common g$o"n% (etween the two parties. Marketing and ad"ertising people often ha"e "ery different fields of experience from the consumers who constitute the mass markets with whom they must communicate which makes it difficult to esta(lish a common ground.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

''. (p. *92) Which of the following statements is true a(out ageism in ad"ertising A. Mature people are more likely to (e shown in tele"ision than print ads. $. 0ome people (elie"e too many people of age >0 and o"er are used in ad"ertising today. C. $ecause the mean age of the population is increasing# you can expect to see more youth/oriented ad"ertising. 2. !here ha"e (een no successful ad campaigns showing people >0 and o"er performing age appropriately. E. !he difference (etween the senders and recei"ers age can create pro(lems in esta(lishing a common ground. Age is a factor that can lead to pro(lems in esta(lishing common ground (etween senders and recei"ers. As the population of the Enited 0tates and many other countries grows older# concern has (een expressed o"er the potential pro(lems that might arise (ecause of age differences (etween ad"ertising agency personnel and older consumers.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Receive$=!eco%ing

'8. (p. *92) 33333 is any unplanned distortion or interference in the communication process. A. 0emiotics $. 0electi"e perception C. -oise 2. ,eed(ack *. $locking !hroughout the communication process# the message is su(Gect to extraneous factors that can distort or interfere with its reception. !his unplanned distortion or interference is known as noise.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: <oise

'<. (p. *924 *97) Winston is watching an interesting !7 program with a group of friends. 2uring the commercial (reak# he is una(le to concentrate on a &epsi commercial that he is interested in watching (ecause all his friends are discussing the e"ents in the show. Winston4s ina(ility to recei"e the &epsi message illustrates which factor in the communications process A. *ncoding $. 2ecoding C. ,eed(ack 2. Common ground E. -oise !hroughout the communication process# the message is su(Gect to extraneous factors that can distort or interfere with its reception. !his unplanned distortion or interference is known as noise.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: <oise

'>. (p. *924 *97) 6onell missed an ad for 0mythe Catering in the newspaper today (ecause his attention was attracted (y an ad for an estate sale that was on the same page. With reference to the communication process# the ad for the estate sale kept 6onell from seeing the ad for the caterer and acted as= A. an encoding ha1ard. $. a decoding (lock. C. negati"e feed(ack. 2. a receptor (lock. E. noise. !hroughout the communication process# the message is su(Gect to extraneous factors that can distort or interfere with its reception. !his unplanned distortion or interference is known as noise.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: <oise

'?. (p. *97) !he recei"er4s set of reactions after seeing# hearing# or reading the message is known as a 33333. A. noise $. code C. source 2. feed(ack E. response !he recei"er4s set of reactions after seeing# hearing# or reading the message is known as a response.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

'A. (p. *97) 333333 is the part of a recei"er4s response that is communicated (ack to the sender. A. ,eed(ack $. -oise C. 6eciprocity 2. *ncoding *. 6eception Marketers are "ery interested in feed(ack# that part of the recei"er4s response that is communicated (ack to the sender.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

'@. (p. *97) Which of the following pro"ides the sender of an ad"ertising message with a way of monitoring the effecti"eness of the message A. *ncoding mechanisms $. 2ecoding mechanisms C. ,eed(ack 2. -oise filters *. !he channel ,eed(ack# which may take a "ariety of forms# closes the loop in the communications flow and lets the sender monitor how the intended message is (eing decoded and recei"ed.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

80. (p. *97) An ad for !he &ea(ody Dotel in Memphis# !ennessee# has a num(er that people can call on if they are interested in reser"ing rooms at the hotel or knowing more a(out the hotel. Hne way to determine the effecti"eness of this ad is to count the num(er of phone calls it recei"es in response to its ad. !his response count is an example of= A. feed(ack. $. encoding. C. noise filtering. 2. noise (locking. *. decoding. Marketers are "ery interested in feed(ack# that part of the recei"er4s response that is communicated (ack to the sender.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

81. (p. *97) !he element of the communications process that closes the loop in the communications flow and allows the sender to monitor how a message is (eing recei"ed and interpreted is known as= A. encoding. $. decoding. C. feed(ack. 2. reception. *. response. ,eed(ack# which may take a "ariety of forms# closes the loop in the communications flow and lets the sender monitor how the intended message is (eing decoded and recei"ed.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

8.. (p. *97) Instantaneous feed(ack on how effecti"e a marketing communication method is will most likely (e possi(le in= A. personal selling situations. $. radio ad"ertising. C. tele"ision ad"ertising. 2. direct mail ad"ertising. *. mass communication channels. ,eed(ack# which may take a "ariety of forms# closes the loop in the communications flow and lets the sender monitor how the intended message is (eing decoded and recei"ed. 0alespersons ha"e the ad"antage of recei"ing instant feed(ack through the customer4s reactions.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

8'. (p. *97) Counts of customer "isits to a store# consumer in5uiries# coupon redemption and recall of ad"ertising are all possi(le forms of= A. internal communication. B. feed(ack. C. noise. 2. message channels. *. decoding mechanisms. Marketers are "ery interested in feed(ack# that part of the recei"er4s response that is communicated (ack to the sender. ,eed(ack# which may take a "ariety of forms# closes the loop in the communications flow and lets the sender monitor how the intended message is (eing decoded and recei"ed.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: Response=>ee%(ack

88. (p. *9;) Indi"idual and group audiences# niche markets# market segments# and mass markets are all examples of= A. different stages of the response process. $. hierarchies of effects. C. le"els of audience aggregation. 2. communication elements. *. nonpersonal channels of target audiences. !he marketing communication process really (egins with identifying the audience that will (e the focus of the firm4s ad"ertising and promotional efforts. !he target audience may consist of indi"iduals# groups# niche markets# market segments# or a general pu(lic or mass audience. A marketers approach differs for each of these audiences :6efer to ,igure </.;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: 3%entifying the Ta$get A"%ience

8<. (p. *9;) When de"eloping a communications plan# the process should (egin with= A. determining who will (e the source of the communications. B. the identification and analysis of recei"ers in the target audience. C. deciding what feed(ack le"el is accepta(le. 2. determining what media to use. *. ascertaining the type of feed(ack that will (e accepted. !he marketing communication process really (egins with identifying the audience that will (e the focus of the firm4s ad"ertising and promotional efforts.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: 3%entifying the Ta$get A"%ience

8>. (p. *9;) !he (est way to reach a narrowly defined group of customers or a market niche is through= A. tele"ision ad"ertising and (ill(oards. B. personal selling and targeted direct mail. C. targeted direct mail and radio ad"ertising. 2. any form of (roadcast media. *. transit ad"ertising# (ill(oards# and ads with pithy headlines. 7ery small# well/defined groups of customers are often referred to as ma$ket niches. !hey can usually (e reached through personal/selling efforts or highly targeted media such as direct mail.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: 3%entifying the Ta$get A"%ience

8?. (p. *9;) !ele"ision ad"ertising is used most often to communicate with= A. niche market segments. $. industrial (uying centers. C. mass audiences. 2. resellers. *. purchasing agents. Marketers of most consumer products attempt to attract the attention of large num(ers of present or potential customers :mass ma$kets; through mass communication such as ad"ertising or pu(licity.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+02 To e,amine va$io"s mo%els of the comm"nication p$ocess. Topic: 3%entifying the Ta$get A"%ience

8A. (p. *9:) !he AI2A model is often used to represent what ideally happens during= A. personal/selling. $. the decoding of direct marketing ad"ertising pieces. C. mass marketing. 2. sales promotions. *. the introduction of inno"ati"e new consumer products. !he AI2A model was de"eloped to represent the stages a salesperson must take a customer through in the personal/selling process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

8@. (p. *9:) Ine1 and !roy were Gust strolling through the mall when they saw a mattress with adGusta(le le"els of firmness in a store window. Hnce they (ecame aware that such a product existed# they were eager to talk to a salesperson and learn more a(out the mattresses. After talking to the salesperson for thirty minutes# Ine1 and !roy reali1ed that they wanted to own one. !hey used their credit cards to order a mattress and to pay for its deli"ery. In terms of the models of response process# Ine1 and !roy ha"e Gust gone through the stages in the 33333 model. A. AI2A $. hierarchy of effects C. inno"ation/adoption 2. adoption response *. diffusion rate !he AI2A model was de"eloped to represent the stages a salesperson must take a customer through in the personal/selling process. !his model depicts the (uyer as passing successi"ely through attention# interest# desire# and action. !he salesperson must first get the customer4s attention and then arouse some interest in the company4s product or ser"ice. 0trong le"els of interest should create desire to own or use the product.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<0. (p. *9:) !he model representing the stages a salesperson must take a customer through in the personal selling process is the 33333 model. A. AI2A $. hierarchy of results C. diffusion rate 2. inno"ation/adoption *. information processing !he AI2A model was de"eloped to represent the stages a salesperson must take a customer through in the personal/selling process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<1. (p. *9:) !he 33333 model is a response model that was de"eloped for setting and measuring ad"ertising o(Gecti"es. A (asic premise of this model is that ad"ertising effects occur o"er a period of time. A. AI2A B. hierarchy of effects C. inno"ation/adoption 2. adoption response *. diffusion rate !he hierarchy of effects model shows the process (y which ad"ertising worksK it assumes a consumer passes through a series of steps in se5uential order from initial awareness of a product or ser"ice to actual purchase. A (asic premise of this model is that ad"ertising effects occur o"er a period of time.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<.. (p. *9:) !he 33333 model# the (est known of the response hierarchies# shows the process (y which ad"ertising works. !he premise of this model is that ad"ertising effects occur o"er a period of time. A. diffusion rate $. o(Gecti"e/task C. inno"ation/adoption D. hierarchy of effects *. adoption o(Gecti"e !he hierarchy of effects model shows the process (y which ad"ertising worksK it assumes a consumer passes through a series of steps in se5uential order from initial awareness of a product or ser"ice to actual purchase. A (asic premise of this model is that ad"ertising effects occur o"er a period of time.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<'. (p. *9:) Which of the following response hierarchy models depicts consumers going through the stages of awareness# interest# e"aluation# trial# and adoption A. !he AI2A model $. !he hierarchy of effects model C. !he inno"ation adoption model 2. !he information processing model *. !he integrated information response model !he inno"ation adoption model e"ol"ed from work on the diffusion of inno"ations. !his model represents the stages a consumer passes through in adopting a new product or ser"ice. !he steps preceding adoption are awareness# interest# e"aluation# and trial :6efer to ,igure </';.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<8. (p. *9:+*97) Which of the following response hierarchy models depicts consumers as going through the stages of attention# comprehension# yielding# retention# and (eha"ior A. !he AI2A model $. !he hierarchy of effects model C. !he inno"ation adoption model D. !he information processing model *. !he integrated information response model !he stages of the information processing model are similar to the hierarchy of effects se5uenceK attention and comprehension are similar to awareness and knowledge# and yielding is synonymous with liking. Mc%uire4s model includes a stage not found in the other models= retention# or the recei"er4s a(ility to retain that portion of the comprehended information that he or she accepts as "alid or rele"ant :6efer to ,igure </ ';.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<<. (p. *9:) Which of the following hierarchical response models "iews the recei"er of a persuasi"e communication as a pro(lem sol"er A. !he AI2A model $. !he hierarchy of effects models C. !he inno"ation/adoption model D. !he information processing model *. !he </Ws model !he final hierarchy model shown in ,igure </' is the information processing model of ad"ertising effects# de"eloped (y William Mc%uire. !his model assumes the recei"er in a persuasi"e communication situation like ad"ertising is an information processor or pro(lem sol"er.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<>. (p. *9:) In .008# 2elta Airlines was the first maGor airline to charge passengers for snacks and meals. !he 33333 model would ha"e (een most rele"ant for communicating this change. A. hierarchy of effects $. AI2A C. inno"ation/adoption 2. cogniti"e response *. information processing !he inno"ation adoption model is especially important to companies who are using IMC tools to introduce new products to the market. !hese marketers recogni1e that there are certain types of consumers who are of particular interest to them (ecause of their interest in new products and their a(ility to influence others.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<?. (p. *97) Hnly the 33333 model has a retention stage# which is important for consumers who are considering purchase decisions and who are not ready to make a purchase. A. hierarchy of effects model $. AI2A model C. inno"ation/adoption model 2. cogniti"e response model E. information processing model !he information processing model of ad"ertising effects# de"eloped (y William Mc%uire# is a hierarchy model. Mc%uire4s model includes a stage not found in the other models= retention# or the recei"er4s a(ility to retain that portion of the comprehended information that he or she accepts as "alid or rele"ant :6efer to ,igure </';.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<A. (p. *91) -ike conducts a marketing research study and finds the maGority of consumers recall the company4s B+ust do itB ad slogan. -ike can safely assume that= A. consumers are aware of -ike4s ad"ertising. $. consumers ha"e fa"ora(le attitudes toward -ike. C. consumers understand the ad"ertising message -ike is trying to communicate. 2. consumers will (uy -ike athletic shoes. *. most of the consumers ha"e (ought -ike shoes during the past. !he cognitive stage represents what the recei"er knows or percei"es a(out the particular product or (rand. !his stage includes awareness that the (rand exists and knowledge# information# or comprehension a(out its attri(utes# characteristics# or (enefits.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

<@. (p. *91) Attention# awareness# and knowledge are all examples of the 33333 stage of the response process and appear in all of the models descri(ing the consumer response process. A. cogniti"e $. affecti"e C. (eha"ioral 2. su(liminal *. conati"e !he cognitive stage represents what the recei"er knows or percei"es a(out the particular product or (rand. !his stage includes awareness that the (rand exists and knowledge# information# or comprehension a(out its attri(utes# characteristics# or (enefits.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

>0. (p. *95) !rial# purchase# adoption# and reGection are all examples of the 33333 stage of the response process and appear in all of the models descri(ing the consumer response process. A. cogniti"e $. affecti"e C. (eha"ioral 2. moti"ational *. learning !he conative or (ehavio$al stage refers to the consumer4s action toward the (rand= trial# purchase# adoption# or reGection.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

>1. (p. *914 *95) Interest# liking# preference# e"aluation and yielding are all examples of the 33333 stage of the response process and appear in all of the models descri(ing the consumer response process. A. cogniti"e B. affecti"e C. (eha"ioral 2. conati"e *. learning !he affective stage refers to the recei"er4s feelings or affect le"el :like or dislike; for the particular (rand. !his stage also includes stronger le"els of affect such as desire# preference# or con"iction.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: T$a%itional Response #ie$a$chy .o%els

>.. (p. *:0) According to the 33333# the consumer is an acti"e participant in the communication process and gathers information through acti"e learning. A. standard learning hierarchy $. low/in"ol"ement hierarchy C. dissonanceIattri(ution model 2. peripheral processing model *. maximum likelihood model !he standard learning model consists of a learn feel do se5uence. In this hierarchy# the consumer is "iewed as an acti"e participant in the communication process who gathers information through acti"e learning.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

>'. (p. *:0) According to the standard learning model# the consumer passes through which of the following response se5uences during the decision making process A. learn feel do $. learn do feel C. feel learn do 2. do feel learn *. do learn feel !he standard learning model consists of a learn feel do se5uence. Information and knowledge ac5uired or lea$ne% a(out the "arious (rands are the (asis for de"eloping affect# or feelings# that guide what the consumer will %o.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

>8. (p. *:0) !he 33333 model explains the decision/making process when a consumer (uys a high/in"ol"ement product for which there is a high amount of differentiation among (rands. A. standard learning $. dissonanceIattri(ution C. low/in"ol"ement 2. cogniti"e response *. </Ws !he standard learning hierarchy is likely when the consumer is highly in"ol"ed in the purchase process and there is much differentiation among competing (rands.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

><. (p. *:04 *:*) !he 33333 model in"ol"es selecti"e learning# where(y the consumer seeks information that supports the purchase choices made and a"oids information that would raise dou(ts a(out the decision. A. standard learning B. dissonanceIattri(ution C. low/in"ol"ement 2. cogniti"e response *. </Ws !he dissonanceIattri(ution model in"ol"es selective lea$ning? where(y the consumer seeks information that supports the choice made and a"oids information that would raise dou(ts a(out the decision.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

>>. (p. *:04 *:*) %raduate schools that offer M$A courses are typically rated annually (y (usiness pu(lications. When an M$A program rates high on a list# the information is pu(lici1ed. If the purpose of the communication is to make sure current students know they ha"e made the right choice and are attending a prestigious institution# then the 33333 model would (e correct. A. standard learning B. dissonanceIattri(ution C. low/in"ol"ement 2. cogniti"e response *. </Ws !his dissonanceIattri(ution model# or do feel learn# occurs in situations where consumers must choose (etween two alternati"es that are similar in 5uality (ut are complex and may ha"e hidden or unknown attri(utes. 2issonance reduction in"ol"es selective lea$ning? where(y the consumer seeks information that supports the choice made and a"oids information that would raise dou(ts a(out the decision.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

>?. (p. *:04 *:*) According to the dissonanceIattri(ution model# the consumer passes through which of the following response se5uences during the decision making process A. learn feel do $. learn do feel C. feel learn do D. do feel learn *. do learn feel !he dissonanceIattri(ution model# or do feel learn# occurs in situations where consumers must choose (etween two alternati"es that are similar in 5uality (ut are complex and may ha"e hidden or unknown attri(utes.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

>A. (p. *:*) According to the 33333 model# the maGor impact of the mass media occurs after the purchase is made. A. low/in"ol"ement $. standard learning C. dissonanceIattri(ution 2. cogniti"e response *. ela(oration likelihood !his dissonanceIattri(ution model# or do feel learn# occurs in situations where consumers must choose (etween two alternati"es that are similar in 5uality (ut are complex and may ha"e hidden or unknown attri(utes.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

>@. (p. *:*) According to the 33333 hierarchy# ad"ertisers of products like light (ul(s# ketchup# computer paper# nail clippers# and other items (ought without a lot of thought need to use a hea"y repetition strategy. A. indi"idual response $. standard learning C. dissonance/attri(ution D. low/in"ol"ement *. high in"ol"ement !he low/in"ol"ement hierarchy tends to occur when in"ol"ement in the purchase decision is low# there are minimal differences among (rand alternati"es# and mass/media :especially (roadcast; ad"ertising is important.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?0. (p. *:*) ,or which of the following products would an ad"ertiser (e more likely to use the low/in"ol"ement hierarchy to explain the consumer decision/making process A. $ar of soap $. 2igital camera C. 6efrigerator/free1er com(ination 2. Nard landscaping *. Wedding dress !he low/in"ol"ement hierarchy tends to occur when in"ol"ement in the purchase decision is low# there are minimal differences among (rand alternati"es# and mass/media :especially (roadcast; ad"ertising is important.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?1. (p. *:*) According to the low/in"ol"ement hierarchy# the consumer passes through which response se5uence during the purchase decision making process A. learn feel do B. learn do feel C. do feel learn 2. feel learn do *. do learn feel In low/in"ol"ement hierarchy# the recei"er is "iewed as passing from cognition to (eha"ior to attitude change. !his learn do feel se5uence is thought to characteri1e situations of low consumer in"ol"ement in the purchase process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?.. (p. *:2) In the 33333 hierarchy# the consumer engages in passi"e learning and random information catching rather than acti"e information seeking. A. standard learning B. low/in"ol"ement C. dissonanceIattri(ution 2. ha(it formation *. informati"e processing In the low/in"ol"ement hierarchy# the consumer engages in passive lea$ning and $an%om info$mation catching rather than acti"e information seeking.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?'. (p. *:2) !he repeated use of the B%ot milkB slogan (y America4s 2airy and Milk &rocessors in their ads can most readily (e Gustified (y the 33333 hierarchy. A. standard learning B. low/in"ol"ement C. dissonanceIattri(ution 2. ha(it formation *. informati"e processing In the low/in"ol"ement hierarchy# the consumer engages in passive lea$ning and $an%om info$mation catching rather than acti"e information seeking. !he ad"ertiser must recogni1e that a passi"e# uninterested consumer may focus more on nonmessage elements such as music# characters# sym(ols# and slogans or Gingles than actual message content.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?8. (p. *:2) Marketers trying to sell 33333 will find the use of a catchy Gingle or ad slogan to (e most effecti"e. A. products characteri1ed (y a low/in"ol"ement response hierarchy $. products characteri1ed (y high/in"ol"ement response hierarchy C. consumer dura(les that re5uire detailed information 2. ser"ices where differentiation is important *. products in the (usiness/to/(usiness market In the low/in"ol"ement hierarchy# the consumer engages in passive lea$ning and $an%om info$mation catching rather than acti"e information seeking. !he ad"ertiser must recogni1e that a passi"e# uninterested consumer may focus more on nonmessage elements such as music# characters# sym(ols# and slogans or Gingles than actual message content.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?<. (p. *:2) Marketers of 33333 often must communicate with passi"e# uninterested consumers who may focus more on non/message elements such as music# slogans# and Gingles than on message content. A. employment ser"ices B. ketchup# mustard# margarine# and soy sauce C. personal computers 2. x/ray machines# road (uilding e5uipment# and walk/in refrigeration units *. (usiness/to/(usiness ser"ices such as ad"ertising agencies An ad"ertiser must recogni1e that a passi"e# uninterested consumer may focus more on nonmessage elements such as music# characters# sym(ols# and slogans or Gingles than actual message content. 6ay suggests this hierarchy tends to occur when in"ol"ement in the purchase decision is low# there are minimal differences among (rand alternati"es# and mass/media :especially (roadcast; ad"ertising is important.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?>. (p. *:2) %eico4s gecko# the %reen %iant# and the A,)AC duck are examples of= A. "isual image personalities. $. affecti"e characters. C. selecti"ely remem(ered personalities. 2. high/in"ol"ement ad"ertising appeals. *. cogniti"ely processed characters. A popular creati"e strategy used (y ad"ertisers of low/in"ol"ement products is what ad"ertising analyst Darry McMahan calls C36? or vis"al image pe$sonality. Ad"ertisers often use sym(ols like the &ills(ury dough(oy# Morris the cat# !ony the tiger# and Mr. Clean to de"elop "isual images that will lead consumers to identify and retain ads.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

??. (p. *:2) 7isual image personalities= A. are typically used with complex products that re5uire high/in"ol"ement. B. appear in ads for low/in"ol"ement products. C. re5uire central route processing to (e effecti"e. 2. typically shorten the cogniti"e stage of the consumer decision/making process. *. are used when consumers must go through all stages of AI2A (efore making a purchase. A popular creati"e strategy used (y ad"ertisers of low/in"ol"ement products is what ad"ertising analyst Darry McMahan calls C36? or vis"al image pe$sonality. Ad"ertisers often use sym(ols like the &ills(ury dough(oy# Morris the cat# !ony the tiger# and Mr. Clean to de"elop "isual images that will lead consumers to identify and retain ads.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: Alte$native Response #ie$a$chies

?A. (p. *:7) !he ,oote# Cone C $elding grid is (ased on the dimensions of 33333 and high/ "ersus low/in"ol"ement. A. dissonance "ersus attri(ution $. rational "ersus irrational thought C. thinking "ersus feeling processing 2. affect "ersus dissonance *. selecti"e "ersus passi"e learning An interesting approach to analy1ing the communication situation comes from the work of 6ichard 7aughn of the ,oote Cone C $elding ad"ertising agency. !hey added the dimension of thinking "ersus feeling processing at each in"ol"ement le"el (y (ringing in theories regarding (rain speciali1ation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: The >CB 6lanning .o%el

?@. (p. *:;) According to the ,oote Cone C $elding :,C$; planning model# the 33333 strategy is for highly in"ol"ing products where rational thinking and economic considerations pre"ail. A. ha(itual B. informati"e C. affecti"e 2. satisfaction *. dissonance reduction According to the ,C$ planning model# the info$mative st$ategy is for highly in"ol"ing products and ser"ices where rational thinking and economic considerations pre"ail and the standard learning hierarchy is the appropriate response model.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: The >CB 6lanning .o%el

A0. (p. *:;) According to the ,C$ planning model# for which of the following products would an affecti"e strategy (e most appropriate A. 0torm windows $. $ag of cat litter C. Can of &lanter4s peanuts 2. A li5uid dishwasher E. Cosmetics According to the ,C$ planning model# the affective st$ategy is for highly in"ol"ingIfeeling purchases. ,or these types of products# ad"ertising should stress psychological and emotional moti"es such as (uilding self/esteem or enhancing one4s ego or self/image :6efer to ,igure </>;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: The >CB 6lanning .o%el

A1. (p. *:;) According to the ,C$ planning model# a package goods company might want to send out free samples to generate trial and follow this with discount coupons to encourage repeat purchase when using a:n; 33333 strategy. A. informati"e $. affecti"e C. ha(it formation 2. self/satisfaction *. counter arguing According to the ,C$ planning model# the ha(it fo$mation st$ategy is for low/ in"ol"ementIthinking products with such routini1ed (eha"ior patterns that learning occurs most often after a trial purchase. !he response process for these products is consistent with a (eha"ioristic learning (y/ doing model. :6efer= ,igure </>;

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+07 To analy e the $esponse p$ocesses of $eceive$s of ma$keting comm"nications4 incl"%ing alte$native $esponse hie$a$chies an% thei$ implications fo$ p$omotional planning an% st$ategy. Topic: The >CB 6lanning .o%el

A.. (p. *:9) 33333 are thoughts that occur to a consumer when reading# "iewing# andIor hearing a communication. A. Cogniti"e responses $. Affecti"e responses C. 0electi"e impressions 2. *la(orations *. Conati"e impressions Hne of the most widely used methods for examining consumers4 cogniti"e processing of ad"ertising messages is assessment of their cogniti"e responses# the thoughts that occur to them while reading# "iewing# andIor hearing a communication.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

A'. (p. *:9) Kenya was asked to look at a tele"ision ad for a mo"ie that was going to (e released in 2ecem(er. Der reactions were noted92id it make her want to see the mo"ie 2id the title seem appropriate 2id she feel that she understood the su(Gect of the mo"ie As a result of using 33333# it was determined that the communication created the appropriate reactions. A. cogniti"e responses $. affecti"e responses C. selecti"e impressions 2. ela(orations *. conati"e impressions Hne of the most widely used methods for examining consumers4 cogniti"e processing of ad"ertising messages is assessment of their cogniti"e responses# the thoughts that occur to them while reading# "iewing# andIor hearing a communication.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

A8. (p. *::) When +ohann saw the tele"ision ad ad"ising him to mark on his calendar when the latest of S"$vivo$ series would start# he was appalled that the network would pro"ide such trite and deri"ati"e programming. +ohann4s response to the ad for the reality show would (e an example of= A. a counterargument. $. a support argument. C. source (olstering. 2. negati"e dissonance. *. source (lockage. Counterarguments are thoughts the recipient has that are opposed to the position taken in the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

A<. (p. *::) !ia saw a tele"ision commercial that said a specific (rand of pain relie"er was much more effecti"e than the (rand she had used and trusted for the last twenty years. As a result of this commercial# !ia is likely to engage in= A. a counterargument. $. a support argument. C. source (olstering. 2. negati"e dissonance. *. source (lockage. Counterarguments are thoughts the recipient has that are opposed to the position taken in the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

A>. (p. *::) !he ad for +ergens lotion indicated that it has (oth (eta hydroxy to defoliate dry skin and alpha hydroxy to moisturi1e skin. 0omeone who knew something a(out these additi"es work might respond to the ad (y thinking# B!hose fancy/sounding ingredients won4t help my skin. It4s too dry for some o"er/the/counter lotion to soften it.B !he indi"idual4s response to the ad4s copy would (e an example of a= A. negati"e ad execution thought. $. source derogation. C. support argument. D. counterargument. *. positi"e execution thought. Counterarguments are thoughts the recipient has that are opposed to the position taken in the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

A?. (p. *::) !he ad for +ergens lotion indicated that it has (oth (eta hydroxy to defoliate dry skin and alpha hydroxy to moisturi1e skin. 0omeone who knew something a(out these additi"es work might respond to the ad (y thinking# BIf it has (oth those ingredients# it must (e really good for my skin. I4m going to (uy a (ottle.B !he indi"idual4s response to the ad4s copy would (e an example of a= A. negati"e ad execution thought. $. source derogation. C. support argument. 2. counterargument. *. positi"e execution thought. Hther consumers who see this ad may generate support arguments# or thoughts that affirm the claims made in the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

AA. (p. *::) When Darrison saw the tele"ision ad ad"ising him to mark on his calendar when the latest of S"$vivo$ series would start# he actually did make a mental note of the starting day (ecause he had enGoyed the pre"ious S"$vivo$ shows. Darrison4s response to the communication was an example of a= A. negati"e ad execution thought. $. source derogation. C. support argument. 2. counterargument. *. positi"e execution thought. Hther consumers who see this ad may generate support arguments# or thoughts that affirm the claims made in the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

A@. (p. *::) Kasey hears a radio commercial for a weight loss program in"ol"ing hypnosis that claims an indi"idual can lose weight through its program. Kasey thinks to himself# BNep# it sure does work. I wouldn4t ha"e (een a(le to lose thirty pounds without it.B !his thought would (e an example of a= A. source derogation. $. source (olster. C. counterargument. D. support argument. *. ad executi"e thought. Hther consumers who see this ad may generate support arguments# or thoughts that affirm the claims made in the message.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@0. (p. *::) Mentos mint candy uses an ad"ertising campaign that shows people sol"ing pro(lems (y thinking outside of the (ox9(y taking a fresh look at a common pro(lem. B,reshnessB is the message the ad is supposed to deli"er. When 6ick and $eth Minton saw the ad# 6ick said to $eth# B!hat ad is simply showing people (eing rewarded for (eing rude and (oorish. Dow could any company think that sort of ad would appeal to decent people B 6ick4s comment a(out the ad source represents a= A. negati"e ad execution thought. B. source derogation. C. support argument. 2. counter argument. *. positi"e execution thought. Hne of the most important types of responses in this category is source derogations# or negati"e thoughts a(out the spokesperson or organi1ation making the claims.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@1. (p. *::) -egati"e thoughts a(out a spokesperson in an ad are called= A. source derogations. $. counterarguments. C. source (olsters. 2. source (lockages. *. message (lockages. Hne of the most important types of responses in this category is source derogations# or negati"e thoughts a(out the spokesperson or organi1ation making the claims.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@.. (p. *::) ,lorence is watching tele"ision and sees a commercial in which 0arah +essica &arker is endorsing a hair care product. ,lorence thinks to herself# B!hat girl was on that scandalous show# Se, in the City. I wouldn4t (uy anything she promotes.B !his is an example of a= A. counterargument. $. support argument. C. source (olster. D. source derogation. *. message (lockage. Hne of the most important types of responses in this category is source derogations# or negati"e thoughts a(out the spokesperson or organi1ation making the claims.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@'. (p. *::) 0ometimes when cele(rities are con"icted in drug/related cases# part of the sentencing is to perform community ser"ice (y speaking to students a(out the e"ils of drug usage. 0ome people ha"e 5uestioned the "alue of this form of community ser"ice (ecause it could glamori1e the use of drugs. !he ill feelings some people ha"e towards cele(rities in these types of programs can create= A. source derogation. $. counterargument. C. source (olster. 2. source (lockage. *. message (lockage. Hne of the most important types of responses in this category is source derogations# or negati"e thoughts a(out the spokesperson or organi1ation making the claims.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@8. (p. *::) Most ad"ertisers attempt to hire spokespeople their target audience likes so as to generate 33333 for the message. A. source derogation $. counterargument C. source (olster 2. source (lockage *. message synergy 6ecei"ers who react fa"ora(ly to the source generate fa"ora(le thoughts# or source (olsters. As you would expect# most ad"ertisers attempt to hire spokespeople their target audience likes so as to carry this effect o"er to the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@<. (p. *::) A company that wants to generate a source (olster could= A. create a rational message. B. hire a popular cele(rity to ser"e as a spokesperson. C. use non/traditional channels. 2. eliminate noise from the communication process. *. encode without consideration for the target audience4s field of reference. 6ecei"ers who react fa"ora(ly to the source generate fa"ora(le thoughts# or source (olsters. As you would expect# most ad"ertisers attempt to hire spokespeople their target audience likes so as to carry this effect o"er to the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@>. (p. *::) 33333 thoughts include reactions to ad factors such as the creati"ity of the ad# the 5uality of the "isual effects# colors# and "oice tones. A. &roductImessage $. 0ource/oriented C. Ad execution/related 2. $rand attitudes *. &urchase intention Ad execution/related thoughts include reactions to ad execution factors such as the creati"ity of the ad# the 5uality of the "isual effects# colors# and "oice tones. !hey can (e either fa"oura(le or unfa"ora(le# and are important (ecause of their effect on attitudes toward the ad"ertisement as well as the (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@?. (p. *::) 3333 is a term used to descri(e a message recei"er4s feelings of fa"ora(ility or unfa"ora(ility toward an ad"ertisement. A. $rand attitude $. &urchase intent C. Attitude toward the ad 2. Counterargument *. 0ource derogation Attitude toward the ad :A 0 ad; represents the recei"ers4 feelings of fa"ora(ility or unfa"ora(ility toward the ad.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The Cognitive Response App$oach

@A. (p. *:7) !he 33333 is a model that addresses the differences in the ways consumers respond to persuasi"e messages. A. ela(oration likelihood model $. </W4s model of communication C. AI2A model 2. information processing model *. cogniti"e response model 2ifferences in the ways consumers process and respond to persuasi"e messages are addressed in the ela(oration likelihood model :*)M; of persuasion.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

@@. (p. *:74 *:1) !he ela(oration likelihood model :*)M; was de"eloped to explain the process (y which persuasi"e communications influence= A. dissonance formation. $. attri(utions. C. (eliefs. D. attitudes. *. group norms. !he *)M was de"ised (y 6ichard &etty and +ohn Cacioppo to explain the process (y which persuasi"e communications :such as ads; lead to persuasion (y influencing attit"%es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

100. (p. *:1) !he ela(oration likelihood model :*)M; indicates that the willingness to process an ad is a function of two elements. !hey are the 33333 to process the message. A. encoding and decoding a(ilities B. moti"ation and a(ility C. knowledge and technical skills 2. attitude and linguistics skills *. "er(al and non"er(al skills !he *)M shows that ela(oration likelihood is a function of two elements# moti"ation and a(ility to process the message. .otivation to process the message depends on such factors as in"ol"ement# personal rele"ance# and indi"iduals4 needs and arousal le"els. A(ility depends on the indi"idual4s knowledge# intellectual capacity# and opportunity to process the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

101. (p. *:14 *:5) -ed is planning to (uy a new computer. De studied the contents of an ad descri(ing the superiority of 2ell computers and scrutini1ed how the ad"ertising message argued in fa"or of 2ell4s superiority. According to the *la(oration )ikelihood Model :*)M;# -ed is engaging in what type of message processing A. 0upport arguing B. Central processing C. &eripheral processing 2. 0ource (olstering *. Comparati"e analysis When central processing of an ad"ertising message occurs# the consumer pays close attention to message content and scrutini1es the message arguments.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

10.. (p. *:14 *:5) !he ela(oration likelihood model :*)M; states that there are two (asic routes to persuasion# the central route and the peripheral route. Ender the central route to persuasion# a message recipient is "iewed as= A. lacking the moti"ation to process a message. $. ha"ing a low le"el of in"ol"ement and relying on imagery processing. C. a "ery acti"e and in"ol"ed participant in the communications process. 2. ha"ing low a(ility to attend to and comprehend a message. *. unlikely to engage in detailed cogniti"e processing. Ender the central route to persuasion# the recei"er is "iewed as a "ery acti"e# in"ol"ed participant in the communication process whose a(ility and moti"ation to attend# comprehend# and e"aluate messages are high.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

10'. (p. *:5) According to the ela(oration likelihood model :*)M;# a recei"er lacks the a(ility or moti"ation to process information under the 33333 route to persuasion. A. central B. peripheral C. cogniti"e 2. high/in"ol"ement *. affecti"e Ender the peripheral route to persuasion# the recei"er is "iewed as lacking the moti"ation or a(ility to process information and is not likely to engage in detailed cogniti"e processing.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

108. (p. *:5) !he ela(oration likelihood model :*)M; states that there are two (asic routes to persuasion# the central route and the peripheral route. In case of the peripheral route to persuasion# the= A. message will (e more likely recei"ed if a cele(rity endorser is used. $. message should contain a lot of information. C. recei"er is "iewed as "ery acti"ely in"ol"ed in the communication process. 2. 5uality of the message claims are more important than the spokesperson# headline# pictures# or music (ed. *. sender is dealing with a high/in"ol"ement (uying situation. Ender the peripheral route to persuasion# the recei"er is "iewed as lacking the moti"ation or a(ility to process information and is not likely to engage in detailed cogniti"e processing. ,a"ora(le attitudes may (e formed if the endorser in the ad is "iewed as an expert or is attracti"e andIor lika(le or if the consumer likes certain executional aspects of the ad such as the way it is made# the music# or the imagery.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

10<. (p. *70) !re"or is watching a late night !7 show when a low/(udget commercial for a local restaurant comes on the air. De is turned off (y the poor 5uality of the commercial and immediately tunes out the message without processing any of the information. !re"or is engaging in what type of message processing A. 0upport arguing $. Central processing C. &eripheral processing 2. 0ource (olstering *. 0ource (locking &eripheral cues can lead to reGection of a message. ,or example# ads that ad"ocate extreme positions# use endorsers who are not well liked or ha"e credi(ility pro(lems# or are not executed well :such as low/(udget ads for local retailers; may (e reGected without any consideration of their information or message arguments.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

10>. (p. *70) 6esearch on the ela(oration likelihood model :*)M; has shown that= A. cele(rities are effecti"e peripheral cues in a high/in"ol"ement situation. B. cele(rities are effecti"e peripheral cues in a low/in"ol"ement situation. C. the 5uality of message arguments is likely to (e "ery important in a low/in"ol"ement situation. 2. the 5uality of the message claims is always less likely to (e persuasi"e than the status of the cele(rity endorser. *. peripheral cues are more important than detailed messages in high/in"ol"ement situations. An interesting test of the *)M showed that the effecti"eness of a cele(rity endorser in an ad depends on the recei"er4s in"ol"ement le"el. When in"ol"ement was low# a cele(rity endorser had a significant effect on attitudes.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

10?. (p. *:54 *70) %illette (elie"es commercials for deodorants are processed primarily through a peripheral processing route. Which of the following ad"ertising strategies should %illette use A. 7ery detailed ads with a great deal of information a(out the causes of (ody odor. $. 2etailed ads with strong message arguments a(out %illette (rands. C. Ads that use cele(rity endorsers such as (asket(all star )e(ron +ames. 2. Ads that pay more attention to information in the copy than executional elements such as "isual imagery. *. Ads that are free of any distractions like pictures or Gingles. Ender the peripheral route to persuasion# fa"ora(le attitudes may (e formed if the endorser in the ad is "iewed as an expert or is attracti"e andIor lika(le or if the consumer likes certain executional aspects of the ad such as the way it is made# the music# or the imagery.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 09+0; To e,amine the nat"$e of cons"me$s' cognitive p$ocessing of ma$keting comm"nications. Topic: The 0la(o$ation &ikelihoo% .o%el

Chapter 0> 0ource# Message# and Channel ,actors Answer Key

Multiple Choice Questions

1. (p. *75) !he 33333 is a planning tool that can (e used (y marketers to consider how controlla(le elements of the communications process interact with the consumers4 response process. A. dissonanceIattri(ution model B. persuasion matrix C. AI2A model 2. response model *. ela(oration likelihood model :*)M; !he persuasion matrix helps marketers see how each controlla(le element interacts with the consumer4s response process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

.. (p. *75) According to the persuasion matrix# which of the following is a dependa(le "aria(le of the communications model A. 0ource $. Message C. Comprehension 2. Channel *. !ype of message appeal 2ependent "aria(les are the steps a recei"er goes through in (eing persuaded. Marketers can choose the person or source who deli"ers the message# the type of message appeal used# and the channel or medium :6efer to ,igure >/1;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

'. (p. *75) !he independent "aria(le in the persuasion matrix that takes into account the passage of information from one person to another is= A. the source. $. the message. C. (eha"ior. 2. retention. E. destination. 3n%epen%ent va$ia(les are the controlla(le components of the communication process. !he destination "aria(le is included (ecause the initial message recipient may pass on information to others# such as friends or associates# through word of mouth.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

8. (p. *75) According to the persuasion matrix# which of the following is an independent "aria(le or stage in the response process A. Attention $. Comprehension C. 2estination 2. Nielding *. 6etention 3n%epen%ent va$ia(les are the controlla(le components of the communication process. !he destination "aria(le is included (ecause the initial message recipient may pass on information to others# such as friends or associates# through word of mouth :6efer to ,igure >/1;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

<. (p. *10) What com(ination of independent and dependent "aria(les of the persuasion matrix did !he %olf Channel consider when it hired Canadian golfing pro 0te"e Allen to (e its spokesperson in a Canadian ad"ertising campaign and assumed he would (e noticed (y Canadians who golf and are interested in golf A. 0ourceIyielding $. MessageIyielding C. ChannelIattention D. 0ourceIattention *. MessageIretention 0ourceIattention= Who will (e effecti"e in getting consumers4 attention Marketers deal with this pro(lem (y using sources who will attract the target audience4s attention9 actors# athletes# rock stars# or attracti"e models.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

>. (p. *10) When ,M ca(le network promotes its tele"ision show The Shiel%# it shows (loody and pro"ocati"e excerpts from upcoming episodes. Which com(ination of independent and dependent "aria(les does the ad"ertiser using the persuasion matrix consider for this commercial A. 0ourceIattention $. 0ourceIcomprehension C. MessageIyielding 2. ChannelI(eha"ior *. 6ecei"erIattention MessageIyielding= What type of message will create fa"ora(le attitudes or feelings Marketers generally try to create agreea(le messages that lead to positi"e feelings toward the product or ser"ice.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

?. (p. *10) A mo(ile phone company uses Catherine Qeta/+ones in all of its print and (roadcast ad"ertising. !he extremely attracti"e and talented *nglish/(orn actress is used (ecause she is more likely to attract the potential consumers of mo(ile phones. In terms of the response stages of the persuasion matrix# the mo(ile phone company is trying to influence= A. reception. $. channel. C. attention. 2. presentation. *. (eha"ior. @ho -ill (e effective in getting cons"me$s' attentionA Marketers deal with this pro(lem (y using sources who will attract the target audience4s attention9actors# athletes# rock stars# or attracti"e models.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+0* To st"%y the ma)o$ va$ia(les in the comm"nication system an% ho- they infl"ence cons"me$s' p$ocessing of p$omotional messages. Topic: 6$omotional 6lanning th$o"gh the 6e$s"asion .at$i,

A. (p. *10) A spokesperson who deli"ers an ad"ertising message andIor demonstrates a product or ser"ice is known as a:n;= A. direct source. $. indirect source. C. message shaper. 2. source mirage. *. source echo. A %i$ect so"$ce is a spokesperson who deli"ers a message andIor endorses a product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce >acto$s

@. (p. *10) A:n; 33333 doesn4t actually deli"er a message (ut draws attention to andIor enhances the appearance of the ad. A. direct source B. indirect source C. message shaper 2. source mirage *. source echo An in%i$ect so"$ce doesn4t actually deli"er a message (ut draws attention to andIor enhances the appearance of the ad.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce >acto$s

10. (p. *1*) Marketers try to select spokespeople whose traits will maximi1e their message influence. According to Der(ert Kelman# the three categories of source attri(utes that should (e considered during the selection process are= A. power# image# and knowledge. B. credi(ility# attracti"eness# and power. C. knowledge# fee# and recogni1a(ility. 2. consistency# credi(ility# and continuity. *. credi(ility# recogni1a(ility# and indi"iduality. Der(ert Kelman de"eloped three (asic categories of source attri(utes= credi(ility# attracti"eness# and power.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce >acto$s

11. (p. *1*) 33333 is the extent to which the recipient sees the source as ha"ing rele"ant knowledge# skill# or experience and trusts the source to gi"e un(iased# o(Gecti"e information. A. 0ource attracti"eness $. 0ource popularity C. 0ource credi(ility 2. 0ource power *. 0ource identification Credi(ility is the extent to which the recipient sees the source as ha"ing rele"ant knowledge# skill# or experience and trusts the source to gi"e un(iased# o(Gecti"e information.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1.. (p. *1*) Marketers who try to select spokespeople whose traits will maximi1e their message influence are concerned a(out their credi(ility. !he two important dimensions associated with credi(ility are= A. consistency and image. $. image and trustworthiness. C. recogni1a(ility and expertise. D. expertise and trustworthiness. *. image and expertise. !here are two important dimensions to credi(ility# expertise and trustworthiness.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1'. (p. *1*) 33333 is the process where the recei"er adopts the opinion of the credi(le communicator since he or she (elie"es information from this source is accurate. A. Identification $. Compliance C. Internali1ation 2. Conformity *. Nielding Information from a credi(le source influences (eliefs# opinions# attitudes# andIor (eha"ior through a process known as internali1ation# which occurs when the recei"er adopts the opinion of the credi(le communicator since he or she (elie"es information from this source is accurate.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

18. (p. *1*) *xpertise and trustworthiness are "ery important when focusing on source 3333# one of the categories of source attri(utes. A. power $. attracti"eness C. credi(ility 2. identification *. image !here are two important dimensions to credi(ility# expertise and trustworthiness.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1<. (p. *1*4 *12) A study conducted (y 6oo(ina Hhanian a(out consumers4 perceptions of cele(rity endorsers found that the characteristic which influenced consumers4 intentions to purchase a product endorsed (y a cele(rity is hisIher percei"ed= A. expertise. $. attracti"eness. C. trustworthiness. 2. similarity. *. lika(ility. !he importance of using expert sources was shown in a study (y 6oo(ina Hhanian# who found that the percei"ed expertise of cele(rity endorsers was more important in explaining purchase intentions than their attracti"eness or trustworthiness.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1>. (p. *1*) A marketer of supercomputers would recruit indi"iduals with (ackgrounds in computer science and engineering to work as salespeople in order to ensure its sales force has high le"els of= A. expertise. $. trustworthiness. C. attracti"eness. 2. attention. *. yielding. Marketers of highly technical products recruit sales reps with speciali1ed technical (ackgrounds in engineering# computer science# and other areas to ensure their expertise.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1?. (p. *17) Hne way a supermarket can make its ads seem more trustworthy is (y= A. showing customers talking a(out the supermarket on hidden cameras. $. hiring new attracti"e actors and actresses who look like people wished they looked. C. using cartoon characters in humorous shopping experiences. 2. using loud music or an unsettling color com(ination. *. ad"ertising repetiti"ely in short inter"als. Ad"ertisers use "arious techni5ues to increase the perception that their sources are trustworthy. Didden cameras are used to show that the consumer is not a paid spokesperson and is making an o(Gecti"e e"aluation of the product.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1A. (p. *1;) !he owner of 0hane Corporation# a Gewelry retail chain# is the "oiceo"er on all of his stores4 commercials. De explains how his company differs from other chain stores and gi"es ad"ice on (uying Gewelry. $ecause he is recogni1ed as a professional Gewelry expert# his appearance in his company4s ads can enhance the ads4 source= A. credi(ility. $. attracti"eness. C. power. 2. recogni1a(ility. *. lika(ility. A way of enhancing source credi(ility is to use the company president or chief executi"e officer as a spokesperson in the firm4s ad"ertising.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

1@. (p. *19) Which of the following statements is true a(out the use of corporate leaders as ad"ertising spokespersons A. Many companies (elie"e the use of a company president or C*H is an ineffecti"e way of expressing the company4s commitment to 5uality and customer ser"ice. $. Hnly maGor ,ortune <00 type companies use corporate leaders as spokespersons. C. !he use of corporate leaders as spokespersons can create pro(lems if the firm4s image (ecomes too closely tied to this indi"idual. 2. Corporate spokespersons are ineffecti"e for consumer products. *. Corporate spokespersons impro"e the message source image (ut ha"e no effect on its trustworthiness. If a firm4s image (ecomes too closely tied to a popular leader# there can (e pro(lems if that person lea"es the company.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%it-o$thiness

.0. (p. *19) Which of the following statements is true a(out source credi(ility A. Digh credi(ility sources are always more effecti"e than low credi(ility sources. $. !he use of a low credi(ility source is more effecti"e when the audience has an unfa"ora(le initial opinion or attitude on the issue. C. !he persuasi"eness of a low credi(ility source may decline o"er time due to the sleeper effect phenomenon. D. A low or moderately credi(le source can (e more effecti"e than a high credi(ility source when the recei"er has a fa"ora(le initial attitude or opinion. *. )ow credi(ility sources are more effecti"e than high credi(ility sources when they are arguing for a position opposing their own (est interest. A "ery credi(le source is less important when the audience has a neutral position# and such a source may e"en (e less effecti"e than a moderately credi(le source when the recei"er4s initial attitude is fa"ora(le.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

.1. (p. *19) When can a high credi(ility source (e less effecti"e than a moderately credi(le source A. When a recei"er has an unfa"ora(le initial attitude or position on the issue. B. When a recei"er has a fa"ora(le initial attitude or position on the issue. C. When the source is arguing for a position that is not in line with his or her own (est interest. 2. When the high credi(ility source is a cele(rity. *. Digh credi(ility sources are always more effecti"e than low credi(ility sources. A "ery credi(le source is less important when the audience has a neutral position# and such a source may e"en (e less effecti"e than a moderately credi(le source when the recei"er4s initial attitude is fa"ora(le.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

... (p. *19) !he notion that a low credi(ility source may (e Gust as effecti"e as a high credi(ility source with the passing of time is known as the= A. sleeper effect. $. timeIplace conse5uence. C. identification outcome. 2. decay effect. *. mirage effect. A low/credi(ility source may (e as effecti"e as a high/credi(ility source (ecause of the sleeper effect# where(y the persuasi"eness of a message increases with the passage of time.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

.'. (p. *19) According to the sleeper effect phenomenon# A. the impact of persuasi"e messages diminishes o"er time. $. people retain ad"ertising messages when they see them right (efore going to (ed and rehearse them in their sleep. C. the impact of persuasi"e messages from low/credi(ility sources can increase o"er time# since the message content (ecomes disassociated from the source. 2. the impact of persuasi"e messages from low/credi(ility sources decreases o"er time# since people forget the content of the message. *. people instincti"ely disassociate low/credi(ility sources from messages when they are paying less than full attention to the message. A low/credi(ility source may (e as effecti"e as a high/credi(ility source (ecause of the sleeper effect# where(y the persuasi"eness of a message increases with the passage of time. !he association of the message with the source diminishes and the recei"er4s attention focuses more on fa"ora(le information in the message# resulting in more support.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce C$e%i(ility

.8. (p. *19) !he source characteristic of attracti"eness encompasses= A. power# expertise# and recogni1a(ility. B. similarity# likea(ility# and familiarity. C. comfort# recogni1a(ility# and (eauty. 2. (eauty# familiarity# and recogni1a(ility. *. expertise# familiarity# and comfort. A source characteristic fre5uently used (y ad"ertisers is attracti"eness# which encompasses similarity# familiarity# and lika(ility.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

.<. (p. *19) 33333 is defined as an attraction for a source (ased on a resem(lance (etween the source and recei"er. A. )ika(ility $. ,amiliarity C. 0imilarity 2. *xpertise *. &ower Simila$ity is a supposed resem(lance (etween the source and the recei"er of the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

.>. (p. *19) 33333 is defined as affection for a source as a result of the source4s physical appearance# (eha"ior# or other physical characteristics. A. *xpertise $. &ower C. Compliance 2. ,amiliarity E. )ikea(ility &ika(ility is an affection for the source as a result of physical appearance# (eha"ior# or other personal traits.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

.?. (p. *1:) 0ource attracti"eness leads to persuasion through a process of= A. internali1ation. B. identification. C. compliance. 2. repositioning. *. comprehension. 0ource attracti"eness leads to persuasion through a process of identification.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

.A. (p. *1:) !he use of cele(rities in commercials is generally (ased on the source characteristics of 33333 and represents an attempt to induce persuasion through the 333333 process. A. expertiseK yielding $. expertiseK identification C. powerK identification D. attracti"enessK identification *. attracti"enessK internali1ation 0ource attracti"eness leads to persuasion through a process of identification# where(y the recei"er is moti"ated to seek some type of relationship with the source and thus adopts similar (eliefs# attitudes# preferences# or (eha"ior.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

.@. (p. *1:) Marketers can try to capitali1e on source similarity (y hiring= A. a (eautiful model to appear in an ad. $. a well known athlete to endorse a cosmetic in a commercial. C. salespeople who ha"e characteristics that match those of their customers. 2. indi"iduals with li(eral arts (ackgrounds to work as sales representati"es for technical products. *. actors to pretend that they are ordinary consumers. 0imilarity is used in "arious ways in marketing communications. Companies select salespeople whose characteristics match well with their customers4.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'0. (p. *1:) A commercial for a floor/cleaner shows a young mother ha"ing to clean her kitchen floor after feeding her toddler. !his 33333 commercial is effecti"e in part (ecause it utili1es high source similarity. A. comparati"e $. reputational C. slice/of/life 2. spokesperson/oriented *. power/(ased In a slice/of/life commercial# the ad"ertiser usually starts (y presenting a predicament with the hope of getting the consumer to think# BI can see myself in that situation.B

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'1. (p. *1:) A slice/of/life commercial that shows an a"erage head of household ha"ing great difficulty filing his federal income tax is designed to utili1e which source characteristic A. &ower $. Compliance C. *xpertise D. 0imilarity *. Attracti"eness In a slice/of/life commercial# the ad"ertiser usually starts (y presenting a predicament with the hope of getting the consumer to think# BI can see myself in that situation.B !his can help esta(lish a (ond of similarity (etween the communicator and the recei"er# increasing the source4s le"el of persuasi"eness.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'.. (p. *17) Which source characteristic is likely to suffer when a cele(rity endorses too many products and is seen too often (y consumers A. *xpertise B. !rustworthiness C. &hysical attracti"eness 2. Compliance *. Internali1ation Consumers are often skeptical of endorsements (ecause they know the cele(rities are (eing paid. !his pro(lem is particularly pronounced when a cele(rity endorses too many products or companies and (ecomes o"erexposed.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

''. (p. *11) Which of the following statements is true a(out cele(rity endorsers A. Consumers who are "ery knowledgea(le a(out a product or ser"ice tend to (e most persuaded (y cele(rity endorsers. $. !he teenage market is generally not recepti"e to cele(rity endorsers. C. An indi"idual who has strong feelings a(out a product will (e less likely to (e influenced (y a cele(rity endorser than someone who has a neutral attitude a(out the same product. 2. 6ecent studies suggest cele(rity endorsements are (ecoming increasingly more important in purchase decisions. *. Marketers do not ha"e to worry a(out the personal images of the cele(rities while choosing one to endorse a product or a ser"ice. Consumers who are particularly knowledgea(le a(out a product or ser"ice or ha"e strongly esta(lished attitudes may (e less influenced (y a cele(rity than those with little knowledge or neutral attitudes.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'8. (p. *50) According to the 33333 model# marketers may experience negati"e pu(licity if their product endorser is accused of immoral (eha"ior. A. cele(rity expertise B. meaning transfer C. cele(rity popularity 2. endorsement shift *. consumer/cele(rity merging According to the model (ased on meaning transfer# a cele(rity4s effecti"eness as an endorser depends on the culturally ac5uired meanings he or she (rings to the endorsement process.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'<. (p. *50) 0achin !endulkar# India4s top cricketer# was paid F8.18 million o"er three years to promote motor(ikes made (y !70# an Indian manufacturer. !70 hoped to use 33333 to (uild (rand credi(ility for its motor(ikes. A. cele(rity expertise B. meaning transfer C. cele(rity knowledge 2. endorsement shift *. consumer/cele(rity merging According to the model (ased on meaning transfer# a cele(rity4s effecti"eness as an endorser depends on the culturally ac5uired meanings he or she (rings to the endorsement process.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'>. (p. *50) Esing the meaning transfer model of the cele(rity endorsement process# cele(rities draw their meanings from= A. the products they endorse. $. their popularity among consumers. C. their physical appearance. D. the roles they assume in their careers and the o(Gects# persons# and contexts these roles (ring them into contact with. *. the commercial de"elopment process and media selection. Cele(rities draw these powerful meanings from the roles they assume in their tele"ision# mo"ie# military# athletic# and other careers. *ach new dramatic role (rings the cele(rity into contact with a range of o(Gects# persons# and contexts.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'?. (p. *5*) Which of the following statements descri(es a good reason for using cele(rities in ads and ha"ing them endorse a company4s product or ser"ice A. Cele(rities cannot draw attention to ad"ertising messages in a cluttered media en"ironment. B. !he respect# popularity or admiration a cele(rity enGoys may carry o"er to the product she or he endorses. C. Cele(rities may (e una(le to enhance the target audience4s perceptions of the products4 image or performance. 2. Consumers may focus attention on the cele(rity and not attend to the product and ad"ertising message. *. !he cele(rity may (e o"erexposed that would help achie"e the recognition that is desired. McCracken suggests cele(rity endorsers (ring their meanings and image into the ad and transfer them to the product they are endorsing.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'A. (p. *5*) Which of the following is the (est example of a cele(rity endorser enhancing consumers4 perceptions of the performance capa(ilities of a product A. &rofessional golfer Arnold &almer endorsing &enn1oil motor oil $. ,ormer (oxer %eorge ,oreman endorsing Meineke automo(ile repair ser"ice C. Actress Catherine Qeta/+ones endorsing a mo(ile phone ser"ice D. Model Cindy Crawford endorsing 6e"lon cosmetics *. 6acecar dri"er Ward $urton endorsing ,erris (rand lawn mowers McCracken suggests cele(rity endorsers (ring their meanings and image into the ad and transfer them to the product they are endorsing.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

'@. (p. *5*) McCracken de"eloped a model relating to the use of cele(rity endorsers. Which of the following statements represents a maGor implication of that model A. Companies should choose cele(rities with stopping power as endorsers. $. Companies should use physically attracti"e cele(rities to endorse their products. C. Companies should use as endorsers cele(rities who proGect the image or meaning they want for their products. 2. !he image of a cele(rity comes primarily from the products she or he endorses. *. 2ecisions regarding the choice of a cele(rity to use as an endorser can only (e made on the (asis of Gudgment or intuition. McCracken suggests cele(rity endorsers (ring their meanings and image into the ad and transfer them to the product they are endorsing.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce Att$activeness

80. (p. *5;) ,or which of the following products would a marketer find the use of a physically attracti"e model to (e most effecti"e A. Cattle feed $. $ricks C. A1alea (ushes 2. $iscuit mix E. )ipstick &roducts such as cosmetics or fashiona(le clothing are likely to (enefit from the use of an attracti"e model# since physical appearance is "ery rele"ant in marketing these items.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: Choosing a Cele($ity 0n%o$se$

81. (p. *5;) !he 33333 score indicates the percentage of the people who ha"e heard of the endorser or the performer. A. familiarity $. attracti"eness C. similarity 2. one of my fa"orites *. P rating !he familia$ity sco$e indicates what percentage of people has heard of the person.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: Choosing a Cele($ity 0n%o$se$

8.. (p. *5;) !he 33333 score is an a(solute measure of the appeal or popularity of the cele(rity. A. P rating $. familiarity C. similarity D. one of my fa"orites *. compliance !he one of my favo$ites sco$e is an a(solute measure of the appeal or popularity of the cele(rity.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: Choosing a Cele($ity 0n%o$se$

8'. (p. *5;) Marketing *"aluations Inc.4s P rating measures= A. the popularity of tele"ision shows. $. the si1e of tele"ision "iewing audiences that prefer to (uy a product solely (ased on the cele(rity who endorsed it. C. the percentage of people who recogni1e a cele(rity and rate him or her as one of their fa"orite performers. 2. the percentage of people who see cele(rities as trendsetters. *. the feed(ack from ad"ertisements. !he well/known E+sco$e is calculated (y taking the percentage of respondents who indicate that a person is Bone of my fa"oritesB and then di"iding that num(er (y the percentage of respondents who indicate they ha"e heard of that person.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: Choosing a Cele($ity 0n%o$se$

88. (p. *5:) Which of the following statements is true a(out source power A. It can ne"er (e used in nonpersonal selling situations. $. It is most effecti"e in nonpersonal selling situations. C. &ersuasion induced through compliance is always long/term. D. &ercei"ed scrutiny is an important factor of source power. *. &ower as a source characteristic is "ery easy to apply in a nonpersonal influence situations. !he power of the source depends on se"eral factors such as percei"ed control# percei"ed concern and percei"ed scrutiny.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce 6o-e$

8<. (p. *5:) If "iewers of the commercial percei"ed $arnes as (eing a(le to mete out punishment if the census forms were not filled out# then $arnes# as a message source# is said to ha"e= A. percei"ed control. $. control persuasion. C. percei"ed scrutiny. 2. expertise. *. percei"ed concern. &ercei"ed control is when the source is percei"ed as (eing a(le to administer positi"e or negati"e sanctions to the recei"er.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce 6o-e$

8>. (p. *5:) If "iewers of the commercial percei"ed $arnes as (eing sincerely interested in whether e"ery citi1en filled out a census form# then $arnes# as a message source# is said to ha"e= A. percei"ed control. $. control persuasion. C. percei"ed scrutiny. 2. expertise. E. percei"ed concern. &ercei"ed concern is when the recei"er thinks that the source cares a(out whether or not the recei"er conforms.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce 6o-e$

8?. (p. *5:) If citi1ens of %eorgia filled out the census form (ecause they thought that $arnes :the message source; had the power to negati"ely impact their 5uality of life. In this case# $arnes would ha"e influence through= A. internali1ation. B. compliance. C. identification. 2. attracti"eness. *. referent power. When a recei"er percei"es a source as ha"ing power# the influence process occurs through a process known as compliance.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce 6o-e$

8A. (p. *5:) !he process (y which a source with high power can influence (eha"ior is known as= A. internali1ation. $. identification. C. compliance. 2. retention. *. scrutiny. When a recei"er percei"es a source as ha"ing power# the influence process occurs through a process known as compliance.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce 6o-e$

8@. (p. *5:) When a source is a(le to administer rewards and punishments to the recei"er# influence occurs through a process known as= A. compliance. $. identification. C. internali1ation. 2. retention. *. percei"ed concern. When a recei"er percei"es a source as ha"ing power# the influence process occurs through a process known as compliance. A source has power when he or she can actually administer rewards and punishments to the recei"er.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: So"$ce 6o-e$

<0. (p. *57) Message sidedness# order of presentation# and refutation are all related to which communication "aria(le A. channel $. source C. message structure 2. recei"er *. emotional appeals *xtensi"e research has (een conducted on how the structure of a persuasi"e message can influence its effecti"eness# including order of presentation# conclusion drawing# message sidedness# refutation# and "er(al "ersus "isual message characteristics.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<1. (p. *57) &resenting the strongest arguments at the (eginning of the commercial message assumes that a 33333 is operating. A. primacy effect $. recency effect C. sleeper effect 2. credi(ility effect *. compliance hierarchy &resenting the strongest arguments at the (eginning of the message assumes a primacy effect is operating.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<.. (p. *57) A commercial that (egins# BIs it Gust forgetfulness or Al1heimer4s disease B and then lists the warning signs of Al1heimer4s is stating its strongest point first to gain reader attention on a su(Gect that most people would rather not consider. !he rest of the ad descri(es a new prescription medicine used to treat mild and moderate cases of Al1heimer4s. !he ad"ertising is using a 33333 to arouse interest. A. primacy effect $. recency effect C. sleeper effect 2. credi(ility effect *. compliance hierarchy &resenting the strongest arguments at the (eginning of the message assumes a primacy effect is operating.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<'. (p. *57) A commercial that places the strongest points at the end of the message assumes a 3333# where(y the last arguments presented are the most persuasi"e. A. recency effect $. primacy effect C. sleeper effect 2. credi(ility effect *. compliance hierarchy &utting the strong points at the end assumes a recency effect# where(y the last arguments presented are most persuasi"e.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<8. (p. *57) !he commercial for $urpee gardening supplies (egins with a discussion of how (eautiful and enGoya(le gardens can (e. It ends with the directi"e to "isit the company at Burpee. com and let $urpee4s experience get you off to a good start. $y placing the strongest point at the end of the ad# $urpee is hoping to (enefit from the= A. primacy effect. B. recency effect. C. sleeper effect. 2. credi(ility effect. *. compliance hierarchy. &resenting the strongest arguments at the (eginning of the message assumes a primacy effect is operating.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<<. (p. *57) !he commercial to con"ince people to stop smoking uses three teens (ungee Gumping off a (ridge. When they reach the ground# each gra(s a can# opens it# and takes a drink. As the third person takes a drink# the can explodes and kills him. !he final screen reads# B-o other product (ut to(acco kills e"ery third consumer.B $y placing the strongest point in the ad at the end# the ad4s source is hoping its message (enefits from the= A. primacy effect. B. recency effect. C. sleeper effect. 2. credi(ility effect. *. compliance hierarchy. &utting the strong points at the end assumes a recency effect# where(y the last arguments presented are most persuasi"e.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<>. (p. *57) !he top of the ad in a maga1ine targeted to women reads# B0yn"ise can (e a great approach to osteoarthritis knee pain# says )&%A golfer -ancy )ope1 and 0yn"ise user.B !he rest of the ad copy explains how the prescription medication works and descri(es possi(le side/effects. !he ad4s source is hoping its message (enefits from the= A. primacy effect. $. recency effect. C. sleeper effect. 2. credi(ility effect. *. compliance hierarchy. &resenting the strongest arguments at the (eginning of the message assumes a primacy effect is operating.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<?. (p. *57) A marketer may not want to put weak arguments at the (eginning of an ad"ertising message (ecause this action may= A. reduce the le"el of counterargument. $. increase retention of the message. C. lead to a high le"el of counterargument. 2. increase the le"el of interest in the message. *. deter recipients from drawing their own conclusions. &utting weak arguments first might lead to such a high le"el of counterargument that strong arguments that followed would not (e (elie"ed.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<A. (p. *57) A marketer should present the strong points at the (eginning of an ad"ertisement only when= A. the target audience supports and can connect well with the communicators4 position and the message. B. the target audience is not interested in the topic. C. the target audience is interested in the topic. 2. the target audience has used the product and has fa"ora(le image of the product. *. immediate action is an o(Gecti"e. 0trong arguments work (est at the (eginning of the message if the audience is not interested in the topic# so they can arouse interest in the message.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

<@. (p. *51) Marketers should draw definite conclusions in their ad"ertising messages when= A. the audience is highly educated. $. the product or ser"ice is highly personal or emotionally in"ol"ing so that the audience does not ha"e the time to draw a conclusion. C. immediate action is an o(Gecti"e# and the audience does not ha"e the time or opportunity to draw a conclusion. 2. the marketer wants to increase the audiences4 in"ol"ement in the message. *. the message is simple and likely to (e easily understood (y the audience. If immediate action is an o(Gecti"e# the message should draw a definite conclusion.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

>0. (p. *51) !he headline for the 2odge Cara"an ad reads# BWhat idiot coined the phrase Jstay/at/home/mom4 B !he only other information in the ad is directions on where to call to find the nearest 2odge dealer. !his ad is= A. an example of a fear appeal. B. designed to let the target audience draw its own conclusions. C. an example of a refutational appeal. 2. designed to express a two/sided message. *. effecti"e no matter what the context of the ad medium. Many ad"ertisers (elie"e that letting customers draw their own conclusions reinforces the points (eing made in the message. ,or example# a health ser"ices agency in Kentucky found that open/ended ads were more memora(le and more effecti"e in getting consumers to use health ser"ices than were ads stating a conclusion.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

>1. (p. *51) A marketer may want to use a message that draws an explicit conclusion for a target audience if the audience is= A. highly in"ol"ed with the topic. $. highly educated. C. low in complexity. 2. exposed to the message fre5uently. E. less educated. 0tating the conclusion may (e necessary for a less educated audience# who may not draw any conclusion or may make an incorrect inference from the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: .essage St$"ct"$e

>.. (p. *51) What type of message structure should a marketer use if immediate (eha"ior is not an o(Gecti"e of the ad"ertiser and repeated exposure will gi"e the target audience opportunity to draw their own conclusions A. An open/ended message $. A close/ended message C. A primacy message 2. A refutational appeal *. A fear appeal When immediate impact is not the o(Gecti"e and repeated exposure will gi"e the audience mem(ers opportunities to draw their own conclusions# an open/ended message may (e used.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: .essage St$"ct"$e

>'. (p. *51) 33333 are messages that mention only positi"e product attri(utes or (enefits. A. Hne/sided messages $. !wo/sided messages C. 6efutational appeals 2. Conclusi"e messages *. 0lice/of/life messages A one/sided message mentions only positi"e attri(utes or (enefits.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+02 To e,amine the consi%e$ations involve% in selecting a so"$ce o$ comm"nicato$ of a p$omotional message. Topic: .essage St$"ct"$e

>8. (p. *51) In its ads# )isterine claims effecti"eness (ut admits to less than perfect taste. !his is an example of a:n;= A. one/sided message. B. two/sided message. C. confrontational appeal. 2. conclusi"e message. *. slice/of/life commercial. A two/sided message presents (oth good and (ad points.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

><. (p. *51) When a target audience already holds a fa"ora(le opinion on a topic or issue# a:n; 33333 is most effecti"e. A. one/sided message $. two/sided message C. non"er(al appeal 2. open/ended message *. fear appeal Hne/sided messages are most effecti"e when the target audience already holds a fa"ora(le opinion a(out the topic.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

>>. (p. *55) Most ad"ertisers refuse to use two/sided messages (ecause they= A. are concerned a(out the impact of a two/sided message on source credi(ility. $. are concerned o"er presenting only the negati"e attri(utes of their (rands. C. are concerned o"er the negati"e effects of acknowledging a weakness in their (rand. 2. ha"e (een pro"en ineffecti"e (y a num(er of different ad"ertising research studies. *. cause consumers to expect more than any product can offer. Most ad"ertisers use one/sided messages. !hey are concerned a(out the negati"e effects of acknowledging a weakness in their (rand or don4t want to say anything positi"e a(out their competitors.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

>?. (p. *55) When marketers want to (uild attitudes that are resistant to attacks or criticism of their product (y a competitor# they can use a:n;= A. one/sided message. $. non"er(al message. C. emotional appeal. D. refutational appeal. *. slice/of/life appeal. 6efutational messages may (e useful when marketers wish to (uild attitudes that resist change and must defend against attacks or criticism of their products or the company.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

>A. (p. *55) A radio commercial (egins with the following line= BHur competitors think we can4t sell furniture for so little money# (ut we want our customers to know that we work hard to (ring you "alue for your dollar# and our prices are for real.B !he furniture store is using a:n; 33333 appeal. A. one/sided $. functional C. emotional D. refutational *. slice/of/life In a special type of two/sided message known as a refutational appeal# the communicator presents (oth sides of an issue and then refutes the opposing "iewpoint.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

>@. (p. *55) !he &otato $oard ran ads recogni1ing the perception held (y many people that potatoes are fattening (ut then presenting information countering this (elief. !his is an example of= A. conclusion drawing. $. a fear appeal. C. a refutational appeal. 2. a humorous appeal. *. an affecti"e conclusion. In a special type of two/sided message known as a refutational appeal# the communicator presents (oth sides of an issue and then refutes the opposing "iewpoint.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?0. (p. *55) Ad campaigns centered around the theme# B&ork# the Hther White MeatB is designed to show consumers that pork is not all fat as some people think. !hese ads are using 33333 to con"ince consumers that pork is as lean as chicken. A. conclusion drawing $. fear appeal C. refutational appeal 2. humorous appeal *. affecti"e conclusion In a special type of two/sided message known as a refutational appeal# the communicator presents (oth sides of an issue and then refutes the opposing "iewpoint.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?1. (p. *55) When a communicator presents information on (oth sides of an issue and offers arguments to counter an opposing "iewpoint# a:n; 33333 message appeal is (eing used. A. confrontational $. recency C. non"er(al D. refutational *. one/sided In a special type of two/sided message known as a refutational appeal# the communicator presents (oth sides of an issue and then refutes the opposing "iewpoint.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?.. (p. *55) 6efutational appeals# where an communicator presents (oth sides of an issue then refutes the opposing "iewpoint# may (e effecti"e (ecause they= A. present only arguments fa"oring the ad"ertiser4s position. $. put the strongest arguments at the middle of the message. C. inoculate the target audience against a competitor4s counterclaim. 2. increase the le"el of counterargument. *. are easily understood. 0ince refutational appeals tend to BinoculateB the target audience against a competitor4s counterclaims# they are more effecti"e than one/sided messages in making consumers resistant to an opposing message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?'. (p. *55) !he "isual portion of an ad"ertisement may reduce its persuasi"eness (ecause= A. the picture may attract too much attention to the product. B. the processing stimulated (y the picture may (e less controlled and less fa"ora(le than the processing stimulated (y words. C. pictures are always low in imagery "alue. 2. pictures may ha"e a negati"e effect on recall. *. "er(al communication is always more effecti"e than non"er(al communications. In some cases# the "isual portion of an ad may reduce its persuasi"eness# since the processing stimulated (y the picture may (e less controlled and conse5uently less fa"ora(le than that stimulated (y words.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?8. (p. 200) An ad picturing a young (oy using a toilet has the headline# B2on4t expect Windex Wipes to do a Clorox Wipes Go(#B and the copy explains that Clorox is a disinfectant and Windex is not. In this ad# the= A. "isual element reinforces the copy. $. ad"ertiser is using a poster appeal. C. "isual element is superfluous. 2. source relied on a recency effect. *. mass marketing strategy is clearly defined. Ad"ertisers often design ads where the "isual image supports the "er(al appeal to create a compelling impression in the consumer4s mind.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?<. (p. 200) An ad"ertiser may design an ad in which the "isual portion is incongruent with or contradicts the "er(al information as a strategy to= A. gain consumers4 attention. $. confuse consumers. C. distract consumers. 2. get consumers to engage in more simplistic processing. *. distract consumers from the negati"e aspects of the product. 0ometimes ad"ertisers use a different strategyK they design ads in which the "isual portion is incongruent with or contradicts the "er(al information presented. !he logic (ehind this strategy is that the use of an unexpected picture or "isual image will gra( consumers4 attention and get them to engage in more effortful or ela(orati"e processing.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage St$"ct"$e

?>. (p. 202) Which of the following situations would (e most conduci"e for the use of a comparati"e ad"ertising message A. A company is a market leader with high market share. $. A company is a market leader and is concerned a(out a new# small company entering the market. C. A market leader wants to promote its (rand to loyal users of a maGor competitor. D. A company with a new (rand wants to position that (rand against esta(lished (rands and# thus# enter the customers4 e"oked set. *. A company wants its audience to know the different competitors that it is competing with. Comparati"e ad"ertising may (e particularly useful for new (rands# since it allows a new market entrant to position itself directly against more esta(lished (rands and to promote its distincti"e ad"antages.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

??. (p. 202) 33333 is ad"ertising that# either directly or indirectly# names competitors and compares the (rands on one or more attri(utes. A. Hne/sided ad"ertising $. !wo/sided ad"ertising C. Comparati"e ad"ertising 2. 7er(al appeals *. 6efutation Comparati"e ad"ertising is the practice of either directly or indirectly naming competitors in an ad and comparing one or more specific attri(utes.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

?A. (p. 202) Which of the following is a reason to use comparati"e ad"ertising A. It pre"ents a new market entrant from positioning itself against esta(lished (rands. B. It is a way of helping position a (rand in the e"oked or choice set of alternati"es that consumers consider. C. It may (e percei"ed as more ethical than non/comparati"e ads. 2. It does not work for market leaders and# therefore# gi"es competiti"e ad"antage to new entrants. *. It is generally permitted (y the ,ederal !rade Commission. 2irect comparisons can help position a new (rand in the e"oked# or choice# set of (rands the customer may (e considering.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

?@. (p. 202) !he ad in the parenting maga1ine stated that )ysol $asin !u( C !ile Cleaner cleans soap scum (etter than either 0cru((ing $u((les marketed (y 0C +ohnson C 0on# Inc. or !ilex marketed (y the Clorox Company. !herefore# this ad is an example of= A. confrontational ad"ertising. $. two/sided ad"ertising. C. comparati"e ad"ertising. 2. a recency appeal. *. refutational ad"ertising. Comparati"e ad"ertising is the practice of either directly or indirectly naming competitors in an ad and comparing one or more specific attri(utes.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A0. (p. 202) B!ry new HDM (y Hlay $ody Wash. It4s (etter for your skin than $ath C $ody Works# Hrigins# A"eda# or Clini5ue.B !his headline from an Hlay $ody Wash ad in &a%ies #ome Do"$nal is an example of= A. confrontational ad"ertising. $. two/sided ad"ertising. C. comparati"e ad"ertising. 2. a recency appeal. *. refutational ad"ertising. Comparati"e ad"ertising is the practice of either directly or indirectly naming competitors in an ad and comparing one or more specific attri(utes.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A1. (p. 202) A maga1ine ad picturing a young (oy using a toilet has the headline# B2on4t expect Windex Wipes to do a Clorox Wipes Go(#B and the copy explains that Windex is a disinfectant and Clorox is a disinfectant as well as a cleanser. !his ad is an example of= A. confrontational ad"ertising. $. two/sided ad"ertising. C. comparati"e ad"ertising. 2. a "er(al appeal. *. refutational ad"ertising. Comparati"e ad"ertising is the practice of either directly or indirectly naming competitors in an ad and comparing one or more specific attri(utes.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A.. (p. 202) An ad for !ums antacid shows a patron at a diner asking for !ums to alle"iate his heart(urn. !he waitress points to a (owl that is filled with a Gum(le of Maalox# 6olaids# !ums and other antacids. !he waitress says that all antacids are the same# and the patron then explains her to that !ums is the only antacid that has calcium. !ums is using= A. one/sided ad"ertising. $. two/sided ad"ertising. C. comparati"e ad"ertising. 2. "er(al appeals. *. refutation. Comparati"e ad"ertising is the practice of either directly or indirectly naming competitors in an ad and comparing one or more specific attri(utes.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A'. (p. 207) Ad"ertising appeals that express or imply some type of physical or emotional danger and try to arouse consumers to take steps to remo"e the threat are known as 33333 appeals. A. comparati"e $. irrational C. humor D. fear *. non"er(al ,ear is an emotional response to a threat that expresses# or at least implies# some sort of danger. Ads sometimes use fear appeals to e"oke this emotional response and arouse indi"iduals to take steps to remo"e the threat.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A8. (p. 207) A dental hygienist in an ad for toothpaste is 5uoted as saying# BIf patients could see what I see# they4d all use Colgate !otal.B 0ince e"eryone who goes to a dentist regularly is worried a(out pla5ue# gingi"itis# and ca"ities# and her statement implies other (rands do a poorer Go( than Colgate !otal at pre"enting dental pro(lems# Colgate is using a:n; 33333 appeal. A. comparati"e $. irrational C. humor D. fear *. non"er(al ,ear is an emotional response to a threat that expresses# or at least implies# some sort of danger. Ads sometimes use fear appeals to e"oke this emotional response and arouse indi"iduals to take steps to remo"e the threat.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A<. (p. 207) An ad campaign to con"ince people to stop smoking uses three teens (ungee Gumping off a (ridge. When they reach the ground# each gra(s a soda can# opens it# and takes a drink. As the third person takes a drink# the can explodes and kills him. !he final screen reads# B-o other product (ut to(acco kills e"ery third consumer.B !his ad is using a:n; 33333 appeal. A. comparati"e $. irrational C. le"eling D. fear *. non"er(al ,ear is an emotional response to a threat that expresses# or at least implies# some sort of danger. Ads sometimes use fear appeals to e"oke this emotional response and arouse indi"iduals to take steps to remo"e the threat.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A>. (p. 207) !he $looms deodorant ad campaign that used the slogan# BAren4t you glad you use $looms 2on4t you wish e"ery(ody did B is a good example of= A. a low fear appeal. $. an irrational appeal. C. comparati"e ad"ertising. 2. a refutational appeal. *. source power. ,ear is an emotional response to a threat that expresses# or at least implies# some sort of danger. Ads sometimes use fear appeals to e"oke this emotional response and arouse indi"iduals to take steps to remo"e the threat.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A?. (p. 20;) A potential pro(lem of using ad"ertising with a strong fear appeal message to try to discourage drug a(use (y teenagers is that= A. there is no appropriate medium. $. fear appeals ne"er work with teenagers. C. a message with a high le"el of fear may ha"e inhi(iting effects and (e tuned out (y teenagers. 2. the high fear message may not work among teenagers who are low in self/confidence and want to a"oid the issue. *. parents may (e offended if the message is percei"ed as too frightening. 6esearch suggests that appeals arousing high le"els of fear may (e ineffecti"e (ecause they may result in too much ela(oration on the harmful conse5uences leading to defensi"e tendencies such as message a"oidance and interfered with processing of recommended solutions to the pro(lem.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

AA. (p. 20;) !he 33333 is another approach to explain the cur"ilinear nature of fear appeals. !he model suggests (oth the cogniti"e appraisal of information in a fear appeal message and the emotional response mediate persuasion. A. protection moti"ation model $. non/monotonic model C. cogniti"e response model 2. response/stimuli hierarchy *. persuasi"e delimiter model An approach to the cur"ilinear explanation of fear is the protection moti"ation model. !his model suggests that (oth the cogniti"e appraisal of the information in a fear appeal message and the emotional response mediate persuasion.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

A@. (p. 209) An ad for 0norestop *xtinguisher# a nose spray to eliminate snoring# has the headline# BWife shoots hus(and and rests in peace.B !his ad uses 33333 to attract attention and con"ey a key selling point. A. a two/sided message approach B. a humor appeal C. comparati"e ad"ertising 2. a refutational appeal *. a primacy appeal Dumorous ads are often the (est known and (est remem(ered of all ad"ertising messages. Dumor is usually presented through radio and !7 commercials as these media lend themsel"es to the execution of humorous messages.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@0. (p. 209) Dumorous messages may (e effecti"e (ecause they enhance 33333 and reduce 3333. A. counterargumentK support arguing $. counterargumentK attention C. attentionK support arguing D. attentionK counterargument *. counterargumentK distraction Dumorous messages attract and hold consumers4 attention. !hey enhance effecti"eness (y putting consumers in a positi"e mood# increasing their liking of the ad itself and their feeling toward the product or ser"ice. And humor can distract the recei"er from counterarguments against the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@1. (p. 209) -N-*M owned a su(stantial portion of the yellow pages ad"ertising (usiness in the -ew NorkI-ew *ngland region# which it needed to protect following the (reakup of A!C!. !o protect itself from competitors# -N-*M ran a series of ads. Hne was a picture of a (lue ra((it and headlined# BDair !inting.B Another showed $ar(ie and Ken dressed in doctor costumes and headlined B&lastic 0urgeons.B At the (ottom of each ad was the tag line# BIf it4s out there# it4s in -N-*M yellow pages.B !his approach to yellow pages listings was successful (ecause it had a 33333 appeal. A. fear $. two/sided C. refutational 2. comparati"e E. humorous Dumorous ads are often the (est known and (est remem(ered of all ad"ertising messages. Dumor is usually presented through radio and !7 commercials as these media lend themsel"es to the execution of humorous messages.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@.. (p. 20:) !he tendency of a commercial to lose its effecti"eness when it is seen repeatedly (y "iewers is known as= A. repetition. $. the 5ualitati"e effect. C. wearout. 2. commercial reactance. *. fre5uency o"erexposure. Wearout refers to the tendency of a tele"ision or radio commercial to lose its effecti"eness when it is seen andIor heard repeatedly.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@'. (p. 20:) Which of the following statements is true a(out the use of ad campaigns (ased on humorous commercials A. Dumorous commercials ne"er (ecome (oring. B. )ow in"ol"ement products are more suita(le for humor ad"ertising. C. 6esearch e"idence pro"es humor does not wear out as fast as other types of ad"ertising appeals. 2. All well/designed commercial are immune to commercial wearout. *. Dumorous ad"ertisements could (e made for all kinds of products# ser"ices# and audiences. 6esearchers ha"e found that for products that are not intrinsically humorous# the use of humor in an ad"ertising message is more effecti"e when in"ol"ement is relati"ely low rather than high. !hese findings support the idea that high/in"ol"ement products may not (e as well suited for ad"ertising humor as low/in"ol"ement products.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@8. (p. 20:) 0ome marketers a"oid the use of humor in their ad"ertising (ecause= A. humor can draw attention away from the product. $. humor has no shock "alue and does not draw consumers4 attention to the ad. C. effecti"e humor is no challenge for creati"es to produce. 2. humor can put the consumer in a good mood and increase liking of the ad. *. humor compels the recei"er to engage in counterargument. Critics argue that funny ads draw people to the humorous situation (ut distract them from the (rand and its attri(utes.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@<. (p. 20:) Dumor is more commonly used and is typically more effecti"e with 33333 products. A. low/in"ol"ement# thinking $. high/in"ol"ement# thinking C. low/in"ol"ement# feeling 2. high/in"ol"ement# feeling *. high/in"ol"ement# analy1ing Dumor has (een more pre"alent and more effecti"e with low/in"ol"ement# feeling products than high/in"ol"ement# thinking products.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+07 To e,amine %iffe$ent types of message st$"ct"$es an% appeals that can (e "se% to %evelop a p$omotional message. Topic: .essage Appeals

@>. (p. 207) ,or which of the following media is the processing of information in ad"ertisements likely to (e externally paced A. !ele"ision and radio $. Maga1ines# (ill(oards# and radio C. Maga1ines and newspapers 2. !ransit ad"ertising# (ill(oards# and all forms of outdoor ad"ertising *. Maga1ines# newspapers# and direct mail Information from the (roadcast media of radio and tele"ision is e,te$nally pace%4 the transmission rate is controlled (y the medium.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of Alte$native .ass .e%ia

@?. (p. 207) When an ad"ertiser wants to present a detailed message with a large amount of information# which medium should (e used A. 6adio $. !ele"ision C. $ill(oards D. Maga1ines *. !ransit signs 0elf/paced print media make it easier for the message recipient to process a long# complex message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of Alte$native .ass .e%ia

@A. (p. 207) Information from ads presented in the (roadcast media is= A. externally paced. $. self/paced. C. internally paced. 2. personally paced. *. 5ualitati"e media. Information from the (roadcast media of radio and tele"ision is e,te$nally pace%4 the transmission rate is controlled (y the medium.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of Alte$native .ass .e%ia

@@. (p. 207) A direct mail piece# ad"ertising a collection of home maintenance (ooks# would ha"e its information= A. externally paced. B. self/paced. C. "irtually paced. 2. controlled (y the message recipient. *. placed in 5ualitati"e media. 0elf/paced print media make it easier for the message recipient to process a long# complex message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of Alte$native .ass .e%ia

100. (p. 201) !he attracti"e editorial and ad"ertising en"ironment created (y a pu(lication such as A$chitect"$al !igest has a:n; 33333 on ad"ertising messages contained within its slick pages. A. externally paced impact $. positi"e 5uantitati"e media effect C. cluttered effect 2. shaping effect E. positi"e 5ualitati"e media effect A 5ualitati"e media effect is the influence the medium has on a message. !he image of the media "ehicle can affect reactions to the message. ,or example# an ad for a high/ 5uality men4s clothing line might ha"e more of an impact in a fashion maga1ine like 8E than in Spo$ts Afiel%.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of conte,t an% envi$onment

101. (p. 201) A maga1ine entitled <at"$al #ealth: The 8"i%e to T$"e @ellness would ha"e a strong 33333 on an ad for organic produce. A. externally paced impact $. positi"e 5uantitati"e media effect C. cluttered effect 2. shaping effect E. positi"e 5ualitati"e media effect A 5ualitati"e media effect is the influence the medium has on a message. !he image of the media "ehicle can affect reactions to the message. ,or example# an ad for a high/ 5uality men4s clothing line might ha"e more of an impact in a fashion maga1ine like 8E than in Spo$ts Afiel%.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of conte,t an% envi$onment

10.. (p. 201) Ad"ertisers who want to ad"ertise on *mmy/winning tele"ision shows are looking to ha"e the positi"e impressions of the show transfer to their products. !his transference is called a= A. self/paced impact $. positi"e 5uantitati"e media effect C. cluttered effect 2. shaping effect E. positi"e 5ualitati"e media effect A 5ualitati"e media effect is the influence the medium has on a message. !he image of the media "ehicle can affect reactions to the message.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of conte,t an% envi$onment

10'. (p. 201) A 33333 is the influence the medium has on a message. A. 5ualitati"e media effect $. 5uantitati"e media effect C. media mix effect 2. promotional mix influence *. self/paced effect A 5ualitati"e media effect is the influence the medium has on a message. !he image of the media "ehicle can affect reactions to the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of conte,t an% envi$onment

108. (p. 201) Companies are willing to pay premium rates to ad"ertise on special e"ents such as the Hlympic %ames or Christmas specials (ecause these tele"ised e"ents= A. attract only affluent "iewers. B. create positi"e moods that can make "iewers more responsi"e to commercials. C. show "ery few commercials. 2. ha"e low le"els of ad"ertising clutter. *. ha"e affecti"e appeals that are minimi1ed (y the cogniti"e appeal of the commercials. Ad"ertisers pay premium dollars to ad"ertise on popular programs that create positi"e moods# like the Hlympic %ames and Christmas specials.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of conte,t an% envi$onment

10<. (p. 205) Commercials placed in programs that induce negati"e moods are= A. processed more systematically than ads placed in programs that put "iewers in positi"e moods. B. processed less systematically than ads placed in programs that put "iewers in positi"e moods. C. useful when the message is intended to work through a central route to persuasion. 2. useful when "iewers are knowledgea(le and analy1e an ad in detail. *. helpful in exciting the readers and "iewers of the message a(out the product or the ser"ice. A study (y Andrew Aylesworth and 0cott MacKen1ie found that commercials placed in programs that induce negati"e moods are processed less systematically than ads placed in programs that put "iewers in positi"e moods.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: 0ffects of conte,t an% envi$onment

10>. (p. 205) An ad"ertiser whose message is placed in the middle of fi"e consecuti"e commercials during a program (reak is facing a pro(lem known as= A. clutter. $. media flooding. C. media (om(ardment. 2. flighting. *. information o"erload. Clutter is an aspect of the media en"ironment that is important to ad"ertisers. It is defined as the amount of ad"ertising in a medium.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: Cl"tte$

10?. (p. 205) 33333 is defined as the amount of ad"ertising in a medium. A. Pualitati"e media effect $. Wearout C. Clutter 2. ,amiliarity score *. 6efutation Another aspect of the media en"ironment# which is important to ad"ertisers# is the pro(lem of clutter# which has (een defined as the amount of ad"ertising in a medium.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: Cl"tte$

10A. (p. 2054 2*0) All nonprogram material that appears in a (roadcast en"ironment including commercials# pu(lic ser"ice announcements# and promotions for upcoming programs contri(ute to the 33333 pro(lem. A. message comparison phenomenon $. comparati"e ad"ertising C. clutter 2. media reduction *. 5uantitati"e media effect ,or tele"ision# clutter is often "iewed as including all the nonprogram material that appears in the (roadcast en"ironment9commercials# promotional messages for shows# pu(lic ser"ice announcements :&0As;# and the like.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: Cl"tte$

10@. (p. 2*0) Which of the following factors contri(ute the most to the BclutterB pro(lem in tele"ision ad"ertising A. !he use of cele(rities in ads $. !he use of emotional appeals C. !he trend toward shorter commercials 2. !he increase in 1apping or channel changing "ia remote control *. !he use of fear appeals Clutter has (ecome a maGor concern among tele"ision ad"ertisers as a result of increases in nonprogram time and the trend toward shorter commercials.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 0:+0; To consi%e$ ho- the channel o$ me%i"m "se% to %elive$ a p$omotional message infl"ences the comm"nication p$ocess. Topic: Cl"tte$

Chpt 7 1. (p. 2*:) Many marketers are uncertain as to what the integrated marketing communications should contri(ute to the marketing program. !he only goal of their company4s ad"ertising and promotional program is to= A. position the company and its (rands. $. create a positi"e corporate image. C. generate sales. 2. create memora(le ad"ertising. *. create awareness of the company. Many marketers are uncertain as to what integrated marketing communications should contri(ute to the marketing program. !he goal of their company4s ad"ertising and promotional program is simple= to generate sales. !hey fail to recogni1e the specific tasks that ad"ertising and other promotional mix "aria(les must perform in preparing customers to (uy a particular product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0* To $ecogni e the impo$tance an% val"e of setting specific o()ectives fo$ a%ve$tising an% p$omotion. Topic: .eas"$ement an% 0val"ation of Res"lts

.. (p. 2*7) %enerally# companies that de"elop Integrated Marketing Communications :IMC; programs which do not contain specific o(Gecti"es= A. will ha"e too many (enchmark measures against which the success or failure of their programs can (e assessed. $. will ne"er (e successful. C. may find it difficult to facilitate coordination of the efforts of "arious groups working on a promotional campaign since the "arious groups may not understand what goal they are working towards. 2. will (e a(le to sa"e money since they won4t spend too much time worrying a(out what they are trying to do. *. (e more successful than companies that de"elop IMC programs with specific o(Gecti"es. 0pecific o(Gecti"es for the IMC program facilitate coordination of the "arious groups working on the campaign.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0* To $ecogni e the impo$tance an% val"e of setting specific o()ectives fo$ a%ve$tising an% p$omotion. Topic: Comm"nications

'. (p. 2*1) Hne important purpose of setting specific ad"ertising goals and o(Gecti"es is to= A. pro"ide a standard against which performance can (e measured. $. put constraints on the creati"e department. C. ha"e a method of determining when to delete products from the product line. 2. forecast the market share le"el that can (e attained (y good ad"ertising. *. protect all in"estors and de(t holders. An important reason for setting specific o(Gecti"es is that they pro"ide a (enchmark against which the success or failure of the promotional campaign can (e measured.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0* To $ecogni e the impo$tance an% val"e of setting specific o()ectives fo$ a%ve$tising an% p$omotion. Topic: .eas"$ement an% 0val"ation of Res"lts

8. (p. 2*1) !he more specific the firm4s ad"ertising o(Gecti"es# the= A. easier it (ecomes to measure ad"ertising effecti"eness. $. more difficult it is for competitor4s ad"ertising to (e effecti"e. C. easier it is to measure the ad"ertising/sales response function. 2. smaller the funding needed to meet ad"ertising goals. *. more difficult it is for a competitor to use competiti"e parity (udgeting. $y setting specific and meaningful o(Gecti"es# the promotional planner pro"ides a measure:s; that can (e used to e"aluate the effecti"eness of the marketing communications program.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0* To $ecogni e the impo$tance an% val"e of setting specific o()ectives fo$ a%ve$tising an% p$omotion. Topic: .eas"$ement an% 0val"ation of Res"lts

<. (p. 2*1) $efore setting o(Gecti"es for ad"ertising and promotion# an organi1ation should= A. conduct a situation analysis to identify marketing and promotional issues facing the firm. $. de"elop its media plan and allocate the (udget to each media. C. e"aluate the effecti"eness of the ad"ertising and promotional strategies. 2. conduct test marketing to check the effecti"eness of the marketing strategies de"eloped for the current products and ser"ices. *. set its ad"ertising and promotional (udgets. Integrated marketing communications o(Gecti"es should (e (ased on a thorough situation analysis that identifies the marketing and promotional issues facing the company or a (rand. !he situation analysis is the foundation on which marketing o(Gecti"es are determined and the marketing plan is de"eloped.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: !ete$mining 3nteg$ate% .a$keting Comm"nications '()ectives

>. (p. 2*1) Arden4s task is to determine what was accomplished (y his company4s ad"ertising and promotional program for a "inyl siding cleanser. Nou can tell him that= A. his task is impossi(le. $. all he needs is the sales results to determine what the program accomplished. C. his task could (e made easier (y setting specific communication o(Gecti"es. 2. he Gust re5uires the post/promotional consumer awareness le"els to determine what the program accomplished. *. this is the easiest task his company has e"er asked him to perform. An important reason for setting specific o(Gecti"es is that they pro"ide a (enchmark against which the success or failure of the promotional campaign can (e measured. $y setting specific and meaningful o(Gecti"es# the promotional planner pro"ides a measure:s; that can (e used to e"aluate the effecti"eness of the marketing communications program.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0* To $ecogni e the impo$tance an% val"e of setting specific o()ectives fo$ a%ve$tising an% p$omotion. Topic: .eas"$ement an% 0val"ation of Res"lts

?. (p. 2*1) 33333 o(Gecti"es are types of o(Gecti"es that are usually stated in terms of specific# measura(le outcomes such as sales "olume# market share# or return on in"estment. A. 0ales B. Marketing C. Communication 2. Ad"ertising *. Hrgani1ational Marketing o(Gecti"es are generally stated in the firm4s marketing plan and are statements of what is to (e accomplished (y the o"erall marketing program within a gi"en time period. Marketing o(Gecti"es are usually defined in terms of specific# measura(le outcomes such as sales "olume# market share# profits# or return on in"estment.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

A. (p. 2*1) Ace Computer has an o(Gecti"e of increasing its share of the home personal computer market (y < percent during the upcoming year. !his is an example of a:n; 33333 o(Gecti"e. A. marketing $. organi1ational C. ad"ertising 2. functional *. communication %ood marketing o(Gecti"es are F"antifia(le4 they delineate the target market and note the time frame for accomplishing the goal :often one year;. ,or example# a copy machine company may ha"e as its marketing o(Gecti"e Bto increase sales (y 10 percent in the small/(usiness segment of the market during the next 1. months.B

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

@. (p. 2*5) Which of the following statements (est descri(es the relationship (etween marketing and communications o(Gecti"es A. Marketing o(Gecti"es and communications o(Gecti"es are synonymous. $. Marketing o(Gecti"es e"ol"e from communication o(Gecti"es. C. Communications o(Gecti"es are deri"ed from marketing o(Gecti"es. 2. Communications o(Gecti"es can (e de"eloped (efore or after the de"elopment of marketing o(Gecti"es. *. !here is no relationship (etween the two. Managers must (e a(le to translate general marketing goals into communications goals and specific promotional o(Gecti"es.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

10. (p. 2*5) &ace ,oods has a goal of expanding its (usiness (eyond its traditional !exas market (ase. !his goal is an example of a 33333 o(Gecti"e while the goal of esta(lishing a position of authenticity and making Mexican food seem fun is an example of a:n; 33333 o(Gecti"e. A. communicationK marketing $. communicationK positioning C. marketingK communication 2. positioningK organi1ational *. ad"ertisingK functional 0ome firms ha"e marketing o(Gecti"es to expand distri(ution and sales of their product in certain market areas. Companies often ha"e secondary marketing o(Gecti"es that are related to actions they must take to sol"e specific pro(lems and thus achie"e their primary o(Gecti"es.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

11. (p. 2*5) !o (e effecti"e# marketing o(Gecti"es need to (e= A. realistic and attaina(le. $. erudite and challenging. C. philosophical and fungi(le. 2. long/term and 5ualitati"e. *. reasona(le and ela(orate. %ood marketing o(Gecti"es are F"antifia(le4 they delineate the target market and note the time frame for accomplishing the goal :often one year;. !o (e effecti"e# o(Gecti"es must also (e $ealistic and attaina(le.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

1.. (p. 2*5) Marketing goals defined in terms of sales# profits or market share increases are= A. situational response o(Gecti"es. B. usually not appropriate for promotional o(Gecti"es. C. integrated marketing communications o(Gecti"es. 2. relationship marketing o(Gecti"es. *. communication o(Gecti"es. Marketing goals defined in terms of sales# profit# or market share increases are usually not appropriate promotional o(Gecti"es. !hey are o(Gecti"es for the entire marketing program# and achie"ing them depends on the proper coordination and execution of all the marketing/mix elements# including not Gust promotion (ut product planning and production# pricing# and distri(ution.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

1'. (p. 2*5) Many marketing managers approach promotion from a:n; 33333 perspecti"e and (elie"e the o(Gecti"e of ad"ertising and other promotional mix elements is to relay information a(out a product to customers. A. informational B. communications C. sales/oriented 2. segmentation *. product de"elopment Many planners approach promotion from a communications perspecti"e and (elie"e the o(Gecti"e of ad"ertising and other promotional mix elements is usually to communicate information or a selling message a(out a product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+02 To "n%e$stan% the $ole o()ectives play in the 3.C planning p$ocess an% the $elationship of p$omotional o()ectives to ma$keting o()ectives. Topic: .a$keting ve$s"s Comm"nication '()ectives

18. (p. 2*5) Many marketing managers prefer sales/oriented o(Gecti"es for ad"ertising (ecause they (elie"e= A. the reason a company spends money on ad"ertising and promotion is to sell its products or ser"ice. $. the o(Gecti"e of ad"ertising and other promotional mix elements is usually to communicate information or a selling message a(out a product or ser"ice. C. the primary role of an integrated marketing communications program is to communicate. 2. the o(Gecti"es should (e (ased on the achie"ement of communication o(Gecti"es. *. they must pro"ide rele"ant information and create fa"ora(le predispositions toward the (rand (efore purchase (eha"ior will occur. !o many managers# the only meaningful o(Gecti"e for their promotional program is sales. !hey take the position that the (asic reason a firm spends money on ad"ertising and promotion is to sell its product or ser"ice.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+07 To kno- the %iffe$ences (et-een sales an% comm"nications o()ectives an% the iss"es $ega$%ing the "se of each. Topic: Sales '$iente% '()ectives

1<. (p. 2*5) ,inancially oriented managers who "iew marketing communications as an expense rather than an in"estment are likely to prefer 33333 o(Gecti"es for ad"ertising and other promotional areas. A. sales/oriented $. communication C. positioning 2. image *. functional !o many managers# the only meaningful o(Gecti"e for their promotional program is sales. !hey take the position that the (asic reason a firm spends money on ad"ertising and promotion is to sell its product or ser"ice.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+07 To kno- the %iffe$ences (et-een sales an% comm"nications o()ectives an% the iss"es $ega$%ing the "se of each. Topic: Sales '$iente% '()ectives

1>. (p. 220) !he concept of ad"ertising expenditures producing long term rather than immediate results is known as= A. the carry/o"er effect. $. the communication effect. C. the low/in"ol"ement effect. 2. the halo effect. *. 2A%MA6. Many experts recogni1e that ad"ertising has a lagged or carryo"er effectK monies spent on ad"ertising do not necessarily ha"e an immediate impact on sales.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

1?. (p. 220) !he carryo"er effect= A. has no impact on sales o(Gecti"es. $. has no effect on the relationship (etween ad"ertising and sales. C. encourages the use of nonspecific o(Gecti"es. D. is particularly apparent with mature# low/priced# and fre5uently purchased products. *. helps in determining the precise relationship (etween ad"ertising and sales. A re"iew of econometric studies that examined the duration of cumulati"e ad"ertising effects found that for mature# fre5uently purchased# low/priced products# ad"ertising4s effect on sales lasts up to nine months.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

1A. (p. 22*) Which of following is a likely pro(lem for a manager who uses sales as a measure of ad"ertising effecti"eness A. 0ales results offer little guidance or direction to those responsi(le for planning and de"eloping the ad"ertising program. $. !here is a short# often immeasura(le# time period (etween when ad"ertising is run and when sales actually occur. C. 0ales results are affected (y no marketing mix "aria(le other than price and promotion. 2. -o internal en"ironmental "aria(les ha"e any significant influence on sales results. *. With the correctly selected promotion "aria(les# no external en"ironmental "aria(les ha"e any significant influence on sales results. Hne pro(lem with sales o(Gecti"es is that they offer little guidance to those responsi(le for planning and de"eloping the promotional program.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

1@. (p. 22*) Dein1 de"eloped a sales promotion program called BAll A(out ,amily.B It offered a coupon of a free Dalloween candy when one purchased any of fi"e different participating Dein1 (rands. Cents/off coupons for the participating (rands were placed in newspaper inserts. !he campaign also featured a contest called the BEltimate ,amily -ightB sweepstakes. Dein1 management most likely used 33333 o(Gecti"es to measure the effecti"eness of this sales promotion. A. communication persuasi"eness B. short/term sales C. long/term sales 2. (rand in5uiry *. information parameters Certain types of promotion efforts are direct action in natureK they attempt to induce an immediate (eha"ioral response from the prospecti"e customer. A maGor o(Gecti"e of most sales promotion programs is to generate short/term increases in sales.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

.0. (p. 22*) ,or which of the following would an ad"ertiser (e most likely to use a sales/ oriented o(Gecti"e A. A direct response ad for a record al(um $. A commercial for a new type of electric/powered automo(ile C. A political announcement 2. An anti/drug pu(lic ser"ice announcement *. A commercial comparing 7eri1on to A!C! Certain types of promotion efforts are direct action in natureK they attempt to induce an immediate (eha"ioral response from the prospecti"e customer. A maGor o(Gecti"e of most sales promotion programs is to generate short/term increases in sales.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

.1. (p. 22*) 2irect/response ad"ertisers generally set o(Gecti"es and measure success in terms of= A. (rand awareness. $. (rand attitudes. C. purchase intentions. D. sales response generated (y an ad. *. (rand e5uity. 2irect/response ad"ertising is one type of ad"ertising that e"aluates its effecti"eness on the (asis of sales. !he direct/response ad"ertiser generally sets o(Gecti"es and measures success in terms of the sales response generated (y the ad.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

... (p. 222) 0ales/oriented o(Gecti"es are appropriate for= A. all Internet marketing. B. retail ad"ertising promoting a sale or special e"ent. C. products that ha"e (een introduced in a highly "olatile market. 2. any ad"ertising campaign aimed at maintaining (rand awareness. *. creating fa"ora(le attitudes and images for a (rand or a product (efore purchase could occur. 6etail ad"ertising# which accounts for a significant percentage of all ad"ertising expenditures# is one area where the ad"ertiser often seeks an immediate response# particularly when sales or special e"ents are (eing promoted.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

.'. (p. 222) Which of the following statements is true regarding the relationship (etween ad"ertising and promotion# and sales performance A. In mature markets where other marketing mix "aria(les are sta(le# it is impossi(le to determine the relationship (etween ad"ertising andIor sales promotion and sales. B. !he repositioning of (rands is often done with a goal of impro"ing sales or market share. C. When sales expectations are not (eing met# experienced managers are not "ery likely to consider changes in their ad"ertising and sales promotion programs. 2. Marketing and (rand managers are often under pressure to show sales results and thus may take long/term perspecti"e in e"aluating ad"ertising and promotion programs. *. Managers prefer sales/oriented o(Gecti"es (ecause they pro"ide operational guidelines for those in"ol"ed in planning# de"eloping# and executing the ad"ertising and promotional program. 6etailers may allocate ad"ertising and promotional dollars to image/(uilding campaigns designed to create and enhance fa"ora(le perceptions of their stores.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Sales '$iente% '()ectives

.8. (p. 227) 7arious response hierarchy "aria(les such as awareness# knowledge# interest# attitudes# and intention are the (asis for= A. marketing o(Gecti"es. $. sales/oriented o(Gecti"es. C. image o(Gecti"es. D. communications o(Gecti"es. *. the carry/o"er effects. Ad"ertising and other promotional efforts are designed to achie"e communications such as (rand knowledge and interest# fa"ora(le attitudes and image# and purchase intentions.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

.<. (p. 227) Ad"ocates of communication/(ased o(Gecti"es for ad"ertising propose using 33333 as a (asis for setting these o(Gecti"es. A. sales. $. market share. C. stages of a hierarchical response model. 2. carry/o"er effects. *. market (eha"ior. Ad"ocates of communications/(ased o(Gecti"es generally use some form of hierarchical models when setting ad"ertising and promotion o(Gecti"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

.>. (p. 227) Managers who use the communications effects pyramid to set o(Gecti"es (elie"e that= A. lower/le"el o(Gecti"es such as purchase and reuse form the foundation of the communications program. B. the foundation of the communications program is set (y accomplishing lower/le"el o(Gecti"es such as awareness# knowledge# and comprehension. C. ad"ertising and promotion should first accomplish lower/le"el o(Gecti"es such as trial and purchase. 2. ad"ertising and promotion should first accomplish higher/order o(Gecti"es such as trial and purchase and then create awareness and (rand knowledge. *. ad"ertising and promotion cannot accomplish lower/order o(Gecti"es. Ad"ertising and promotion perform communications tasks in the same way that a pyramid is (uilt# (y first accomplishing lower/le"el o(Gecti"es such as awareness and knowledge or comprehension.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

.?. (p. 227) In .00?# Cingular ac5uired A!C! (ut renamed itself using A!C!. !he choice of the name reflected consumers4 awareness and recognition of an esta(lished (rand. Ad"ertising to make consumers aware of new com(ined firm would more than likely ha"e 33333 o(Gecti"es. A. sales/oriented $. market/oriented C. product de"elopment D. communications *. product penetration Ad"ertising and promotion perform communications tasks in the same way that a pyramid is (uilt# (y first accomplishing lower/le"el o(Gecti"es such as awareness and knowledge or comprehension.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

.A. (p. 22;) Which of the following is at the top of the communication effects pyramid A. awareness $. knowledge C. liking 2. preference E. purchaseIrepurchase !he initial stages# at the (ase of the pyramid# are easier to accomplish than those toward the top# such as trial and repurchase or regular use. :6efer ,igure ?/.;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

.@. (p. 22;) B*ncouraging current drinkers of Coca/Cola to drink more of the (e"erage#B would (e an example of a:n; 33333 o(Gecti"e. A. sales/oriented $. market/oriented C. product de"elopment 2. communications *. product penetration 0ales oriented o(Gecti"es include= 1; Increasing the percentage of consumers in the target market who associate specific features# (enefits# or ad"antages with our (rand# .; *ncouraging current users of the product to use it more fre5uently or in more situations etc.

AACSB: Analytic Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

'0. (p. 22;) Which of the following statements is true a(out the communications o(Gecti"es A. It is easy to translate sales goals into communications o(Gecti"es. B. It can (e difficult to determine the relationship (etween communications o(Gecti"es and sales performance. C. Communications o(Gecti"es cannot ser"e as operational guidelines to the planning# execution# and e"aluation of the promotional programs. 2. Marketing managers do not recogni1e the "alue of setting communications o(Gecti"es. *. &recise formulas are to (e followed when translating sales goals into specific communications o(Gecti"es. -ot all marketing and ad"ertising managers accept communications o(Gecti"esK some say it is too difficult to translate a sales goal into a specific communications o(Gecti"e.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

'1. (p. 22:) Which of the following statements is true a(out communications o(Gecti"es A. When setting o(Gecti"es using the communications effect pyramid# the last step reached is trial. $. 0ales goal cannot (e translated into communications o(Gecti"es. C. Marketing and ad"ertising managers do not rely on experience and intuition when setting communications goals. D. Communications o(Gecti"es are the criteria used in the 2A%MA6 approach to setting ad"ertising goals. *. Communication o(Gecti"es are used particularly where the ad"ertiser seeks an immediate response. Communications o(Gecti"es are the criteria used in the 2A%MA6 approach to setting ad"ertising goals and o(Gecti"es# which has (ecome one of the most influential approaches to the ad"ertising planning process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Comm"nications '()ectives

'.. (p. 22:) 2A%MA6 is= A. a philosophy of ad"ertising goal setting. $. a model of consumer (eha"ior. C. a method of setting sales o(Gecti"es. 2. the most often used method of setting o(Gecti"es. *. an attitude measurement de"ice. !he maGor thesis of the 2A%MA6 model is that communications effects are the logical (asis for ad"ertising goals and o(Gecti"es against which success or failure should (e measured.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: !A8.AR: An App$oach to Setting '()ectives

''. (p. 22:) 33333 is an approach to setting ad"ertising goals and o(Gecti"es which states that communication effects are the logical (asis for ad"ertising goals and o(Gecti"es against which success or failure should (e measured. A. !he carryo"er effect $. !he hierarchy of effects model C. Qero (ased communications planning 2. Inside/out communications planning E. 2A%MA6 !he maGor thesis of the 2A%MA6 model is that communications effects are the logical (asis for ad"ertising goals and o(Gecti"es against which success or failure should (e measured.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: !A8.AR: An App$oach to Setting '()ectives

/'8. (p. 22:) In .00?# Cingular ac5uired A!C! (ut renamed itself as A!C! itself. !he choice of the name reflected consumers4 awareness and recognition of an esta(lished (rand. !o determine how successful it was in making consumers aware of its name change and its new positioning strategy# the firm could ha"e used= A. 1ero/(ased communications planning. $. a (enchmark orientation. C. 2A%MA6. 2. the carryo"er effect. *. the recency effect. In 1@>1# 6ussell Colley prepared a report for the Association of -ational Ad"ertisers titled !efining A%ve$tising 8oals fo$ .eas"$e% A%ve$tising Res"lts :2A%MA6;. In it# Colley de"eloped a model for setting ad"ertising o(Gecti"es and measuring the results of an ad campaign.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: !A8.AR: An App$oach to Setting '()ectives

'<. (p. 22:) A stereo speaker manufacturer de"eloped ad"ertising o(Gecti"es# which stated that the goal of the company4s new ad campaign is B!o communicate our a(ility to create an en"ironment of total audio am(ience in the home.B !his statement could ser"e as an example of a= A. target audience delineation. $. (enchmark measure. C. communications task. 2. sales o(Gecti"e. *. short/term promotional o(Gecti"e. Ender the 2A%MA6 approach# an ad"ertising goal in"ol"es a communications task that is specific and measura(le. It should (e (ased on a hierarchical model of the communications process with four stages that is awareness# comprehension# con"iction# and action.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: !A8.AR: An App$oach to Setting '()ectives

'>. (p. 227) According to 2A%MA6# the (asic function of ad"ertising is to= A. create sales. B. communicate. C. increase market share. 2. generate action. *. change (eha"ior. !he maGor thesis of the 2A%MA6 model is that communications effects are the logical (asis for ad"ertising goals and o(Gecti"es against which success or failure should (e measured.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

'?. (p. 227) Ender the 2A%MA6 model# a:n; 33333 can (e performed (y# and attri(uted to ad"ertising rather than a com(ination of marketing factors. A. ad"ertising hierarchical plan $. functional communication change C. communications task 2. marketing task *. ad"ertising (enchmark Ender the 2A%MA6 approach# an ad"ertising goal in"ol"es a communications task that is specific and measura(le. A communications task# as opposed to a marketing task# can (e performed (y# and attri(uted to# ad"ertising rather than to a com(ination of se"eral marketing factors.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

'A. (p. 227) According to the criteria outlined in 2A%MA6# which of the following is the (est statement of a 5uantitati"e communications o(Gecti"e A. BIncrease product users to 80 percent of the total market.B $. BWin new customers and increase sales "olume (y 1< percent in > months.B C. BIncrease the num(er of customers mentioning the (rand name when asked for (rand preference from 80 percent to <0 percent in one year.B 2. BIncrease awareness of the (rand in one year.B *. BIncrease sales re"enue (y 10 percent.B Colley# the founder of 2A%MA6# argued that ad"ertising o(Gecti"es should (e stated in terms of concrete and measura(le communications tasks# specify a target audience# indicate a (enchmark starting point and the degree of change sought# and specify a time period for accomplishing the o(Gecti"e:s;.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

'@. (p. 227) According to 2A%MA6# ad"ertising o(Gecti"es should (e written in measura(le terms that specify= A. a communications task# a target market# a (enchmark starting point# a time period# and degree of change sought. $. a (udget# a message strategy# a media plan# and the degree of carryo"er effect desired. C. the reach# fre5uency# and point of wearout for ad"ertising messages. 2. the purchase moti"es# demographic composition# and (uying ha(its of the target market. *. sales potentials# market share# return on in"estment# and (udget forecasts. Colley# the founder of 2A%MA6# argued that ad"ertising o(Gecti"es should (e stated in terms of concrete and measura(le communications tasks# specify a target audience# indicate a (enchmark starting point and the degree of change sought# and specify a time period for accomplishing the o(Gecti"e:s;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

80. (p. 227) According to the 2A%MA6 model# which of the following is a characteristic of a good o(Gecti"e A. A good o(Gecti"e is ela(orati"e in nature. $. A good o(Gecti"e specifies the target audience. C. A good o(Gecti"e includes (oth positi"e and negati"e points. 2. A good o(Gecti"e specifies the current market share. E. A good o(Gecti"e is (ased on sales results. Colley# the founder of 2A%MA6# argued that ad"ertising o(Gecti"es should (e stated in terms of concrete and measura(le communications tasks# specify a target audience# indicate a (enchmark starting point and the degree of change sought# and specify a time period for accomplishing the o(Gecti"e:s;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

81. (p. 227) 2etermining a target market4s present le"el of awareness# knowledge and liking towards a product often re5uires 33333 measures. A. (enchmark $. sales inter"al C. 5ualitati"e awareness 2. 5uantitati"e awareness *. reach and fre5uency 2etermining the target market4s present position regarding the "arious response stages re5uires (enchmark measures.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

8.. (p. 227) $efore (eginning its new ad"ertising campaign# )andmark $ank conducted a study to determine consumers4 le"el of awareness and knowledge of the (ank and its ser"ices as well as consumers4 perceptions of the (ank4s image. !his was done to= A. communicate ad"ertising goals. $. communicate tasks. C. esta(lish (enchmark measures. 2. communicate 2A%MA6 o(Gecti"es to the audience. *. esta(lish marketing research goals. 2etermining the target market4s present position regarding the "arious response stages re5uires (enchmark measures. It often in"ol"es conducting a market research study to determine pre"ailing le"els of the response hierarchy.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

8'. (p. 227) An airline company set the following o(Gecti"e for its new ad"ertising campaign= B!o increase the percentage of consumers who know our fares are lower than the competitors4 to ?< percent o"er the next six months.B Esing the criteria associated 2A%MA6 approach to setting o(Gecti"e# what is wrong with this o(Gecti"e A. It is not a concrete statement of what message the airline wants to communicate. B. It does not contain a (enchmark measure and statement of the degree of change sought. C. It does not specify a specific time period for accomplishing the o(Gecti"e. 2. It does not specify a well/defined target audience. *. -othing is wrong with this o(Gecti"eK it satisfies all of the criteria specified in the 2A%MA6 model. Colley argued that ad"ertising o(Gecti"es should (e stated in terms of concrete and measura(le communications tasks# specify a target audience# indicate a (enchmark starting point and the degree of change sought# and specify a time period for accomplishing the o(Gecti"e:s;.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

88. (p. 221) Assume the %reyhound $us Company runs a six/month ad"ertising campaign promoting its con"enient (us routes and excellent on/time ser"ice without conducting any sort of marketing research. At the end of the six/month period# %reyhound conducts a study and finds A0 percent of its fre5uent tra"elers agree the (us company has con"enient (us routes and excellent on/time ser"ice. %reyhound can conclude that= A. the campaign was successful in changing perceptions regarding its fares. $. the campaign was successful in changing perceptions regarding its ser"ice. C. the campaign was not successful since it should ha"e nearly @0 percent of riders agreeing that it offers con"enient (us routes and excellent on/time ser"ice. 2. its ad"ertising is working. E. without (enchmark measures# it will ne"er know if the campaign was a success or a failure. Puantitati"e (enchmarks are not only "alua(le in esta(lishing communications goals and o(Gecti"es (ut essential for determining whether the campaign was successful. H(Gecti"es pro"ide the standard against which the success or failure of a campaign is measured.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

8<. (p. 221) ,or which of the following ad"ertising communication tasks should the specified time period (e the longest A. Creating (rand awareness $. Increasing (rand awareness le"els C. Creating knowledge regarding a (rand attri(ute 2. Increasing knowledge le"els a(out a (rand attri(ute E. 6epositioning a (rand Awareness le"els for a (rand can (e created or increased fairly 5uickly through an intensi"e media schedule of widespread# repetiti"e ad"ertising to the target audience. 6epositioning of a product re5uires a change in consumers4 perceptions and takes much more time.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

8>. (p. 221) In +anuary .00'# &hilip/Morris Companies# Inc.# and Kraft ,oods (ecame the Altria %roup. !he change in name reflected the fact the company has changed itself structurally# (eha"iorally# and culturally. !he new name was designed to focus attention on the company4s superior performance# financial strength# and its commitment to integrity and corporate responsi(ility. Which of the following statements a(out the communications o(Gecti"es the company would ha"e most likely used as part of this repositioning strategy is true A. !he communications o(Gecti"es esta(lished with this strategy would need to (e a(stract. $. It would (e impossi(le for the company to ha"e any (enchmark measures for determining whether it reached its communications o(Gecti"es. C. A communications o(Gecti"e concerning the repositioning of the Altria %roup would take longer to accomplish than an o(Gecti"e designed to create (rand awareness. 2. !he target audience could not (e specifically defined in the communications o(Gecti"e. *. Puantitati"e (enchmarks would (e impossi(le due to the fact the Altria %roup markets new products. Awareness le"els for a (rand can (e created or increased fairly 5uickly through an intensi"e media schedule of widespread# repetiti"e ad"ertising to the target audience. 6epositioning of a product re5uires a change in consumers4 perceptions and takes much more time.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Cha$acte$istics of '()ectives

8?. (p. 221) !he 2A%MA6 approach to setting o(Gecti"es= A. has little effect on the ad"ertising planning process. B. has focused ad"ertisers4 attention on the "alue of using communications o(Gecti"es rather than sales o(Gecti"es. C. has ne"er (een critici1ed (ecause it focuses on the hierarchy of effects model. 2. has increased the degree of su(Gecti"ity used in the selection of o(Gecti"es toward which planners4 efforts should (e directed. *. has (een successful (ecause it is easy to implement. 2A%MA6 also focused ad"ertisers4 attention on the "alue of using communications/ (ased rather than sales/(ased o(Gecti"es to measure ad"ertising effecti"eness and encouraged the measurement of stages in the response hierarchy to assess a campaign4s impact.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Assessment of !A8.AR

8A. (p. 2214 225) 2A%MA6 MH2 II was de"eloped to alle"iate pro(lems with= A. the response hierarchy used in the original 2A%MA6 model. $. the costs of using 2A%MA6. C. the fact that 2A%MA6 ignores sales results. 2. setting (enchmark measures. *. creating measura(le communications o(Gecti"es. A maGor criticism of the 2A%MA6 approach is its reliance on the hierarchy of effects model. 2A%MA6 MH2 II recogni1es that the appropriate response model depends on the situation and emphasi1es identifying the se5uence of decision/making steps that apply in a (uying situation.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Assessment of !A8.AR

8@. (p. 225) Which of the following is an example of a common criticism of 2A%MA6 A. It ignores communications o(Gecti"es. $. It is difficult to implement. C. It is useful only for small companies that ha"e a small ad"ertising (udget. 2. It offers little guidance to those responsi(le for planning and de"eloping the promotional program. *. It concentrates only on creati"ity and does not pay much attention to other o(Gecti"es. Hne criticism of 2A%MA6 concerns the difficulties in"ol"ed in implementing it. Money must (e spent on research to esta(lish 5uantitati"e (enchmarks and measure changes in the response hierarchy. !his is costly and time/consuming and can lead to considera(le disagreement o"er method# criteria# measures# and so forth.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Assessment of !A8.AR

<0. (p. 225) Nou are working in the ad"ertising department of a large consumer products company. Nou ha"e suggested that the company use the 2A%MA6 approach for setting ad"ertising goals. Which of the following is an example of an argument that you are likely to hear against the use of the 2A%MA6 approach to setting ad"ertising goals A. Communication should (e the measure of ad"ertising effecti"eness rather than sales / oriented goals. $. 2A%MA6 approach is too creati"e and hence# leads to difficulty in understanding. C. 2A%MA6 can (e 5uite expensi"e due to research costs and is therefore suita(le only for large companies. D. 2A%MA6 is too 5uantitati"e for most managers to understand. *. 2A%MA6 is appropriate only in case of direct / response ad"ertising. Hne criticism of 2A%MA6 concerns the difficulties in"ol"ed in implementing it. Money must (e spent on research to esta(lish 5uantitati"e (enchmarks and measure changes in the response hierarchy. !his is costly and time/consuming and can lead to considera(le disagreement o"er method# criteria# measures# and so forth.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Assessment of !A8.AR

<1. (p. 225) Creati"e executi"es from the ad"ertising industry might oppose the 2A%MA6 approach to setting o(Gecti"es (ecause it= A. inhi(its their creati"ity (y putting too much emphasis on num(ers and the 5uantitati"e assessment of an ad"ertising campaign. $. re5uires that speculati"e presentations (e created and used to set (enchmark measures. C. is only successful if it produces the desired sales results. 2. does not pro"ide any type of communication guidelines. *. is too concerned with 5ualitati"e assessments of the finished campaign. Hne criticism of 2A%MA6 is that it inhi(its ad"ertising creati"ity (y imposing too much structure on the people responsi(le for de"eloping the ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Assessment of !A8.AR

<.. (p. 270) Inside/out planning= A. focuses on what the marketer wants to say# when the marketer wants to say it# things the marketer (elie"es are important to his or her (rand# and the media form the marketer wants to use. $. is another term for 1ero/(ased communications planning. C. starts with the customer and (uilds (ackward to the (rand when de"eloping an IMC program. 2. is a method of implementing 2A%MA6 o(Gecti"es. *. is used to forecast the "alidity of 2A%MA6 o(Gecti"es. Inside/out planning focuses on what the marketer wants to say# when the marketer wants to say it# a(out things the marketer (elie"es are important a(out his or her (rand# and in the media forms the marketer wants to use.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Setting '()ectives fo$ the 3.C 6$og$am

<'. (p. 270) Hutside/in planning= A. focuses on what the marketer wants to say# when the marketer wants to say it# things the marketer (elie"es are important to his (rand# and the media form the marketer wants to use. $. is another term for 1ero/(ased communications planning. C. starts with the customer and (uilds (ackward to the (rand when de"eloping an IMC program. 2. is a method of implementing 2A%MA6 o(Gecti"es. *. is used to forecast the "alidity of 2A%MA6 o(Gecti"es. 0chult1 ad"ocates an o"tsi%e+in planning process for IMC that starts with the customer and (uilds (ackward to the (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Setting '()ectives fo$ the 3.C 6$og$am

<8. (p. 270) 33333 is an approach to integrated marketing communications planning that in"ol"es determining what tasks need to (e done and which marketing communications planning functions should (e used to accomplish them. A. !he o(Gecti"eItask pyramid $. 2A%MA6 C. Inside out planning D. Qero/(ased communications planning *. 6efutation planning Qero/(ased communications planning in"ol"es determining what tasks need to (e done and which marketing communications functions should (e used and to what extent.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Setting '()ectives fo$ the 3.C 6$og$am

<<. (p. 270) According to 2uncan4s 1ero/(ased marketing communications planning approach# A. ad"ertising should always (e the main tool for accomplishing marketing communications o(Gecti"es $. sales promotion is usually the (est tool for accomplishing marketing communications o(Gecti"es C. (ig ideas for a promotional campaign can (e (ased on pu(lic relations# ad"ertising# sales promotion or media ad"ertising 2. integrated marketing communications programs should lead with the promotional function that least effecti"ely addresses a company4s communication pro(lem or opportunity *. managers should focus on what the customer wants and work (ackward to the (rand Qero (ased communications planning approach focuses on the task to (e done and searches for the (est ideas and media to accomplish it. !he promotional planner should determine what role "arious sales promotion techni5ues# pu(licity and pu(lic relations# direct marketing# the Internet# and personal selling will play in the o"erall marketing program.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+0; To $ecogni e some p$o(lems ma$kete$s enco"nte$ in setting o()ectives fo$ thei$ 3.C p$og$ams. Topic: Setting '()ectives fo$ the 3.C 6$og$am

<>. (p. 277) !o more fully appreciate the "alue of ad"ertising and promotion# managers should treat the communications (udget as a:n;= A. "aria(le cost. $. expense. C. lia(ility. D. in"estment. *. fixed cost. Enfortunately# many managers fail to reali1e the "alue of ad"ertising and promotion. !hey treat the communications (udget as an expense rather than an in"estment.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+09 To "n%e$stan% the p$ocess of ("%geting fo$ 3.C. Topic: 0sta(lishing the B"%gets

<?. (p. 277) 33333 is the difference (etween total re"enue generated (y a (rand and its total "aria(le costs. A. Contri(ution margin $. Aggregated cost C. &romotional result 2. -et worth *. 6eturn on in"estment Contri(ution margin is the difference (etween the total re"enue generated (y a (rand and its total "aria(le costs.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+09 To "n%e$stan% the p$ocess of ("%geting fo$ 3.C. Topic: 0sta(lishing the B"%gets

<A. (p. 277) According to 6o(ert 0teiner# which of the following terms is synonymous with contri(ution margin A. !otal re"enue generated (y a product $. -et worth C. ,inancial optimi1ation D. Marginal analysis *. !otal profit generated (y a product 6o(ert 0teiner says# ma$ginal analysis and cont$i("tion ma$gin are essentially synonymous terms.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+09 To "n%e$stan% the p$ocess of ("%geting fo$ 3.C. Topic: 0sta(lishing the B"%gets

<@. (p. 279) In the case of marginal analysis approach# profits are shown to (e a result of= A. ad"ertising expenditure minus sales. $. sales minus ad"ertising expenditures. C. gross margin minus ad"ertising expenditures. 2. gross margin minus sales. *. net worth minus sales. According to the concept of marginal analysis# as ad"ertisingIpromotional expenditures increase# sales and gross margins also increase to a point# (ut then they le"el off. &rofits are shown to (e a result of the gross margin minus ad"ertising expenditures.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>0. (p. 27:) Which of the following statements descri(es a weakness inherent in the use of the marginal analysis model for esta(lishing an ad"ertising (udget A. It is unsuita(le as a (asis for (udgeting in case of direct response ad"ertising. $. Hnly en"ironmental factors that are considered (y the model will affect the effecti"eness of the promotional program. C. $udgetary amount is often set (y fiat. 2. !he (udget is determined (y management solely on the (asis of what is felt to (e necessary. E. It is "ery illogical and "irtually no theoretical (ase is used to determine the (udgets. Marginal analysis approach assumes that sales are determined solely (y ad"ertising and promotion. Dowe"er# it ignores the fact that en"ironmental factors may also affect the promotional program# leading the marketing manager to assume the ad"ertising was or was not effecti"e when some other factor may ha"e helped or hindered the accomplishment of the desired o(Gecti"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>1. (p. 27:) !he 33333 function model is (ased on the microeconomics law of diminishing returns. A. conca"e/upward $. 0/shaped demand C. 0/shaped response 2. marginal utility E. conca"e/downward According to the conca"e/downward function model# the effects of ad"ertising (udgets follow the microeconomic law of diminishing returns.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>.. (p. 27:) !he conca"e/downward function model is (ased on= A. the microeconomics law of diminishing returns. $. the economic law of supply and demand. C. price elasticity of demand 5uotients. 2. the change in contri(ution margins as item price is changed. *. perceptual mapping results. According to the conca"e/downward function model# the effects of ad"ertising (udgets follow the microeconomic law of diminishing returns.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>'. (p. 27:) A marketing firm decides to purchase media time in an attempt to sell its new product. After purchasing approximately F1 million dollars of time# it has noticed no impact on the sales of the product. Dowe"er# at F' million# a su(stantial increase is shown. !his might (est (e explained (y= A. ar(itrary allocation method. $. the o(Gecti"e and task method. C. competiti"e parity method. D. an 0/shaped response function. *. rapidly diminishing returns. As per the 0 / shaped response function# initial outlays of the ad"ertising (udget ha"e little impact. After a certain (udget le"el has (een reached# ad"ertising and promotional efforts (egin to ha"e an effect# as additional increments of expenditures result in increased sales.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>8. (p. 277) !he 0/shaped response function implies that= A. initial ad"ertising expenditures will ha"e little impact on sales. $. ad"ertising expenditures will ha"e maGor impact on sales. C. sales effects will follow the microeconomic law of diminishing returns. 2. sales will immediately increase then decrease. *. sales will immediately decrease then increase. As per the 0 / shaped response function# initial outlays of the ad"ertising (udget ha"e little impact.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

><. (p. 27:) !he two models that are commonly used to explain the relationship (etween ad"ertising and sales are the= A. conca"e/downward function and the 0/shaped response function. $. 0/shaped response function and the conca"e/upward function. C. marginal utility function and the 0/shaped demand function. 2. 0/shaped demand function and the con"ex/downward function. *. conca"e/upward function and the 0/shaped demand function. Almost all ad"ertisers su(scri(e to one of two models of the ad"ertisingIsales response function= the conca"e/downward function or the 0/shaped response cur"e.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>>. (p. 277) According to the conca"e/downward model# A. the effects of ad"ertising 5uickly (egin to diminish. $. the carryo"er effect is especially true for low/priced# fre5uently purchased consumer products. C. sales decrease rapidly if the price is too high. 2. initial outlays of the ad"ertising (udget ha"e little impact on sales. *. sales are not directly related to the si1e of the ad"ertising (udget. According to the conca"e/downward function model# the effects of ad"ertising 5uickly (egin to diminish. !he logic is that those with the greatest potential to (uy will likely act on the first :or earliest; exposures# while those less likely to (uy are not likely to change as a result of the ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>?. (p. 277) According to the 0/shaped response cur"e# A. the effects of ad"ertising 5uickly (egin to diminish. $. the carryo"er effect is especially true for low/priced# fre5uently purchased consumer products. C. sales decrease rapidly if the price is too high. D. initial outlays of the ad"ertising (udget ha"e little impact on sales. *. sales are not directly related to the si1e of the ad"ertising (udget. As per the 0 / shaped response function# initial outlays of the ad"ertising (udget ha"e little impact.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>A. (p. 277) !he 0/shaped response cur"e suggests that= A. ad"ertising effecti"eness will not (e related to spending. B. "ery low ad"ertising (udgets will not work. C. ad"ertising effecti"eness will "ary in"ersely with the spending le"els. 2. the carryo"er effect is especially true for low/priced# fre5uently purchased consumer products. *. sales and spending on ad"ertising are not directly related. !he 0/shaped response model suggests a small ad"ertising (udget is likely to ha"e no impact (eyond the sales that may ha"e (een generated through other means such as word of mouth.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

>@. (p. 277) Which of the following is a factor that influences the setting of the ad"ertising (udget A. !he use of communications or sales o(Gecti"es. $. !he corporate structure. C. !he (asis for product differentiation. 2. !he extent of selecti"e retention. *. !he recruitment plans. 0ee !a(le ?/@

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+0: To "n%e$stan% theo$etical iss"es involve% in ("%get setting. Topic: 0sta(lishing the B"%gets

?0. (p. 271) When higher/le"el executi"es determine the (udget amounts to (e allocated for each department4s ad"ertising expenditures# a 33333 approach is (eing used. A. (ottom/up $. marginal contri(ution C. top/down 2. 2elphi *. contri(ution forecast In case of top/down approaches# the (udgetary amount is esta(lished :usually at an executi"e le"el; and then the monies are passed down to the "arious departments.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?1. (p. 271) !he 33333 method of (udgeting is (eing employed when expenditure is allocated (y an analysis of expenditure for all aspects of producing and marketing the product. !he ad (udget is determined (y making sure a certain amount is not exceeded. A. ar(itrary allocation $. percentage of sales C. afforda(le 2. return on in"estment *. competiti"e parity In the afforda(le method# the firm determines the amount to (e spent in "arious areas such as production and operations. !hen it allocates what4s left to ad"ertising and promotion# considering this to (e the amount it can afford.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?.. (p. 275) Nou know the 33333 method of (udgeting is (eing employed after hearing an experienced marketing department manager respond to a new employee4s 5uestion# BDow was the ad (udget esta(lished last year B (y saying# B!he same way it4s always (een done. I Gust ha"e an instinct for how much should (e (udgeted where.B A. ar(itrary allocation $. percentage of sales C. 6HI 2. return on in"estment *. competiti"e parity &erhaps an e"en weaker method than the afforda(le method for esta(lishing a (udget is ar(itrary allocation# in which "irtually no theoretical (asis is considered and the (udgetary amount is often set (y fiat. !hat is# the (udget is determined (y management solely on the (asis of what is felt to (e necessary.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?'. (p. 275) Which top/down (udgeting method is (eing employed when expenditure is allocated (y assigning a (udget (ased on gut feelings A. ar(itrary allocation $. percentage of sales C. afforda(le method 2. payout planning *. competiti"e parity &erhaps an e"en weaker method than the afforda(le method for esta(lishing a (udget is ar(itrary allocation# in which "irtually no theoretical (asis is considered and the (udgetary amount is often set (y fiat. !hat is# the (udget is determined (y management solely on the (asis of what is felt to (e necessary.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?8. (p. 275) Which of the following is an ad"antage of the ar(itrary allocation method A. $y using the ar(itrary allocation method# the company can (e sure of not getting into any financial pro(lems. $. It keeps the ad spending within reasona(le limits. C. It uses a logical (asis for determining the (udgets. 2. !his method of (udgeting is generally sta(le. E. !he ar(itrary allocation approach has no o("ious ad"antages. !he ar(itrary allocation approach has no o("ious ad"antages. -o systematic thinking has occurred# no o(Gecti"es ha"e (een (udgeted for# and the concept and purpose of ad"ertising and promotion ha"e (een largely ignored.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?<. (p. 2;0) !he most commonly utili1ed method of (udget determination (y large firms is= A. competiti"e parity method. $. o(Gecti"e and task method. C. percentage of sales method. 2. ar(itrary allocation method. *. the afforda(le method. &erhaps the most commonly used method for (udget setting :particularly in large firms; is the percentage/of/sales method# in which the ad"ertising and promotions (udget is (ased on sales of the product.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?>. (p. 2;0) !he 33333 method of (udgeting is (eing employed when expenditures are allocated (y assigning a part of the cost of the product to (e allocated to ad"ertising. !he total (udget is (ased on units sold. A. ar(itrary allocation B. percentage of sales C. o(Gecti"e and task 2. return on in"estment *. competiti"e parity In case of the percentage of sales method# management determines the (udget amount (y either :1; taking a percentage of the sales dollars or :.; assigning a fixed amount of the unit product cost to promotion and multiplying this amount (y the num(er of units sold.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

??. (p. 2;0) In the 33333 method to (udgeting# sales are proGected for the coming year (ased on the marketing manager4s estimates. A. competiti"e parity $. o(Gecti"e and task method C. unit cost production D. straight/proGected sales *. ar(itrary method In the straight/percentage method# sales are proGected for the coming year (ased on the marketing manager4s estimates.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?A. (p. 2;04 2;7) !o set an ad"ertising (udget# the marketer of filing ca(inets examines ad"ertising to sales ratios pu(lished in trade maga1ines# and then allocates a percentage of sales dollars to the ad"ertising effort. Which two (udgeting methods are (eing employed A. Competiti"e parity and percent of sales method. $. Competiti"e parity and payout planning method. C. &ayout planning and percent of sales method. 2. &ercent of sales and o(Gecti"e and task method. *. &ayout planning and ar(itrary allocation method. In case of the percentage of sales method# management determines the (udget amount (y taking a percentage of the sales dollars. In case of competiti"e parity method# marketing managers set their ad"ertising and promotions (udgets on the (asis of what their competitors allocate.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

?@. (p. 2;0) Which of the following (udgeting procedures would (e used if a firm wanted a method that is simple to understand and financially safe A. competiti"e parity $. marginal analysis C. percentage of sales 2. o(Gecti"e and task *. ar(itrary method &roponents of the percentage/of/sales method cite a num(er of ad"antages. It is financially safe and keeps ad spending within reasona(le limits. !he percentage/of/sales method is simple# straightforward# and easy to implement.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A0. (p. 2;0) !he 33333 method of (udgeting uses ad"ertisingIsales ratio data. A. o(Gecti"e and task $. afforda(le C. percent of sales 2. 6HI *. ar(itrary allocation In case of the percentage of sales method# management determines the (udget amount (y taking a percentage of the sales dollars. In case of competiti"e parity method# marketing managers set their ad"ertising and promotions (udgets on the (asis of what their competitors allocate.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A1. (p. 2;0) !he maGor pro(lem associated with the 33333 (udgeting method is that it re"erses the cause and effect relationship (etween ad"ertising and sales. A. percent of sales $. o(Gecti"e and task method C. competiti"e parity 2. 0/shaped response *. rapidly diminishing returns !he percentage/of/sales method has some serious disad"antagesK including letting the le"el of sales determine the amount of ad"ertising and promotions dollars to (e spent that re"erses the cause/and/effect relationship (etween ad"ertising and sales.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A.. (p. 2;7) !he 33333 (udgetary allocation method is designed to promote sta(ility and minimi1e marketing warfare as well as take ad"antage of the collecti"e wisdom of the industry. A. 6HI $. ar(itrary allocation C. percentage of sales D. competiti"e parity *. o(Gecti"e and task In the competiti"e parity method# managers esta(lish (udget amounts (y matching the competition4s percentage/of/sales expenditures. !he argument is that setting (udgets in this fashion takes ad"antage of the collecti"e wisdom of the industry. It also takes the competition into consideration# which leads to sta(ility in the marketplace (y minimi1ing marketing warfare.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A'. (p. 2;7) When using the competiti"e parity (udgeting method# the firm= A. matches its share of total industry ad"ertising expenditures to its market share. $. spends as much as it can. C. allocates some portion of planned sales for the period to ad"ertising. 2. spends the same total amount as its maGor competitors spend. *. (ases its ad"ertising and promotion expenditures on sales. In the competiti"e parity method# managers esta(lish (udget amounts (y matching the competition4s percentage/of/sales expenditures. !he argument is that setting (udgets in this fashion takes ad"antage of the collecti"e wisdom of the industry.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A8. (p. 2;7) Which of the following methods of determining a (udget re5uires a marketing department manager to use input from a clipping ser"ice A. 6HI method $. Ar(itrary allocation method C. &ercentage of sales method D. Competiti"e parity method *. H(Gecti"e and task method In case of competiti"e parity method# smaller companies often use a clipping ser"ice# which clips competitors4 ads from local print media# allowing the company to work (ackward to determine the cumulati"e costs of the ads placed.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A<. (p. 2;7) !he 33333 method of (udgeting is (eing employed when expenditures are allocated (ased on information a(out industry a"erages for ad"ertising. !he (udget is set to maintain a le"el consistent with industry spending. A. ar(itrary allocation $. percentage of sales C. o(Gecti"e and task 2. return on in"estment E. competiti"e parity In the competiti"e parity method# managers esta(lish (udget amounts (y matching the competition4s percentage/of/sales expenditures. !he argument is that setting (udgets in this fashion takes ad"antage of the collecti"e wisdom of the industry.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A>. (p. 2;7) Which of the following is an ad"antage of the competiti"e parity method A. It makes use of the (uildup approach to esta(lishment of promotional (udgets. B. It leads to sta(ility in the marketplace (y minimi1ing marketing warfare. C. It is (ased on the fact that ad"ertising and promotions are designed to accomplish specific o(Gecti"es (y addressing certain pro(lems and opportunities. 2. It gi"es due recognition to the contri(utions of creati"e executions andIor media allocations. *. Ender this method# the (udget is dri"en (y the o(Gecti"es to (e attained. !he Competiti"e &arity method# takes the competition into consideration# which leads to sta(ility in the marketplace (y minimi1ing marketing warfare.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A?. (p. 2;7) A disad"antage associated with the 33333 method is its assumption that (ecause firms ha"e similar promotional expenditures their programs will (e e5ually effecti"e. A. return on in"estment $. afforda(le C. competiti"e parity 2. o(Gecti"e and task *. payout planning Hne of the main disad"antages of the competiti"e parity method is that it assumes that (ecause firms ha"e similar expenditures# their programs will (e e5ually effecti"e.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

AA. (p. 2;9) In the 33333 method of (udget determination ad"ertising is considered an in"estment# similar to plant and e5uipment. A. payout planning $. o(Gecti"e and task C. 6HI (udgeting 2. competiti"e parity *. percentage of sales In the 6HI (udgeting method# ad"ertising and promotions are considered in"estments# like plant and e5uipment.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

A@. (p. 2;:) !op/down (udgeting methods are commonly used (ecause of= A. their effecti"eness. B. upper management4s desire for control. C. the growing a"aila(ility of computer simulations. 2. the ease with which a manager can assess the impact of sales on 6HI. *. their 5uantitati"e nature. !radition and top management4s desire for control are pro(a(ly the maGor reasons why top/down methods continue to (e popular.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@0. (p. 2;:) !he task and o(Gecti"e method of (udgeting as well as the payout plan are (oth examples of the 33333 approach. A. trading up $. top/down C. (ottom/up D. (uild/up *. trickle up !he o(Gecti"e and task method of (udget setting uses a (uildup approach.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@1. (p. 2;:) 2efining the communications o(Gecti"es to (e accomplished and estimating the costs associated with the performance of the necessary strategies and acti"ities are steps in the 33333 method of (udgeting. A. competiti"e parity $. payout planning C. 6HI 2. return on in"estment E. o(Gecti"e and task !he o(Gecti"e and task method of (udget setting uses a (uildup approach consisting of three steps= :1; defining the communications o(Gecti"es to (e accomplished# :.; determining the specific strategies and tasks needed to attain them# and :'; estimating the costs associated with performance of these strategies and tasks.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@.. (p. 2;:) Which of the following is an example of a (udgeting allocation method that uses a (uild/up approach A. 6HI $. competiti"e parity C. o(Gecti"e and task 2. ar(itrary allocation *. percentage of sales !he o(Gecti"e and task method of (udget setting uses a (uildup approach.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@'. (p. 2;:) !he first task in the o(Gecti"e and task method of (udgeting is to= A. conduct a system analysis. $. create an organi1ational (udget. C. isolate ad"ertising o(Gecti"es. 2. determine what tasks need to (e accomplished. *. ree"aluate o(Gecti"es from pre"ious years. !he first step in the o(Gecti"e and task method of (udget setting is to isolate the o(Gecti"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@8. (p. 2;7) Which of the following statements pro"ides a good rule of thum( for setting the ad"ertising (udget for a new product A. Its ad"ertising (udget should (e twice the desired market share. $. Its ad"ertising (udget should (e e5ual to that of the largest market shareholder in the product category. C. Its ad"ertising (udget should (e as much as the firm can afford. 2. Its ad"ertising (udget should (e ten percent greater than the a"erage (udget planned for the entire payout period. *. Its ad"ertising (udget should (e less than that needed to maintain the desired market share. After studying more than 80 years of -ielsen figures# +ames H. &eckham estimated that the a"erage share of ad"ertising to sales ratio necessary to launch a new product successfully is approximately 1.<=..0. !his means that a new entry should (e spending at approximately twice the desired market share.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@<. (p. 2;7) !he o(Gecti"e and task method is most difficult to use when= A. the product to (e promoted is intangi(le and in the maturity stage of its product life cycle. $. the product to (e promoted is in the decline stage of its product life cycle. C. the product to (e promoted is a cash cow. D. the product to (e promoted is new to the market. *. a ser"ice is (eing promoted. !he o(Gecti"e and task method offers ad"antages o"er methods discussed earlier (ut is more difficult to implement when there is no track record for the product.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@>. (p. 2;7) 33333 is a method for allocating (udgets designed to determine the in"estment "alue of the ad"ertising appropriation. A. &ayout planning $. &ercent of sales method C. Competiti"e parity 2. Ar(itrary allocation *. H(Gecti"e and task !o determine how much to spend# marketers often de"elop a payout plan that determines the in"estment "alue of the ad"ertising and promotion appropriation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@?. (p. 2;7) 2uring the first months of a new product introduction# a useful (udgeting techni5ue to determine a (allpark figure for setting feasi(le o(Gecti"es is the 33333 method. A. payout planning $. percent of sales C. competiti"e parity 2. 801k *. marginal analysis !o determine how much to spend# marketers often de"elop a payout plan that determines the in"estment "alue of the ad"ertising and promotion appropriation. !he (asic idea is to proGect the re"enues the product will generate# as well as the costs it will incur# o"er two to three years.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@A. (p. 2;5) As a tool for (udget allocation# multiple regression analysis is most often employed in (udget models using= A. computer simulation $. competiti"e parity C. ar(itrary allocation 2. percentage of sales *. a top/down approach Computer simulation models in"ol"e statistical techni5ues such as multiple regression analysis to determine the relati"e contri(ution of the ad"ertising (udget to sales.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: B"%geting App$oaches

@@. (p. 292) As a result of 3333# large ad"ertisers can maintain ad"ertising expenditure shares that are smaller than their market shares (ecause they get lower ad"ertising rates and accrue the ad"antages of ad"ertising se"eral products Gointly. A. economies of scale $. differential ad"ertising ad"antages C. competiti"e parity 2. a conca"e/downward response *. multiple ad"ertising channels )arger ad"ertisers can maintain ad"ertising shares that are smaller than their market shares (ecause they get (etter ad"ertising rates# ha"e declining a"erage costs of production# and accrue the ad"antages of ad"ertising se"eral products Gointly. !hese ad"antages are known as economies of scale.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: Allocating the B"%get

100. (p. 292) As a result of economies of scale# large ad"ertisers= A. are likely to enGoy more fa"ora(le ad"ertising time and space than smaller ad"ertisers. $. get higher ad"ertising rates than smaller ad"ertisers. C. accrue the disad"antages of ad"ertising se"eral products Gointly. 2. ha"e higher a"erage costs of production. E. can spend more money on ad"ertising and reali1e a (etter return. 2ue to economies of scale# large ad"ertisers are likely to enGoy more fa"ora(le time and space positions# cooperation of middlepeople# and fa"ora(le pu(licity.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: Allocating the B"%get

101. (p. 292) As a result of economies of scale# smaller ad"ertisers= A. are likely to enGoy more fa"ora(le ad"ertising time and space than large ad"ertisers. $. ha"e declining a"erage costs of production. C. get higher ad"ertising rates than large ad"ertisers. 2. can maintain ad"ertising expenditure shares that are smaller than their market shares. *. can accrue the ad"antages of ad"ertising se"eral products Gointly. 2ue to economies of scale# firms andIor (rands maintaining a large share of the market ha"e an ad"antage o"er smaller competitors and thus can spend less money on ad"ertising and reali1e a (etter return.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 07+07 To kno- va$io"s metho%s of ("%get setting. Topic: Allocating the B"%get

Chapter 0A Creati"e 0trategy= &lanning and 2e"elopment Answer Key

Multiple Choice Questions

1. (p. 295) In the de"elopment of an ad"ertising campaign or message# creati"e 33333 in"ol"es determining what the message will say or communicate# while creati"e 33333 deals with how the message will (e implemented or executed. A. strategyK tactics $. tacticsK strategy C. mission= strategy 2. tacticsK "ision *. "isionK mission Enderlying all the ad"ertising messages# howe"er# are a creati"e strategy that determines what the ad"ertising message will say or communicate and creati"e tactics for how the message strategy will (e executed.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: 3nt$o%"ction

.. (p. 295) !he 33333 is used as the central theme of the ad"ertising campaign and translated into attention/getting# distincti"e# and memora(le messages. A. animatic B. (ig idea C. (rand name 2. logo *. copy platform !he (ig i%ea is used as the central theme of the ad"ertising campaign and translated into attention/getting# distincti"e# and memora(le messages.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: 3nt$o%"ction

'. (p. 295) Which of the following statements is true a(out the use of creati"ity in an ad"ertising campaign A. $ecause most ad"ertising is creati"e# creati"ity is not enough to (reak through the clutter. $. Creati"e ad"ertising always has a positi"e impact on sales. C. Creati"e ad"ertising that is not rele"ant to the target audience may ha"e a greater impact than ad"ertising that is rele"ant. D. !he nature of ad"ertising re5uires that e"eryone in"ol"ed in the promotional planning process engage in creati"e thinking. *. Esers of creati"e ad"ertising can a"oid using (ig ideas and uni5ue selling propositions in their ad"ertising campaigns. Creati"e strategy is often so crucial to the success of the firm4s IMC effort# e"eryone in"ol"ed in the promotional process should understand the creati"e strategy and tactics that underlie the de"elopment of ad"ertising campaigns and messages# as well as the creati"e options a"aila(le to the ad"ertiser.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: 3nt$o%"ction

8. (p. 2:0) Ads are often called 33333. A. animatics $. copy platforms C. creati"e 2. work plans *. story(oards C$eativity is pro(a(ly one of the most commonly used terms in ad"ertising. Ads are often called creati"e.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: @hat is C$eativityA

<. (p. 2:0) !he people who de"elop ads and commercials are known as 3333. A. inno"ators $. animatics C. copy makers D. creati"e types *. illuminators !he people who de"elop ads and commercials are known as creati"e types.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: @hat is C$eativityA

>. (p. 2:0) Which of the following statements is true a(out creati"e strategy and execution A. A good creati"e strategy and execution guarantees a (rand will exceed its sales o(Gecti"es. $. A good creati"e strategy almost ne"er helps generate sales for a (rand. C. Ads that are "ery creati"e may not increase sales of a (rand. 2. Companies ha"e no trou(le coming up with creati"e ad"ertising that differentiates their (rands from the competition. *. %ood creati"e strategy cannot help a struggling (rand regain its former prominence. Many ads ha"e won awards for creati"ity (ut failed to increase sales.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: The 3mpo$tance of C$eativity in A%ve$tising

?. (p. 2:0) Many companies are willing to spend hundreds of millions of dollars each year on creati"e ad"ertising (ecause= A. they (elie"e strongly in competiti"e parity. $. they reali1e marketing success is unrelated to their creati"e ad"ertising effort. C. they know that good creati"e strategy and execution are often critical to the success of a product or ser"ice. 2. they want to win creati"e awards in order to respond to the intangi(ility and homogeneity characteristics of ser"ice. *. the de"elopment of good creati"e strategy is a science and is explained (y marketing research. %ood creati"e strategy and execution can often (e central to determining the success of a product or ser"ice or re"ersing the fortunes of a struggling (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: The 3mpo$tance of C$eativity in A%ve$tising

A. (p. 2:0) Which of the following statements is true regarding awards for ad"ertising creati"ity A. Ads that win creati"e awards almost always ha"e a positi"e impact on sales. $. Most ad"ertising and marketing people are supporti"e of ad"ertising awards (ecause they feel creati"e people are more concerned with creating ad"ertising that sells their client4s products than with winning awards. C. As a rule# all ad"ertising people (elie"e awards are an inappropriate way of recogni1ing ad"ertising creati"ity that often helps sell a client4s products. D. -ot all ad"ertising campaigns that ha"e won creati"e awards ha"e successfully generated sales for their clients4 products. *. An award winning ad leads to higher sales as it is greatly liked and accepted (y creati"e people. Many ads ha"e won awards for creati"ity (ut failed to increase sales.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: The 3mpo$tance of C$eativity in A%ve$tising

@. (p. 2:*) Which of the following statements is true according to the Dirschman study a(out the creati"e people in"ol"ed in ad"ertising A. !hey "iew ads as promotional tools whose primary purpose is to communicate fa"ora(le impressions to the marketplace. $. !hey are more risk a"erse than the (rand managers. C. !hey prefer making conser"ati"e commercials. 2. !hey (elie"e a commercial should (e e"aluated in terms of whether it fulfills the client4s marketing and communicati"e o(Gecti"es. E. !hey want to maximi1e the impact of the message. In her inter"iews# Dirschman also found that (rand managers were much more risk/ a"erse and wanted a more conser"ati"e commercial than the creati"e people# who wanted to maximi1e the impact of the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !iffe$ent 6e$spectives on A%ve$tising C$eativity

10. (p. 2:*) ,rom the perspecti"e of a product manager# a commercial is likely to (e Gudged as creati"e if it= A. is no"el and inno"ati"e. $. has a high le"el of artistic or aesthetic "alue. C. communicates the message clearly and lea"es a fa"ora(le impression on the target audience. 2. wins creati"e awards. *. is unlike anything currently in the marketplace. What constitutes creati"ity in ad"ertising is to (reak through the clutter and make an impression on the target audience.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !iffe$ent 6e$spectives on A%ve$tising C$eativity

11. (p. 2:*) A study (y *li1a(eth Dirschman examined the perceptions of indi"iduals in"ol"ed in the creation and production of tele"ision commercials and found= A. product managers "iew ad"ertising from an aesthetic perspecti"e. B. product managers and account executi"es (oth "iew ad"ertising as a promotional tool whose primary purpose is to communicate fa"ora(le impressions a(out a (rand. C. art directors and copywriters "iew ad"ertising primarily as a promotional tool whose primary function is to communicate information. 2. (rand managers prefer creati"e commercials that take risks. *. art directors and copywriters e"aluate ad"ertising on the (asis of how well it fulfills predefined communications o(Gecti"es. *li1a(eth Dirschman found that product managers and account executi"es "iew ads as promotional tools whose primary purpose is to communicate fa"ora(le impressions to the marketplace.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !iffe$ent 6e$spectives on A%ve$tising C$eativity

1.. (p. 2:*) $ased on the findings of the study conducted (y *li1a(eth Dirschman# which of the following indi"iduals is most likely to (e risk a"erse and prefer commercials that focus on the product rather than creati"e impact A. &roduct and (rand managers $. Art directors C. Copywriters 2. Creati"e directors *. &roduct consumers In her inter"iews# Dirschman also found that (rand managers were much more risk/ a"erse and wanted a more conser"ati"e commercial than the creati"e people# who wanted to maximi1e the impact of the message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !iffe$ent 6e$spectives on A%ve$tising C$eativity

1'. (p. 2:*) Which of the following statements supports the reason why a marketer might want to emphasi1e creati"ity in the de"elopment of an ad"ertising campaign A. Creati"e ad"ertisements that are creati"e for the sake of (eing creati"e often fail to produce sales. B. Creati"e ad"ertising can (reak through the clutter and make an impression on (uyers. C. Creati"e ad"ertising cannot create positi"e feelings that transfer to the product or ser"ice. 2. Creati"e ad"ertising is effecti"e e"en if it is irrele"ant to the target audience. *. Creati"e ad"ertising helps in winning awards that leads to increase in sales. What constitutes creati"ity in ad"ertising is that which (reaks through the clutter and makes an impression on the target audience.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !iffe$ent 6e$spectives on A%ve$tising C$eativity

18. (p. 2:2) 33333 is a 5uality possessed (y indi"iduals that ena(les them to generate no"el approaches to handling pro(lems that is reflected in new and impro"ed solutions to those pro(lems. A. Eni5ueness $. 2ramati1ation C. Creati"ity 2. &roficiency *. &ersonification Ad"ertising creati"ity is the a(ility to generate fresh# uni5ue# and appropriate or rele"ant ideas that can (e used as solutions to communication pro(lems.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

1<. (p. 2:2) 33333 is the a(ility to generate fresh# uni5ue and appropriate ideas that can (e used as solutions to communication pro(lems. A. A uni5ue selling plan :E0&; $. &romotional uni5ueness C. &ro(lem detection 2. &ositioning E. Ad"ertising creati"ity Ad"ertising creati"ity is the a(ility to generate fresh# uni5ue# and appropriate or rele"ant ideas that can (e used as solutions to communication pro(lems.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

1>. (p. 2:2) 33333 refers to the extent to which an ad contains elements that are no"el# different# or unusual. A. 2i"ergence $. 6ele"ance C. Illumination 2. Animatic *. &ositioning 2i"ergence refers to the extent to which an ad contains elements that are no"el# different# or unusual.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

1?. (p. 2:2) According to 6o(ert 0mith# 33333 ads contain elements that are rare# surprising# or mo"e away from the o("ious and commonplace. A. originality $. illuminati"e C. artistic "alue 2. synthesis *. animatic '$iginality Ads that contain elements that are rare# surprising# or mo"e away from the o("ious and commonplace.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

1A. (p. 2:2) According to 6o(ert 0mith# 33333 ads contain different ideas or switch from one perspecti"e to another. A. originality $. synthesis C. flexi(ility 2. rele"ant *. animatic >le,i(ility Ads that contain different ideas or switch from one perspecti"e to another.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

1@. (p. 2:2) According to 6o(ert 0mith# 33333 ads contain unexpected details or finish and extend (asic ideas so they (ecome more intricate# complicated# or sophisticated. A. originality $. flexi(ility C. ela(oration 2. animatic *. synthesis 0la(o$ation Ads contain unexpected details or finish and extend (asic ideas so they (ecome more intricate# complicated# or sophisticated.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.0. (p. 2:2) According to 6o(ert 0mith# 33333 ads com(ine# connect# or (lend normally unrelated o(Gects or ideas. A. originality B. synthesis C. flexi(ility 2. animatic *. ela(oration Synthesis Ads com(ine# connect# or (lend normally unrelated o(Gects or ideas.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.1. (p. 2:2) According to 6o(ert 0mith# 33333 ads contain attracti"e shapes and colors. A. synthesis $. animatic C. originality D. artistic "alue *. illumination A$tistic val"e Ads contain artistic "er(al impressions or attracti"e shapes and colors.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

... (p. 2:2) Hne of the maGor determinants of creati"ity is 33333 which reflects the degree to which the "arious elements of the ad are meaningful# useful# or "alua(le to the consumer. A. di"ergence $. synthesis C. rele"ance 2. illumination *. ela(oration !he second maGor determinant of creati"ity is rele"ance which reflects the degree to which the "arious elements of the ad are meaningful# useful# or "alua(le to the consumer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.'. (p. 2:7) According to 6o(ert 0mith# the two ways in which rele"ance could (e achie"ed are= A. ad/to/(rand rele"ance and (rand/to/ad rele"ance. $. ad/to/producer rele"ance and (rand/to producer rele"ance. C. ad/to/producer rele"ance and (rand/to/consumer rele"ance. 2. ad/to/consumer rele"ance and (rand/to/producer rele"ance. E. ad/to/consumer rele"ance and (rand/to/consumer rele"ance. 0mith et al. suggest that rele"ance can (e achie"ed in two ways. !hey are Ad/to/ consumer rele"ance and $rand/to/consumer rele"ance.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.8. (p. 2:7) Co"er%irl cosmetics ha"e hired 2rew $arrymore to appear in its ad"ertisements in order to help them capture the attention and interest of the consumers. !hrough this# the ad illustrates the application of= A. ad/to/consumer rele"ance. $. (rand/to/consumer rele"ance. C. positioning strategy. 2. inherent drama. *. an animatic. A%+to cons"me$ $elevance refers to situations where the ad contains execution elements that are meaningful to consumers. ,or example# ad"ertisers may use cele(rities whom consumers identify# music that they like# or "isual images and other execution techni5ues that capture their interest and attention.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.<. (p. 2:7) 33333 refers to situations where the ad contains execution elements that are meaningful to consumers. A. Animatic $. $rand/to/consumer rele"ance C. 0tory(oard D. Ad/to/consumer rele"ance *. *la(oration ad A%+to cons"me$ $elevance refers to situations where the ad contains execution elements that are meaningful to consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.>. (p. 2:7) 33333 refers to situations where the ad"ertised (rand of a product or ser"ice is of personal interest to consumers. A. Animatic $. $rand/to/consumer rele"ance C. 0tory(oard D. Ad/to/consumer rele"ance *. *la(oration ad B$an%+to+cons"me$ $elevance refers to situations where the ad"ertised (rand of a product or ser"ice is of personal interest to consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.?. (p. 2:7) Which of the following statements is true a(out the rele"ance of ads A. Ad/to/consumer rele"ance refers to situations where the ad"ertised (rand of a product or ser"ice is of personal interest to consumers. $. $rand/to/consumer rele"ance refers to situations where the ad contains execution elements that are meaningful to consumers. C. $rand/to/consumer rele"ance could (e achie"ed through making use of cele(rities with whom consumers identify. D. 6ele"ance can (e "iewed in terms of the degree to which an ad"ertisement pro"ides information or an image that is pertinent to the (rand. *. !he use of "isual images and other execution techni5ues that capture their interest and attention of the consumers help in increasing (rand/to/consumer rele"ance. 6ele"ance or appropriateness can also (e "iewed in terms of the degree to which an ad"ertisement pro"ides information or an image that is pertinent to the (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.A. (p. 2:;) According to the uni"ersal ad"ertising standards de"eloped (y the 24Arcy Masius $enton C $owles agency# a creati"e ad"ertising message is (uilt around= A. an uni5ue selling plan :E0&;. $. a strong (rand image. C. a power idea or a creati"e core. 2. the slice/of/life concept. *. dramati1ation. 24Arcy Masius $enton C $owles agency "iews a creati"e ad"ertising message as one that is (uilt around a core or power idea and uses excellent design and execution to communicate information that is rele"ant to the target audience.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: !ete$minants of C$eativity

.@. (p. 2:9) According to 24Arcy Masius $enton C $owles4s agency# 33333 is the "ehicle that transforms the strategy into a dynamic# creati"e communications concept. A. the &ositioning Idea $. the Illumination Idea C. the 2i"ergence Idea D. the &ower Idea *. the Imagery Idea !he &ower Idea is the "ehicle that transforms the strategy into a dynamic# creati"e communications concept. It is the core creati"e idea that sets the stage for (rilliant executions to come :6efer= ,igure A/1;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: The C$eative Challenge

'0. (p. 2::) 0ome of the more successful ad"ertising agencies# like !$WA and Wieden C Kennedy# attri(ute their excellent creati"e work to the fact that= A. they ha"e clients who are risk a"erse. B. they ha"e clients who are willing to take creati"e risks. C. they ha"e clients who ne"er (ecome in"ol"ed with or interfere in the creation process. 2. their clients keep them in check and don4t let them try creati"e approaches that are excessi"ely different. *. their relationship with the client is significantly more important than any creati"e work. Many creati"e people say it is important for clients to take some risks if they want (reakthrough ad"ertising that gets noticed. Wieden C Kennedy4s founders (elie"e a key element in its success has (een a steadfast (elief in taking risks when most agencies and their clients ha"e (een retrenching and (ecoming more conser"ati"e.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: Taking C$eative Risks

'1. (p. 2:7) !he perpetual de(ate o"er the most effecti"e role for ad"ertising is (etween= A. rationalists and poets. $. en"ironmentalists and pragmatics. C. li(erals and conser"ati"es. 2. functionalists and operationalists. *. supporters of centrali1ation and supporters of decentrali1ation. ,or decades there has (een a perpetual (attle o"er the role of ad"ertising in the marketing process. Hn one side are the BsuitsB or BrationalistsB who argue that ad"ertising must sell the product or ser"ice. Hn the other side are the BpoetsB or proponents of creati"ity who argue that ad"ertising has to (uild an emotional (ond (etween consumers and (rands or companies that goes (eyond product ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: The 6e$pet"al !e(ate: C$eative ve$s"s #a$%+Sell A%ve$tising

'.. (p. 2:7) !he proponents of creati"e ad"ertising argue that= A. the more information in the ad the more effecti"e the ad. $. the only purpose of ad"ertising is to sell the product. C. ad"ertising should (e designed to make consumers (uy products that they do not want or need. D. ad"ertising should (e designed to create an emotional (ond (etween consumers and the (rand or company. *. ad"ertising should (reak through the clutter (y focusing on logos and products. !he BpoetsB or proponents of creati"ity who argue that ad"ertising has to (uild an emotional (ond (etween consumers and (rands or companies that goes (eyond product ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: The 6e$pet"al !e(ate: C$eative ve$s"s #a$%+Sell A%ve$tising

''. (p. 2:1) Ad"ertising creati"e personnel tend to= A. (e more concrete and formali1ed than intuiti"e when sol"ing a pro(lem. $. ha"e maGored in marketing in college. C. rely on intuition more than logic. 2. (e highly structured and organi1ed indi"iduals. *. (e no different from people with (usiness executi"e (ackgrounds. Creati"e people tend to (e more a(stract and less structured# organi1ed# or con"entional in their approach to a pro(lem# relying on intuition more often than logic.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0* To %isc"ss -hat is meant (y a%ve$tising c$eativity an% e,amine the $ole of c$eative st$ategy in a%ve$tising. Topic: C$eative 6e$sonnel

'8. (p. 2:5) According to +ames We(( Noung# a former creati"e "ice president at the +. Walter !hompson agency# the production of creati"e ad"ertising ideas= A. is a random process that cannot (e taught. $. does not follow a definiti"e plan. C. cannot (e learned and controlled. D. is a definiti"e process that can (e learned and controlled. *. has as many different routes as there are different forms of creati"ity. +ames We(( Noung said# B!he production of ideas is Gust as definite a process as the production of ,ordsK the production of ideas# too# runs an assem(ly lineK in this production the mind follows an operati"e techni5ue which can (e learned and controlledK and that its effecti"e use is Gust as much a matter of practice in the techni5ue as in the effecti"e use of any tool.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

'<. (p. 2:5) !here are fi"e steps in the creati"e process as designed (y +ames We(( Noung# a former creati"e "ice president at the +. Walter !hompson agency. !hey are= A. preparation# (rainstorming# growth# reality check# and "erification. $. immersion# testing# illumination# creation# and "erification. C. immersion# digestion# incu(ation# illumination# and "erification. 2. preparation# incu(ation# immersion# illumination# and reality check. *. immersion# (rainstorming# incu(ation# creation# and reality check. Noung4s model of the creati"e process contains fi"e steps. !hey are immersion# digestion# incu(ation# illumination# and "erification.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

'>. (p. 2:5) According to the work of sociologist %raham Wallace# the four/step approach to the creati"e process includes= A. preparation# incu(ation# illumination# and "erification. $. immersion# (rainstorming# creation# and reality check. C. preparation# illumination# creation# and "erification. 2. preparation# immersion# creation# and "erification. *. immersion# incu(ation# illumination# and creation. Noung4s process of creati"ity is similar to a four/step approach outlined much earlier (y *nglish sociologist %raham Wallas in his classic (ook The A$t of Tho"ght that includes preparation# incu(ation# illumination and "erification.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

'?. (p. 2:5) According to Noung4s model of the creati"e process# the 33333 step deals with gathering raw material and information through (ackground research and immersing yourself in the pro(lem. A. pro(lem detection $. illumination C. immersion 2. reality *. incu(ation Noung4s model of the creati"e process contains fi"e steps. !he first step JImmersion4 deals with gathering raw material and information through (ackground research and immersing yourself in the pro(lem.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

'A. (p. 2:5) !he 33333 step of the creati"e process deals with putting the pro(lems out of one4s conscious mind and turning the information o"er to the su(conscious to do the work. A. pro(lem detection $. illumination C. immersion 2. reality E. incu(ation Noung4s model of the creati"e process contains fi"e steps. !he incu(ation stage deals with putting the pro(lems out of your conscious mind and turning the information o"er to the su(conscious to do the work. It is a(out getting away and letting ideas de"elop.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

'@. (p. 2:5) An idea de"elops during the 33333 step of the creati"e process. A. reality B. illumination C. "erification 2. originality *. immersion !he illumination stage is a(out seeing the light or the solution. !he (irth of an idea9the B*urekaR I ha"e itRB phenomenon occurs during the illumination stage.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

80. (p. 2:5) !he 33333 step of the creati"e process deals with refining and polishing the idea and seeing if it is an appropriate solution. A. immersion $. incu(ation C. digestion 2. preparation E. "erification !he "erification step deals with refining and polishing the idea and seeing if it is an appropriate solution.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

81. (p. 2:5) A client who manufactures maternity clothes for (usinesswomen wants a new ad"ertising campaign. 7isits to o(stetrician4s offices to o(ser"e the clothes (eing worn and to maternity shops at the mall to see how they were selected could (e a part of the 33333 step of the creati"e process. A. preparation $. "erification C. re"ision 2. reality check *. incu(ation !he preparation step includes gathering of the (ackground information needed to sol"e the pro(lem through research and study.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

8.. (p. 2:5) )eon is the creati"e director for an agency that has Gust (een hired (y a manufacturer of golfing e5uipment to create a new ad"ertising campaign for the company4s titanium clu(s. $efore starting to de"elop creati"e ideas# )eon reads some golfing maga1ines and spends time talking to friends and co/workers who play golf. !hese acti"ities are part of which step of the creati"e process A. preparation $. incu(ation C. illumination 2. "erification *. re"ision !he preparation step includes gathering of the (ackground information needed to sol"e the pro(lem through research and study.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

8'. (p. 2:5) Inna has (een hired to promote a mem(ership/only genealogical we(site# which pro"ides demographic information on o"er one (illion people. 0he has gathered together all the rele"ant en"ironmental information and has studied the product as closely as possi(le. 0he needs to work on another proGect and put the genealogical proGect completely out of her conscious mind. Der su(conscious needs time to work on a solution. -ow it is time for the 33333 step of the creati"e process. A. preparation $. re"ision C. incu(ation 2. illumination *. "erification !he incu(ation process deals with putting the pro(lems out of your conscious mind and turning the information o"er to the su(conscious to do the work.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

88. (p. 2:5) ,or weeks# $ridgette had (een trying to come up with a creati"e approach to ad"ertise light (ul(s. 0he decided to try not to think a(out it for a while to see if her su(conscious could figure something out. As she was relaxing in her (ath one night# a great idea for a creati"e light (ul( ad"ertising campaign Gust seemed to pop into her head. 0he leapt out of the tu( and (egan to write it all down (efore she forgot it. In terms of the creati"e process# $ridgette has Gust experienced the 33333 step. A. immersion $. "erification C. re"ision D. illumination *. reality check !he illumination step deals with the (irth of an idea / the B*urekaR I ha"e itRB phenomenon.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

8<. (p. 2:5) Why are models of the creati"e process "alua(le to those working in the creati"e area of ad"ertising A. !he models let the client see what he or she is paying for. B. !he models pro"ide an organi1ed approach to a creati"e pro(lem. C. !he models let creati"es approach the creati"e process in whiche"er manner feels most comforta(le to them. 2. !he models were de"eloped (y people who were successful ad"ertisers themsel"es. *. !he models create heuristics needed to determine whether an ad will accomplish its goals. Models of the creati"e process are "alua(le to those working in the creati"e area of ad"ertising# since they offer an organi1ed way to approach an ad"ertising pro(lem.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

8>. (p. 2:5) -o matter which model of the creati"e process you use# the last step in the creati"e process is= A. resolution. $. illumination. C. "erification. 2. market e"aluation. *. confirmation. !he last step in the creati"e process is "erification.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: The C$eative 6$ocess

8?. (p. 270) 33333 is a process that in"ol"es conducting research and gathering all information a(out a client4s product or ser"ice# (rand# and mem(ers of the target audience. A. Incu(ation $. %ermination C. Account planning 2. Creati"e research *. Account seeding !o facilitate the creati"e process# many agencies now use account planning# which is a process that in"ol"es conducting research and gathering all rele"ant information a(out a client4s product or ser"ice# (rand# and consumers in the target audience.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: Acco"nt 6lanning

8A. (p. 270) Account planning plays an important role during creati"e strategy de"elopment (y= A. making sure the client knows the agency has the final say on which strategy will (e used. B. dri"ing the process from the customers4 point of "iew. C. making sure all ad"ertising complies with local# state# and ,!C regulations. 2. determining whether the account should (e accepted. *. forecasting demand for the product category. Account planning plays an important role during creati"e strategy de"elopment (y dri"ing the process from the customers4 point of "iew.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: Acco"nt 6lanning

8@. (p. 270) Which of the following statements a(out account planning is true A. Account planners do not conduct any 5uantitati"e research. B. Account planners work with the client as well as other agency personnel. C. Account planners only work with the client to a"oid agency (ias. 2. With account planning# the agency takes a permanent leadership role in the de"elopment of creati"e strategy. *. !he knowledge gained during account planning can only (e used during the planning period (ecause it is proprietary information. Account planners work with the client as well as other agency personnel# such as the creati"e team and media specialists.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: Acco"nt 6lanning

<0. (p. 27*) !iffany is the creati"e director of an ad agency. !he agency has Gust (een hired to de"elop a promotional campaign for a company that produces exercise "ideos for women. As part of her preparation for de"eloping a creati"e strategy# !iffany re"iews some studies conducted on the o"erall fitness and exercise market as well as a report on the changing roles of women in society. !his information is part of= A. general preplanning input. $. product/specific preplanning input. C. pro(lem detection studies. 2. illumination studies. *. (rainstorming process. %eneral preplanning input can include (ooks# periodicals# trade pu(lications# scholarly Gournals# pictures# and clipping ser"ices# which gather and organi1e maga1ine and newspaper articles on the product# the market# and the competition# including the latter4s ads. !his input can also come from research studies conducted (y the client# the agency# the media# or other sources.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<1. (p. 27*) +onathan is a creati"e director at the &eet# Williams C %reene ad"ertising agency. De spends an hour e"ery morning reading pu(lications like A%ve$tising Age# The @all St$eet Do"$nal and B$an% @eek to gain a (etter understanding of what is happening in the world of marketing and ad"ertising. !his acti"ity can (e characteri1ed as= A. general preplanning input. $. product/specific preplanning input. C. "erification research. 2. (rainstorming. *. pro(lem detection research. %eneral preplanning input can include (ooks# periodicals# trade pu(lications# scholarly Gournals# pictures# and clipping ser"ices# which gather and organi1e maga1ine and newspaper articles on the product# the market# and the competition# including the latter4s ads. !his input can also come from research studies conducted (y the client# the agency# the media# or other sources.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<.. (p. 27*) )ifestyle research# attitude studies# and perceptual mapping would (e examples of= A. general preplanning inputs. B. productIser"ice/specific preplanning inputs. C. "erification studies. 2. re"ision studies. *. demographic studies for (usiness/to/(usiness clients. Puantitati"e and 5ualitati"e consumer research such as attitude studies# market structure# and positioning studies such as perceptual mapping and lifestyle research# focus group inter"iews# and demographic and psychographic profiles of users of a particular product# ser"ice# or (rand are examples of product/specific preplanning input.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<'. (p. 27*) 6amon participated in a study done (y an ad"ertising agency. 2uring his inter"iew# he was asked to gauge the ser"ices pro"ided (y a regional airline on the (asis of his experiences and what others had told him. !he inter"iewer asked 6amon specific 5uestions a(out the food# the seating arrangements# the ease with which he entered and exited the plane# and the ser"ice pro"ided (y the flight attendants. 0ince the ad agency doing the research is the one that will de"elop the creati"e strategy for the airline4s new ad campaign# you know 6amon most likely pro"ided the agency with= A. productIser"ice specific preplanning inputs. $. general product inputs to (e stored and used later. C. secondary internal data. 2. secondary external data. *. 5uantitati"e data which will (e used (y the client to determine market de"elopment strategies. Puantitati"e and 5ualitati"e consumer research such as attitude studies# market structure# and positioning studies such as perceptual mapping and lifestyle research# focus group inter"iews# and demographic and psychographic profiles of users of a particular product# ser"ice# or (rand are examples of product specific preplanning input.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<8. (p. 27*) 333333 is a research techni5ue where(y consumers are asked to generate an exhausti"e list of things that (other them or difficulties they encounter when using a product or ser"ice. A. Consumer (rainstorming $. %eneral preplanning input C. &erceptual mapping D. &ro(lem detection *. Market profiling &ro(lem detection research techni5ue in"ol"es asking consumers familiar with a product :or ser"ice; to generate an exhausti"e list of things that (other them or pro(lems they encounter when using it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<<. (p. 27*) 2ouglas was asked to fill out a sur"ey on Jdill4 pickles. De was asked 5uestions a(out what he liked and disliked a(out dill pickles# when and where he usually ate dill pickles# and to list and rate all (rands of dill pickles he could recall. De was also asked a(out packaging as well as degree of sourness in the different (rands of pickles. 0ince the sur"ey was conducted (y an ad agency prior to de"eloping a creati"e strategy for its client# a pickle manufacturer# and there were se"eral people sur"eyed (esides 2ouglas# you can assume he was participating in a 33333 study. A. consumer (rainstorming $. general preplanning input C. perceptual mapping D. pro(lem detection *. market profiling &ro(lem detection research techni5ue in"ol"es asking consumers familiar with a product :or ser"ice; to generate an exhausti"e list of things that (other them or pro(lems they encounter when using it.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<>. (p. 27*4 272) &sychographic studies are used (y ad"ertising agencies to= A. identify age# educational le"el# and ethnic (ackground of the target audience. B. pro"ide creati"e personnel with a (etter understanding of the target audience for whom they are de"eloping the ad"ertising message. C. determine how to allocate the ad"ertising (udget. 2. understand specific consumption pro(lems consumers encounter with "arious products and ser"ices. *. determine the pro(lems encountered (y the customers while using a product. 0ome agencies conduct psychographic studies annually and construct detailed psychographic or lifestyle profiles of product or ser"ice users. !he information o(tained from it is used to construct a psychographic profile of the target audiences for whom they are de"eloping ads as well as to gain insight into general consumer trends.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<?. (p. 272) In/depth inter"iews with consumers# focus groups# and o(ser"ational studies of how consumers conduct their daily li"es as consumers are all examples of= A. 5uantitati"e research techni5ues. B. 5ualitati"e research techni5ues. C. pro(lem detection studies. 2. econometric research. *. secondary internal research. Pualitati"e research techni5ues such as in/depth inter"iews or focus groups can pro"ide the creati"e team with "alua(le insight at the early stages of the creati"e process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<A. (p. 27*) )isle +u# the creati"e director for +!! ad agency# is o(ser"ing a focus group for four/wheel dri"e 0E7s. 0he is gathering 33333 (efore she (egins to de"elop creati"e strategy for an 0E7 manufacturer. A. general preplanning input $. market detection research C. product specific preplanning input 2. illumination research *. secondary internal data Puantitati"e and 5ualitati"e consumer research such as attitude studies# market structure# and positioning studies such as perceptual mapping and lifestyle research# focus group inter"iews# and demographic and psychographic profiles of users of a particular product# ser"ice# or (rand are examples of product specific preplanning input.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

<@. (p. 272) 33333 is a research method where(y a group of 10 to 1. consumers from the target market are led through a discussion regarding a particular topic. A. *thnographic research B. ,ocus group C. Animatic 2. Puantitati"e research *. &erceptual mapping ,ocus groups are a research method where(y consumers :usually 10 to 1. people; from the target market are led through a discussion regarding a particular topic.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

>0. (p. 272) Which of the following statements is true a(out focus groups A. ,ocus group is a 5ualitati"e research techni5ue. $. ,ocus group is a 5uantitati"e research techni5ue. C. ,ocus groups in"ol"e o(ser"ing consumers in their natural en"ironment. 2. ,ocus groups are not "ery useful in e"aluating the "ia(ility of different creati"e approaches under consideration. *. ,ocus groups in"ol"e o(ser"ing the natural ha(its of a particular group of consumers without their knowledge. In addition to the "arious 5uantitati"e research studies# 5ualitati"e research techni5ues such as in/depth inter"iews or focus groups can pro"ide the creati"e team with "alua(le insight at the early stages of the creati"e process.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

>1. (p. 277) 33333 research in"ol"es anthropologists or other types of trained researchers o(ser"ing consumers in their natural en"ironments. A. &sychographic $. Internali1ation C. 2emographic 2. 0ociocultural E. *thnographic Hne form of 5ualitati"e input that has (ecome popular among ad"ertising agencies is ethnographic research# which in"ol"es o(ser"ing consumers in their natural en"ironment.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

>.. (p. 277) 6esearchers 2aniel Miller and 2on 0later monitored we(sites# lurked in chat rooms# and hung out in cy(er cafLs and o(ser"ed how Internet users act. !he users they o(ser"ed consider the Internet to (e a tool to augment traditional forms of communication. Miller and 0later conducted 33333 research. A. e/marketing B. ethnographic C. demographic 2. 5uantitati"e *. e/commerce Hne form of 5ualitati"e input that has (ecome popular among ad"ertising agencies is ethnographic research# which in"ol"es o(ser"ing consumers in their natural en"ironment.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

>'. (p. 277) Canadian researchers went into people4s homes and o(ser"ed how they watched tele"ision and more specifically what they did when commercials came on. !his was an example of 33333 research. A. psychographic $. demographic C. ethnographic 2. perceptual *. 5uantitati"e Hne form of 5ualitati"e input that has (ecome popular among ad"ertising agencies is ethnographic research# which in"ol"es o(ser"ing consumers in their natural en"ironment.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the C$eative 6$ocess: 6$epa$ation? 3nc"(ation? 3ll"mination

>8. (p. 27;) At what stage of the creati"e process are "arious ideas e"aluated and refined (efore actually (eing used A. &reparation $. Incu(ation C. Illumination D. 7erificationIre"ision *. 7erdict Hne form of 5ualitati"e input that has (ecome popular among ad"ertising agencies is ethnographic research# which in"ol"es o(ser"ing consumers in their natural en"ironment.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the c$eative p$ocess: Ce$ification? Revision

><. (p. 27;) At what stage of the creati"e process would consumers in the target audience (e asked to e"aluate story(oards and animatics A. &reparation $. Incu(ation C. 7erificationIre"ision 2. Illumination *. 7erdict At the "erification stage of the creati"e process# mem(ers of the target audience may (e asked to e"aluate rough creati"e layouts and to indicate what meaning they get from the ad# what they think of its execution# or how they react to a slogan or theme.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the c$eative p$ocess: Ce$ification? Revision

>>. (p. 27;) A:n; 3333 is a series of drawings used to present the "isual plan or layout of a commercial along with a description of the audio for each scene. A. animatic $. rough layout C. story(oard 2. creati"e map *. copy platform A story(oard is a series of drawings used to present the "isual plan or layout of a proposed commercial. It contains a series of sketches of key frames or scenes along with the copy or audio portion for each scene.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the c$eative p$ocess: Ce$ification? Revision

>?. (p. 27;) !o make a creati"e layout of a commercial more realistic# a:an; 33333 may (e produced (y making a "ideotape of the 33333 along with an audio soundtrack. A. animaticK story(oard $. story(oardK animatic C. animaticK copy platform 2. copy platformK story(oard *. campaignK story(oard !o make the creati"e layout more realistic and easier to e"aluate# the agency may produce an animatic# a "ideotape of the story(oard along with an audio soundtrack.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the c$eative p$ocess: Ce$ification? Revision

>A. (p. 27;) !he 6ogers Agency wants to test a creati"e idea it has for a new commercial (efore mo"ing ahead with the production of the spot. !o make the test more realistic it wants to test (oth the "isual layout of the commercial as well as the audio portion of the message. !he commercial should (e tested in which of the following forms A. 0tory(oard B. Animatic C. 6eaction profile 2. &rint copy *. 6ough layout !esting a commercial in story(oard form can (e difficult (ecause story(oards are too a(stract for many consumers to understand. !o make the creati"e layout more realistic and easier to e"aluate# the agency may produce an animatic# a "ideotape of the story(oard along with an audio soundtrack.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+02 To consi%e$ the p$ocess that g"i%es the c$eation of a%ve$tising messages an% the $esea$ch inp"ts into the stages of the c$eative p$ocess. Topic: 3np"ts to the c$eative p$ocess: Ce$ification? Revision

>@. (p. 279) Hne of the most popular and long/running ad"ertising campaigns was created (y the )eo $urnett agency for Maytag appliances. !he 3333 or central message of the ad"ertising campaign was BMaytag 2ependa(ility.B A. animatic B. campaign theme C. repositioning strategy 2. copy platform *. product specific preplanning input A campaign theme should (e a strong idea# as it is the central message that will (e communicated in all the ad"ertising and other promotional acti"ities.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: A%ve$tising Campaigns

?0. (p. 279) !he print ads and the tele"ision ads for Maytag appliances were designed to show B!he )oneliest Man in the WorldB was a Maytag repairman. &u(lic appearances (y the actor who appeared in the commercials as well as consumer (rochures and point/of/ purchase displays were also used in this interrelated and coordinated effort called a:n;= A. ad"ertising campaign. $. copy platform. C. animatic. 2. campaign illumination. *. interrelated marketing campaign :IMC;. A campaign theme should (e a strong idea# as it is the central message that will (e communicated in all the ad"ertising and other promotional acti"ities.

AACSB: Analytic Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: A%ve$tising Campaigns

?1. (p. 279) A:n; 33333 is a series of ad"ertising messages in a "ariety of media that center on a single theme or idea. A. ad"ertising campaign $. copy platform C. uni5ue proposition 2. creati"e (lueprint *. creati"e work plan A campaign theme should (e a strong idea# as it is the central message that will (e communicated in all the ad"ertising and other promotional acti"ities.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: A%ve$tising Campaigns

?.. (p. 279) 7isa credit cards ran ads for a num(er of years that center around the (asic theme that B7isa Is *"erywhere Nou Want to $e.B !hese ads emphasi1ed the fact that 7isa is accepted more places than any of its competitors are. !his is an example of a:n;= A. inherent drama appeal. B. long/running ad"ertising campaign. C. conflict (etween the agency and the client producing an ina(ility to create a new campaign theme. 2. copy platform. *. creati"e (lueprint. A campaign theme should (e a strong idea# as it is the central message that will (e communicated in all the ad"ertising and other promotional acti"ities.

AACSB: Analytic Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: A%ve$tising Campaigns

?'. (p. 279) Ad"ertising campaign themes= A. are always tactical in nature and design. B. set the tone or direction for all of the indi"idual ads that make up the campaign. C. are typically designed (y the client and implemented (y the agency. 2. are usually used for ads that run in only one type of media "ehicle. *. are usually de"eloped with the intention of (eing used for a short period of time. Ad"ertising campaign sets the tone for the indi"idual ads and other forms of marketing communications that will (e used.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: A%ve$tising Campaigns

?8. (p. 279) B2iamonds are fore"er#B BImpossi(le is -othingB and B+ust do itB are all examples of= A. uni5ue selling propositions. B. long/running ad"ertising campaign themes. C. inherent drama appeals. 2. copy platforms. *. creati"e (lueprints. A campaign theme should (e a strong idea# as it is the central message that will (e communicated in all the ad"ertising and other promotional acti"ities. !he theme for the ad"ertising campaign is usually expressed through a slogan or tagline that reduces the key idea into a few words or a (rief statement :6efer ,igure A/.;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: A%ve$tising Campaigns

?<. (p. 271) A:n; 33333 is a work plan or checklist that is used to guide the creati"e de"elopment of an ad"ertising message or campaign. A. animatic $. working document C. copy platform 2. selling idea *. uni5ue selling proposition 2ifferent agencies may call this document a c$eative platfo$m or -o$k plan? c$eative (l"ep$int? or c$eative cont$act. Copy platforms are used to guide the creati"e process.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: C$eative B$ief

?>. (p. 271) !he copy platform= A. is typically de"eloped (y agency personnel with no input from the client. $. is de"eloped (y the client (efore e"er meeting with the agency. C. often in"ol"es indi"iduals from (oth the client side and agency personnel. 2. has a predetermined format that makes it easier to compare platforms from two disparate products. E. typically contains (oth the ad"ertising and the communications o(Gecti"es. 0e"eral components of the creati"e (rief were discussed in pre"ious chapters. ,or example# Chapter ? examined the 2A%MA6 model and showed how the setting of ad"ertising o(Gecti"es re5uires specifying a well/defined target audience and de"eloping a communication task statement that spells out what message must (e communicated to this audience.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+07 To e,amine c$eative st$ategy %evelopment an% the $oles of va$io"s client an% agency pe$sonnel involve% in it. Topic: C$eative B$ief

??. (p. 210) According to A. +erome +eweler# the 33333 is the strongest singular thing an ad"ertiser can say a(out its product or ser"ice and should (e the central point in e"ery ad. A. uni5ue selling plan :E0&; $. mission statement C. maGor selling idea 2. (rand e5uity statement *. competiti"e ad"antage As A. +erome +eweler states in his (ook C$eative St$ategy in A%ve$tising= !he maGor selling idea should emerge as the strongest singular thing you can say a(out your product or ser"ice. !his should (e the claim with the (roadest and most meaningful appeal to your target audience.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: The Sea$ch fo$ the .a)o$ Selling 3%ea

?A. (p. 210) According to well/known ad"ertising executi"e +ohn H4!oole# a flash of insight that Goins together a product (enefit with what consumers desire in a fresh# in"ol"ing way is called a:n;= A. uni5ue selling theme. $. epiphany. C. re"elation. D. (ig idea. *. illumination. Well/known adman +ohn H4!oole descri(es the (ig i%ea as Bthat flash of insight that synthesi1es the purpose of the strategy# Goins the product (enefit with consumer desire in a fresh# in"ol"ing way# (rings the su(Gect to life# and makes the reader or audience stop# look# and listen.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: The Sea$ch fo$ the .a)o$ Selling 3%ea

?@. (p. 21*) )eslie is working for a local agency as an intern. Der company has (een hired to de"elop an ad"ertising campaign for chain of coffee shops. 0he has (een gi"en the task of coming up with the (ig i%ea. Nou can tell her (ig ideas= A. are "ery easy to come (y. $. really only matter in ad"ertising for consumer products and not for retail esta(lishments. C. are typically not the (asis for effecti"e ad"ertising campaigns. 2. are only effecti"e in (usiness/to/(usiness ad"ertising. E. could (ecome the (asis of "ery creati"e and successful ad"ertising campaigns. While really great ideas in ad"ertising are difficult to come (y# there are many (ig ideas that (ecame the (asis of "ery creati"e# successful ad"ertising campaigns.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: The Sea$ch fo$ the .a)o$ Selling 3%ea

A0. (p. 21*) !he BWe try harderB and Wendy4s BWhere4s the (eef B ad"ertising campaign themes are examples of= A. uni"ersal selling propositions :E0&s;. B. (ig ideas that ha"e (een the (asis for effecti"e ad"ertising campaigns. C. inherent drama approaches to de"eloping (ig ideas. 2. (ig ideas for ad campaigns that did not last "ery long. *. creati"e platforms that support products in the pioneering stage of their product life cycles. While really great ideas in ad"ertising are difficult to come (y# there are many (ig ideas that (ecame the (asis of "ery creati"e# successful ad"ertising campaigns. Classic examples include BWe try harder#B which positioned A"is as the underdog car/rental company that pro"ided (etter ser"ice than Dert1 and Wendy4s BWhere4s the (eef B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: The Sea$ch fo$ the .a)o$ Selling 3%ea

A1. (p. 21;) Du((a $u((a (u((le gum is the only chewing gum that lets you (low great (ig (u((les that won4t stick to your face. !his statement represents the gum4s= A. uni5ue selling proposition. $. illumination strategy. C. inherent drama. 2. competiti"e weakness. *. (rand e5uity. !hree characteristics of uni5ue selling proposition are= 1; each ad"ertisement must make a proposition to the consumer# .; it must (e uni5ue either in the (rand or in the claim# and '; the proposition must (e strong enough to mo"e the mass millions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A.. (p. 21;) Enlike other alkaline (atteries and traditional rechargea(le (atteries# 6ayo"ac 6enewal alkaline (attery is reusa(le .< times or more. !he ad headline read# BIntroducing the $est/&erforming $attery 0ystem in All of Creation.B !his ad was (ased on the 6ayo"ac 6enewal alkaline (atteries= A. uni5ue selling proposition. $. flexi(ility. C. inherent drama. 2. tangi(ility. *. (rand e5uity. !hree characteristics of uni5ue selling proposition are= 1; each ad"ertisement must make a proposition to the consumer# .; it must (e uni5ue either in the (rand or in the claim# and '; the proposition must (e strong enough to mo"e the mass millions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A'. (p. 21;) &oinsettias are a "ery popular plant during the Christmas season. A maGor pro(lem for growers of poinsettias is root rot. 0yngenta has de"eloped a patented product that eliminates root rot when it is placed in soil mix in which the plants are grown. 0yngenta can use 33333 to de"elop its creati"e strategy for ad"ertising this new product. A. (rand image $. illumination C. uni5ue selling proposition 2. di"ersified promotion *. transformational ad"ertising !hree characteristics of uni5ue selling proposition are= 1; each ad"ertisement must make a proposition to the consumer# .; it must (e uni5ue either in the (rand or in the claim# and '; the proposition must (e strong enough to mo"e the mass millions.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A8. (p. 21;) -i1oral A/2 shampoo is the only dandruff shampoo made with the num(er one doctor/prescri(ed ingredient# an ingredient that its manufacturer holds the patent on. !his is the product4s uni5ue selling proposition :E0&;. Which of the following statements a(out this E0& is true A. !his E0& can (e easily imitated. $. !his E0& does not (enefit a large enough target market. C. !his E0& creates a sustaina(le competiti"e ad"antage. 2. !his E0& will cause the copy platform to (e more cogniti"e than affecti"e. *. !his E0& allows for the creation of a strong (rand personality. Ad"ertisers must also consider whether the uni5ue selling proposition affords them a s"staina(le competitive a%vantage that competitors cannot easily copy.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A<. (p. 21;) &oinsettias are a "ery popular plant during the Christmas season. A maGor pro(lem for growers of poinsettias is root rot. 0yngenta has de"eloped a patented product that eliminates root rot when it is placed in soil mix in which the plants are grown. Enlike other uni5ue selling propositions such as new packaging# this E0& creates a:n;= A. sustaina(le competiti"e ad"antage. $. need for a repositioning drama. C. opportunity for an flexi(ility ad appeal in the consumer market. 2. potential weakness for 0yngenta4s competition. *. opportunity for ethnographic research. Ad"ertisers must also consider whether the uni5ue selling proposition affords them a s"staina(le competitive a%vantage that competitors cannot easily copy.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A>. (p. 219) When an ad"ertiser uses an ad that emphasi1es psychological associations and attempts to wrap the consumer4s perceptions into a tight concept or sym(ol# what type of ad"ertising approach is (eing used A. Eni5ue selling proposition B. Image ad"ertising C. Inherent drama 2. Attri(ute/(ased positioning *. 6efutational appeal !he key to successful image ad"ertising is de"eloping an image that will appeal to product users. !his is often done (y associating a (rand with certain sym(ols or artifacts that ha"e cultural meaning.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A?. (p. 21;4 219) All -ippon Airways :A-A; is the largest airline in the ,ar *ast. Its ads focus on the +apanese hospitality that is offered on its planes9e"erything from elegant ta(leware to the finest ,ar *astern cuisine. If comfort and fine food is important to you when you tra"el# then you should think of A-A next time you are (ooking a flight to Asia. !his de"elopment of a strong# memora(le identity for A-A is an example of= A. a uni"ersal selling proposition. B. image ad"ertising. C. an animatic. 2. attri(ute/(ased positioning. *. refutational appeal. !he creati"e strategy used to sell these products is (ased on the de"elopment of a strong# memora(le identity for the (rand through image ad"ertising. !he key to successful image ad"ertising is de"eloping an image that will appeal to product users. !his is often done (y associating a (rand with certain sym(ols or artifacts that ha"e cultural meaning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

AA. (p. 21;4 219) ,ortnum C Mason in )ondon is a retail store committed to pro"iding the (est of traditional $ritish meats and cooking. !he store is lit (y crystal chandeliers# and there are deep red carpets underfoot. !he staff all wear tail/coats. Its ads want customers to associate the store with the royal treatment they will recei"e when they shop there. !his de"elopment of a strong# memora(le identity is an example of= A. a uni"ersal selling proposition. B. image ad"ertising. C. inherent drama. 2. attri(ute/(ased positioning. *. refutational appeal. !he creati"e strategy used to sell these products is (ased on the de"elopment of a strong# memora(le identity for the (rand through image ad"ertising. !he key to successful image ad"ertising is de"eloping an image that will appeal to product users. !his is often done (y associating a (rand with certain sym(ols or artifacts that ha"e cultural meaning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

A@. (p. 21;4 219) 0panish "intners want to impro"e consumers4 perceptions of the sparkling wine they produce# which they contend is Gust as good as or e"en (etter than that produced in ,rance. !he ,rench call the sparkling wine they produce in a specified region# champagne# and this is what most people choose when they are cele(rating. Which of the following methods for de"eloping a creati"e strategy for 0panish sparkling wine seems most appropriate A. !estimonials B. Image ad"ertising C. $rand/to/consumer rele"ance ad"ertising 2. $enefit/(ased positioning *. 6efutational appeal !he creati"e strategy used to sell these products is (ased on the de"elopment of a strong# memora(le identity for the (rand through image ad"ertising. !he key to successful image ad"ertising is de"eloping an image that will appeal to product users. !his is often done (y associating a (rand with certain sym(ols or artifacts that ha"e cultural meaning.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@0. (p. 21;) Which of the following statements is true a(out image ad"ertising A. It is used most often when there are significant functional or performance differences among (rands. B. It is often used when competing (rands are difficult to differentiate on a functional or performance (asis. C. Ad"ertisers often use it when their products or ser"ices offer a uni5ue attri(ute or (enefit to consumers. 2. It is most commonly used for (usiness/to/(usiness products. *. It concentrates on those functional features of its product that are uni5ue and cannot (e imitated (y the competitors. Hgil"y argued that the image or personality of the (rand is particularly important when (rands are similar.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@1. (p. 219) An approach to finding a maGor selling idea that uses consumer (enefits as a foundation with an emphasis on presenting these (enefits in a dramatic way is the 33333 approach. A. uni5ue selling proposition $. positioning C. inherent drama 2. (rand image *. (enefit Another approach to determining the maGor selling idea is finding the inherent drama or characteristic of the product that makes the consumer purchase it. 0uch ad"ertising is (ased on a foundation of consumer (enefits with an emphasis on the dramatic element in expressing those (enefits.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@.. (p. 219) An ad for ,ederal *xpress shows a toy manufacturer the day (efore announcing a new action/figure soldier. !he C*H is (eing shown a tape of the commercial for the new figure and is not amused to see the macho soldiers wearing (allerina costumes. Dis assistant explains that he tried to use a cheaper carrier# and the tutus were sent instead of military uniforms. Across the (ottom of the screen reads the logo# BWhen it a(solutely has to get there# use ,ed*x.B !his ad is an example of the 33333 approach. A. uni5ue selling proposition $. positioning C. inherent drama 2. (rand image *. (enefit An approach to determining the maGor selling idea is finding the inherent drama or characteristic of the product that makes the consumer purchase it. 0uch ad"ertising is (ased on a foundation of consumer (enefits with an emphasis on the dramatic element in expressing those (enefits.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@'. (p. 219) An ad for a medication that helps people undergoing chemotherapy feel more energetic showed a grandfather sorrowfully wishing he could participate in his grandson4s (irthday cele(ration. !he next scene occurs at the (irthday party and shows how much (etter the grandfather feels after taking the medication. !his ad is an example of the 33333 approach. A. uni5ue selling proposition $. positioning C. inherent drama 2. (rand image *. (enefit An approach to determining the maGor selling idea is finding the inherent drama or characteristic of the product that makes the consumer purchase it. 0uch ad"ertising is (ased on a foundation of consumer (enefits with an emphasis on the dramatic element in expressing those (enefits.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@8. (p. 219) +ack !rout and Al 6ies introduced 33333 as the (asis for ad"ertising strategy and creati"e de"elopment in the early 1@?0s. A. inherent drama B. positioning C. (rand image 2. uni5ue selling proposition *. transformational ad"ertising !he concept of positioning as a (asis for ad"ertising strategy was introduced (y +ack !rout and Al 6ies in the early 1@?0s and has (ecome a popular (asis of creati"e de"elopment.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@<. (p. 21:) 33333 is the approach to finding a maGor selling idea can (e done on the (asis of product attri(utes# priceI5uality# usage or application# product users# or product class. A. $rand image $. Inherent drama C. Eni5ue selling proposition D. &ositioning *. *motional appeals &roducts can (e positioned on the (asis of product attri(utes# priceI5uality# usage or application# product users# or product class.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@>. (p. 21:) Which of the following is often the (asis of a marketer4s creati"e strategy when the company has multiple (rands competing in the same market A. Eni5ue selling proposition $. $rand image C. Inherent drama 2. !ransformational ad"ertising E. &ositioning &ositioning is often the (asis of a firm4s creati"e strategy when it has multiple (rands competing in the same market.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@?. (p. 21:) &rocter C %am(le markets Qest# 0afeguard# Camay# and )a"a (rands of (ar soaps. Qest is a Bget/you/started in the morningB soap. 0afeguard is marketed as a germ/ fighter. Camay cleans without drying or inGuring the skin. )a"a is for tough cleaning Go(s. &rocter C %am(le uses a:n; 33333 strategy. A. (rand image $. uni"ersal selling proposal :E0&; C. inherent drama D. positioning *. di"estment &ositioning is often the (asis of a firm4s creati"e strategy when it has multiple (rands competing in the same market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@A. (p. 21:) %eneral Mills has multiple (rands of cereal that compete among themsel"es and with &ost# Puaker# and Kellogg4s (rand cereals. %eneral Mills would most likely use the 33333 approach as a (asis for its creati"e strategies. A. uni5ue selling proposition $. (rand image C. inherent drama D. positioning *. dramati1ation &ositioning is often the (asis of a firm4s creati"e strategy when it has multiple (rands competing in the same market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

@@. (p. 21:) Aurora ,oods Inc. markets )og Ca(in# Mrs. $utterworth4s# and Aunt +emima (rands of pancake syrup. Aurora is most likely to use a 33333 approach to de"eloping creati"e strategy for each (rand. A. inherent drama $. (rand image C. uni5ue selling proposition D. positioning *. repositioning &ositioning is often the (asis of a firm4s creati"e strategy when it has multiple (rands competing in the same market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

100. (p. 21:) &rocter C %am(le markets !ide# Cheer# %ain# 2ash# $old ' and I"ory 0now detergents to a "ariety of different target markets. &C% ad"ertises these different (rands using what type of creati"e strategy A. Inherent drama $. $rand image C. Eni5ue selling proposition D. &ositioning *. 6epositioning &ositioning is often the (asis of a firm4s creati"e strategy when it has multiple (rands competing in the same market.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: !eveloping the .a)o$ Selling 3%ea

101. (p. 217) According to A%ve$tising Age# experts in creati"e ad"ertising don4t write (ooks or espouse theories. !hey see ad"ertising as= A. an inherent drama working to offset the reality of social issues. B. an uplifting social force# as a way to inspire and entertain. C. the replacement for the .0th century salesperson. 2. pu(licity created through uni5ue selling propositions. *. a cultural force redefining societal needs and wants. !oday4s leaders see ad"ertising as an uplifting social force# as a way to inspire and entertain.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: Contempo$a$y App$oaches to the Big 3%ea

10.. (p. 217) With the growth of integrated marketing communications# ad"ertisers are (eing challenged to think (eyond traditional mass media and de"elop creati"e ad"ertising that= A. offsets the weaknesses associated with story(oard ad design. $. pro"ides opportunities for effecti"e go"ernment o"ersight. C. centrali1es American consumer "alues in a glo(al marketplace. D. engages consumers and enters into a dialogue with them. *. minimi1es the risk of offending technology/sa""y consumers. Ad"ertisers are facing maGor challenges in their search for the (ig idea in the new world of integrated marketing communications. Most marketers and their agencies recogni1e that they must come up with (ig ideas that can (e used across a "ariety of media and can engage consumers and enter into a dialogue with them.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 01+0; To e,amine va$io"s app$oaches "se% fo$ %ete$mining ma)o$ selling i%eas that fo$m the (asis of an a%ve$tising campaign. Topic: Contempo$a$y App$oaches to the Big 3%ea

Chapter 0@ Creati"e 0trategy= Implementation and *"aluation Answer Key

Multiple Choice Questions

1. (p. 257) !he agency that de"eloped the J+ack/in/the/$ox4 fast/food restaurants ads created a new ad with the return of a (rand image that was remem(ered (y customers from pre"ious years# there(y creating a:n;= A. ad"ertising appeal. $. creati"e plan. C. marketing plan. 2. sales approach. *. sales presentation. !he ad"ertising appeal refers to the approach used to attract the attention of consumers andIor to influence their feelings toward the product# ser"ice# or cause.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: Appeals an% 0,ec"tion Styles

.. (p. 257) A:n; 33333 refers to the approach used in an ad"ertisement to elicit some consumer response or influence feeling. !he way this approach is turned into an ad"ertising message is the 3333. A. ad"ertising appealK ad"ertising campaign $. creati"e execution styleK ad"ertising appeal C. creati"e execution styleK ad"ertising campaign D. ad"ertising appealK creati"e execution style *. (rand imageK positioning !he ad"ertising appeal refers to the approach used to attract the attention of consumers andIor to influence their feelings toward the product# ser"ice# or cause. !he creati"e execution style is the way a particular appeal is turned into an ad"ertising message presented to the consumer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: Appeals an% 0,ec"tion Styles

'. (p. 257) 33333 is "iewed as Bsomething that mo"es people# speaks to their wants or needs# and excites their interest.B A. Ad"ertising appeal $. *xecution style C. Creati"ity 2. $ig idea *. -eedledrop An ad"ertising appeal can also (e "iewed as Bsomething that mo"es people# speaks to their wants or needs# and excites their interest.B

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: Appeals an% 0,ec"tion Styles

8. (p. 257) !he 33333 is the manner in which an ad"ertising idea is turned into a message and presented to consumers. A. ad"ertising appeal B. creati"e execution style C. rational appeal 2. emotional appeal *. (ig idea !he creati"e execution style is the way a particular appeal is turned into an ad"ertising message presented to the consumer.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: Appeals an% 0,ec"tion Styles

<. (p. 257) An ad for *n(rel# a prescription medicine for people who ha"e rheumatoid arthritis# tells the reader that this drug has pro"en to work for people who ha"e had little or no pain relief from other drugs. !he factual# news like nature of the ad indicates that it is using a:n; 33333 appeal. A. rational $. product popularity C. emotional 2. fear *. refutational InformationalIrational appeals focus on the consumer4s practical# functional# or utilitarian need for the product or ser"ice and emphasi1e features of a product or ser"ice andIor the (enefits or reasons for owning or using a particular (rand.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

>. (p. 257) Ad"ertising appeals that focus on functional or utilitarian needs and emphasi1e product features and (enefits are known as 33333 appeals. A. informational $. emotional C. price 2. inherent drama *. image InformationalI6ational appeals focus on the consumer4s practical# functional# or utilitarian need for the product or ser"ice and emphasi1e features of a product or ser"ice andIor the (enefits or reasons for owning or using a particular (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

?. (p. 257) &urchase moti"es# such as con"enience# comfort# economy and performance are used as a (asis for 33333 appeals. A. rational $. emotional C. price 2. inherent drama *. refutational Many rational moti"es can (e used as the (asis for ad"ertising appeals# including comfort# con"enience# economy# health# and sensory (enefits such as touch# taste# and smell.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

A. (p. 257) !he content of ad"ertising with 33333 emphasi1es facts# learning and the logic of persuasion. A. emotional appeals B. informational appeals C. transformational appeals 2. su(liminal appeals *. irrational appeals InformationalI6ational appeals focus on the consumer4s practical# functional# or utilitarian need for the product or ser"ice and emphasi1e features of a product or ser"ice andIor the (enefits or reasons for owning or using a particular (rand. !he content of these messages emphasi1es facts# learning# and the logic of persuasion.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

@. (p. 257) Which of the following statements is true a(out informationalIrational ad"ertising appeals A. !he particular features# (enefits# or attri(utes that ser"e as the (asis for these appeals are constant across product categories. $. !hese types of appeals work well for products (ut not for ser"ices. C. !he particular features# (enefits# or attri(utes that ser"e as the (asis for these appeals "ary from one product or ser"ice category to another as well as (y market segment. 2. !he particular features# (enefits# or attri(utes that ser"e as a (asis for these appeals generally do not "ary (y market segment. *. InformationalIrational ads create feelings# images# (eliefs# and meanings a(out the product or ser"ice. !he particular features# (enefits# or e"aluati"e criteria that are important to consumers and can ser"e as the (asis of an informationalIrational appeal "ary from one product or ser"ice category to another as well as among "arious market segments.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

10. (p. 25;) An ad for Calloway %ardens 6esort stresses the different forms of recreation a"aila(le to "isitors to the resort. !his is an example of a:n; 33333 appeal. A. news $. fa"ora(le price C. feature 2. popularity *. emotional Ads that use a feature appeal focus on the dominant traits of the product or ser"ice.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

11. (p. 25;) Which of the following statements is true a(out feature appeals A. !hey tend to (e "ery informati"e and present a num(er of attri(utes that can (e used as the (asis for a rational purchase decision. $. !hey are ne"er used for technical and high/in"ol"ement products. C. !hey can (e used for ad"ertising a product (ut not a ser"ice. 2. !hey ne"er focus on attri(utes or (enefits that are important to consumers. *. !hey stress upon the popularity of a product or ser"ice (y pointing out the num(er of consumers who use the (rand and the num(er who ha"e switched to it. Ads using feature appeals tend to (e highly informati"e and present the customer with a num(er of important product attri(utes or features that will lead to fa"ora(le attitudes and can (e used as the (asis for a rational purchase decision.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1.. (p. 25;) !o announce sales# special offers# or e"eryday low prices# retailers often use a 33333 appeal. A. functional $. popularity C. fa"ora(le price 2. transformational *. producti"e &rice appeal ad"ertising is used most often (y retailers to announce sales# special offers# or low e"eryday prices.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1'. (p. 25;) A personal computer manufacturer has de"eloped a significant technological (reakthrough that will make its computers easier to use for no"ices. !he computer manufacturer will pro(a(ly use 33333 appeal to announce the (reakthrough. A. fa"ora(le price $. emotional C. news 2. popularity *. transformational -ews appeals are those in which some type of news or announcement a(out the product# ser"ice# or company dominates the ad. !his type of appeal can (e used for a new product or ser"ice or to inform consumers of significant modifications or impro"ements.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

18. (p. 25;) Ale"e ran a series of ads showing e"eryday people ha"ing to deal with minor arthritic pains. In each instance# the indi"idual was pleased to learn that two Ale"e were Gust as effecti"e as taking eight of his or her old pain relie"er. !his ad campaign is using a:n; 33333 appeal. A. emotional B. competiti"e ad"antage C. fear 2. fa"ora(le price *. transformational When a competiti"e ad"antage appeal is used# the ad"ertiser makes either a direct or an indirect comparison to another (rand :or (rands; and usually claims superiority on one or more attri(utes.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1<. (p. 25;) !he %lad trash (ag campaign# which used the slogan B2on4t get mad. %et %lad#B tells the reader that %lad trash (ags are twice as thick as the leading "olume (ag. %lad uses a:n; 33333 appeal. A. emotional B. competiti"e ad"antage C. fear 2. fa"ora(le price *. transformational When a competiti"e ad"antage appeal is used# the ad"ertiser makes either a direct or an indirect comparison to another (rand :or (rands; and usually claims superiority on one or more attri(utes.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1>. (p. 25;) !he ad for J!2Ameritrade4 in"estment (ank states that the company is B6anked S1 (y Sma$t.oney Maga1ine for the 2o/It/Nourself In"estor.B !he ad is using a:n; 33333 appeal. A. emotional B. competiti"e ad"antage C. feature 2. fa"ora(le price *. transformational When a competiti"e ad"antage appeal is used# the ad"ertiser makes either a direct or an indirect comparison to another (rand :or (rands; and usually claims superiority on one or more attri(utes.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1?. (p. 25;) Ad"ertisements that focus on the dominant attri(utes or characteristics of a product or ser"ice are known as 33333 appeals. A. feature $. news C. price 2. product popularity *. generic Ads that use a feature appeal focus on the dominant traits of the product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1A. (p. 25;) A 33333 appeal is used when the ad"ertiser makes either a direct or an indirect comparison to another (rand and usually claims superiority on one or more attri(utes. A. feature $. popularity C. competiti"e ad"antage 2. technical *. news When a competiti"e ad"antage appeal is used# the ad"ertiser makes either a direct or an indirect comparison to another (rand :or (rands; and usually claims superiority on one or more attri(utes.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

1@. (p. 25;) !oyota ran an ad"ertisement proclaiming their Camry has (een the (est selling model in the Enited 0tates for two straight years. !his is an example of a 33333 appeal. A. feature $. fa"ora(le price C. news D. product popularity *. generic &roductI0er"ice popularity appeals stress the popularity of a product or ser"ice (y pointing out the num(er of consumers who use the (rand# the num(er who ha"e switched to it# the num(er of experts who recommend it# or its leadership position in the market.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.0. (p. 25;) Intuit# a computer software company# runs an ad"ertising campaign for Puicken that emphasi1es the fact it is the most preferred (rand of financial software. !his is an example of a:n;= A. emotional appeal. $. teaser appeal. C. product popularity appeal. 2. transformational appeal. *. fa"ora(le price appeal. &roductIser"ice popularity appeals stress the popularity of a product or ser"ice (y pointing out the num(er of consumers who use the (rand# the num(er who ha"e switched to it# the num(er of experts who recommend it# or its leadership position in the market.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.1. (p. 259) Ad"ertising appeals that relate to consumers4 social andIor psychological needs for purchasing a product or ser"ice are known as 33333 appeals. A. informational $. rational C. irrational D. emotional *. feature *motional appeals relate to the customers4 social andIor psychological needs for purchasing a product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

... (p. 25:) Which of the following statements pro"ides a reason for why marketers use emotional appeals A. !he fa"ora(le feeling created (y the appeal may transfer to the (rand. $. *motional appeals focus on the consumer4s practical# functional# or utilitarian need for the product or ser"ice. C. *motional appeals tend to (e informati"e# and ad"ertisers using them generally attempt to con"ince consumers that their product or ser"ice has a particular attri(ute:s; or pro"ides a specific (enefit that satisfies their needs. 2. *motional appeals persuade the target audience to (uy the (rand (ecause it is the (est a"aila(le or does a (etter Go( of meeting consumers4 needs. *. *motional appeals are easy to execute and cost less than rational appeals due to lack of creati"ity. 6esearch shows that positi"e mood states and feelings created (y ad"ertising can ha"e a fa"ora(le effect on consumers4 e"aluations of a (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.'. (p. 25:) Ad"ertisers create emotional ad"ertising appeals (y using= A. comparati"e ad"ertisements. $. feature appeals. C. transformational ad"ertising. 2. news appeals. *. popularity appeals. Hne reason for using emotional appeals is to influence consumers4 interpretations of their product usage experience. Hne way of doing this is through what is known as transformational ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.8. (p. 25:) Ad"ertising appeals that portray people in an ad"ertisement as experiencing an arousing# up(eat andIor exciting (enefit or outcome from using a product or ser"ice are relying on= A. informational integration. $. rational integration. C. mood transfer. D. emotional integration. *. outcome integration. Kamp and Macinnis note that commercials often rely on the concept of emotional integration# where(y they portray the characters in the ad as experiencing an emotional (enefit or outcome from using a product or ser"ice. Ads using humor# sex# and other appeals that are "ery entertaining# arousing# up(eat# andIor exciting can affect the emotions of consumers and put them in a fa"ora(le frame of mind.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.<. (p. 25:) An ad"ertisement for the 0tate of Ala(ama shows a family with two teens arri"ing in the state alienated from each other. !he fun they experience in the state (rings the family (ack together again. !he commercial ends with all four running down the (each holding hands. !his ad uses 33333 for its appeal. A. informational integration $. rational integration C. mood transfer D. emotional integration *. outcome integration Kamp and Macinnis note that commercials often rely on the concept of emotional integration? where(y they portray the characters in the ad as experiencing an emotional (enefit or outcome from using a product or ser"ice. Ads using humor# sex# and other appeals that are "ery entertaining# arousing# up(eat# andIor exciting can affect the emotions of consumers and put them in a fa"ora(le frame of mind.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.>. (p. 25:) Ad"ertisements that create feelings# meanings# images or (eliefs a(out a product or ser"ice that can (e acti"ated when consumers use it are known as 33333 ads. A. rational B. transformational C. nostalgic 2. affecti"e *. informational !ransformational ads create feelings# images# meanings# and (eliefs a(out the product or ser"ice that may (e acti"ated when consumers use it# transforming their interpretation of the usage experience.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.?. (p. 257) 33333 ad"ertising attempts to make the experience of using a product or ser"ice richer# warmer or more exciting. A. Informational $. Competiti"e ad"antage C. !ransformational 2. Image *. 6ational !ransformational ads make the experience of using the product richer# warmer# more exciting# andIor more enGoya(le than that o(tained solely from an o(Gecti"e description of the ad"ertised (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.A. (p. 257) !ransformational ad"ertising can differentiate a product or ser"ice (y= A. con"incing a consumer of the superior performance of a (rand. B. making the consumption experience more meaningful# exciting and enGoya(le. C. making a consumption experience last longer. 2. showing performance superiority of one (rand o"er another. *. pro"ing (rand superiority. !ransformational ad"ertising can help differentiate a product or ser"ice (y making the consumption experience more enGoya(le (y suggesting the type of experiences consumers might ha"e when they consume the product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

.@. (p. 257) !he Hscar Mayer ad touched the child in all of us when it showed Andy on the pier singing the BMy (ologna has a first nameB Gingle. !his example of 33333 ad"ertising won America4s heart and stomach. A. competiti"e ad"antage $. refutational C. transformational 2. transactional *. rational !ransformational ad"ertising can help differentiate a product or ser"ice (y making the consumption experience more enGoya(le (y suggesting the type of experiences consumers might ha"e when they consume the product or ser"ice.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'0. (p. 257) 0kyy 7odka4s use of cinematic/inspired cocktail moments created marketing success through= A. image ad"ertising. $. tele"ision infomercials. C. C*H spokesperson press releases. 2. (anner ad"ertising. *. rational ad"ertising. Image ad"ertising# which is designed to gi"e a company or (rand a uni5ue association or personality# is often transformational in nature. ,or example# the )am(esis agency has created a uni5ue image for 0KNN "odka (y creating ads that associate the (rand with cinematic/inspired cocktail moments. :6efer= *xhi(it @/>;

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'1. (p. 257) 33333 is designed to gi"e a company or (rand a uni5ue association or personality and is often transformational in nature. A. 6ational ad"ertising B. Image ad"ertising C. ,eature appeals 2. !ransactional ad"ertising *. $rand immorality Image ad"ertising is designed to gi"e a company or (rand a uni5ue association or personality# is often transformational in nature.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'.. (p. 257) 6ational and emotional ad"ertising appeals= A. represent two distincti"e approaches which should ne"er (e com(ined (ecause they di"ide the focus of consumers4 attention. $. are essentially the same. C. can (e com(ined since consumers4 purchase decisions are often made on the (asis of rational and emotional moti"es. 2. are used together only for low/in"ol"ement products. *. can (e com(ined only for products and not for ser"ices. Consumer purchase decisions are often made on the (asis of (oth emotional and rational moti"es# and attention must (e gi"en to (oth elements in de"eloping effecti"e ad"ertising.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

''. (p. 251) !he proprietary research techni5ue de"eloped (y the McCann/*rickson Worldwide agency that helps e"aluate how consumers feel a(out (rands and the nature of their relationship with them is known as= A. focus group research. $. transformational research. C. emotional (onding. 2. psychographics. *. ethnographics. McCann/*rickson Worldwide# in conGunction with ad"ertising professor Michael 6ay# de"eloped a proprietary research techni5ue known as emotional (onding. !his techni5ue e"aluates how consumers feel a(out (rands and the nature of any emotional rapport they ha"e with a (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'8. (p. 251) According to McCann/*rickson4s concept of emotional (onding# the most (asic relationship a consumer has with a (rand is how he or she thinks a(out the= A. emotional ties he or she has with the product andIor (rand. $. (rand personality. C. product (enefits. 2. self/actuali1ation moti"es for purchasing. *. self/esteem moti"es that will (e affected (y the purchase. !he (asic concept of emotional (onding is that consumers de"elop three le"els of relationships with (rands. !he most (asic relationship indicates how consumers think a(out (rands in respect to product (enefits.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'<. (p. 251) 6esearch shows consumers percei"e Miller (eer as strong# (old# and ad"enturous. !his is an example of how consumers assign a 33333 to a (rand. A. product rank B. personality C. product features 2. uni5ue selling proposition *. market rank !he (asic concept of emotional (onding is that consumers de"elop three le"els of relationships with (rands. At the second stage# the consumer assigns a personality to a (rand. ,or example# a (rand may (e thought of as self/assured# aggressi"e# and ad"enturous# as opposed to compliant and timid.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'>. (p. 251) Consumers percei"e Maytag appliance as dependa(le. Consumers ha"e assigned a 33333 to the (rand. A. product (enefit B. personality C. product features 2. uni5ue selling proposition *. market rank !he (asic concept of emotional (onding is that consumers de"elop three le"els of relationships with (rands. At the second stage# the consumer assigns a personality to a (rand. ,or example# a (rand may (e thought of as self/assured# aggressi"e# and ad"enturous# as opposed to compliant and timid.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'?. (p. 255) According to McCann/*rickson4s concept of emotional (onding# the strongest relationship that de"elops (etween a (rand and a consumer is (ased on= A. product (enefits. $. (rand personality. C. feelings or emotional attachments to the (rand. 2. rational moti"es. *. competiti"e ad"antage o"er similar products in the market. McCann/*rickson researchers (elie"e the strongest relationship that de"elops (etween a (rand and the consumer is (ased on feelings or emotional attachments to the (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'A. (p. 255) Well/known (rands and market leaders often run ads that do not use any specific types of appeals (ut rather focus primarily on keeping their (rand name in front of consumers. !his type of ad"ertising is known as 33333 ad"ertising. A. teaser B. reminder C. repetiti"e 2. popularity *. (randstanding -ot e"ery ad fits neatly into the categories of rational or emotional appeals. ,or example# ads for some (rands can (e classified as reminder ad"ertising# which has the o(Gecti"e of (uilding (rand awareness andIor keeping the (rand name in front of consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

'@. (p. 255) Dershey4s ad"ertises hea"ily around Christmas with ads that show only a picture of red# green and sil"er wrapped Dershey Kisses chocolate. Dershey4s is using 33333 ad"ertising. A. transformational B. reminder C. rational 2. emotional integration *. teaser Well/known (rands and market leaders often use reminder ad"ertising to maintain top/of mind awareness among consumers in their target markets. ,or example# marketers of candy products often increase their media (udgets and run reminder ad"ertising around Dalloween# 7alentine4s 2ay# Christmas# and *aster.

AACSB: Analytic Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

80. (p. 255) Ads for Hneida flatware are fre5uent# show a piece of Hneida flatware# the headline# BH-*I2A#B and the slogan BNour ta(le is readyB in small print. !his type of ad is intended as 33333 ad"ertising. A. transformational B. reminder C. rational 2. emotional integration *. fa"ora(le price Well/known (rands and market leaders often use reminder ad"ertising to maintain top/of mind awareness among consumers in their target markets.

AACSB: Analytic Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

81. (p. 700) 33333 ad"ertising is sometimes used to create curiosity and (uild interest and excitement in a new product or (rand (y talking a(out it (ut not showing it. A. 6eminder B. !easer C. 6ational 2. Comparati"e *. ,eature appeal Ad"ertisers introducing a new product often use teaser ad"ertising# which is designed to (uild curiosity# interest# andIor excitement a(out a product or (rand (y talking a(out it (ut not actually showing it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

8.. (p. 700) !aco $ell launched the ad"ertising campaign for its 2ou(le 2ecker taco (y running anonymous full/page ads featuring (asket(all stars issuing "ague challenges to one another. !his is an example of 33333 ad"ertising. A. reminder B. teaser C. transformational 2. fa"ora(le price appeal *. news appeal Ad"ertisers introducing a new product often use teaser ad"ertising# which is designed to (uild curiosity# interest# andIor excitement a(out a product or (rand (y talking a(out it (ut not actually showing it.

AACSB: Analytic Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

8'. (p. 700) When ,ord Motor Company was preparing to introduce a new model# ads were run for se"eral weeks that talked a(out the new car (ut ne"er showed it. !his is an example of 33333 ad"ertising. A. reminder $. transformational C. teaser 2. emotional *. cogniti"e Ad"ertisers introducing a new product often use teaser ad"ertising# which is designed to (uild curiosity# interest# andIor excitement a(out a product or (rand (y talking a(out it (ut not actually showing it.

AACSB: Analytic Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

88. (p. 70*) Which of the following statements is true a(out the use of teaser ad"ertising A. !hey cannot (e used to draw attention to and generate pu(licity for an upcoming ad"ertising campaign. $. !hey do not work well (ecause consumers really do not pay much attention to ad"ertising. C. !hey can (e effecti"e (ut marketers must (e careful not to use them too long. 2. !hey usually offend consumers. *. !hey ha"e the o(Gecti"e of (uilding (rand awareness (y keeping the (rand name in front of the customers. !easer campaigns can generate interest in a new product# (ut ad"ertisers must (e careful not to extend them too long or they will lose their effecti"eness.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0* To analy e va$io"s types of appeals that can (e "se% in the %evelopment an% implementation of an a%ve$tising message. Topic: A%ve$tising Appeals

8<. (p. 702) !he argument (y famous ad"ertising copywriter 2a"id Hgil"y that Bwhat you say in ad"ertising is more important than how you say itB suggests that= A. ad"ertising appeal is more important than the way it is executed. $. ad"ertising execution is more important than the appeal. C. ad"ertising appeals and executions are e5ually important. 2. ad"ertising execution is more important than message content. *. the product is more important than the creati"e appeal. In his famous (ook on the ad"ertising industry# .a%ison Aven"e? Martin Mayer notes $ern(ach4s reply to 2a"id Hgil"y4s rule for copywriters that Bwhat you say in ad"ertising is more important than how you say it.B $ern(ach replied# B*xecution can (ecome content# it can (e Gust as important as what you sayB.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

8>. (p. 702) An ad"ertising execution techni5ue that relies on a straightforward presentation of information concerning the product or ser"ice is called a:n;= A. straight/sell or factual message. $. demonstration. C. testimonial. 2. dramati1ation. *. animation of key (enefits approach. Hne of the most (asic types of creati"e executions is the straight sell or factual message. !his type of ad relies on a straightforward presentation of information concerning the product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

8?. (p. 702) 0traight/sell message executions are commonly used with 33333 ad"ertising appeals. A. informational $. emotional C. teaser 2. transformational *. emotional integration 0traight sell or factual message type of execution is often used with informationalIrational appeals# where the focus of the message is the product or ser"ice and its specific attri(utes andIor (enefits.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

8A. (p. 702) A print ad for flood insurance lists twenty good reasons why e"ery homeowner should ha"e flood insurance. !his is an example of 33333 ad"ertising. A. straight/sell $. transformational C. testimonial 2. teaser *. refutational Hne of the most (asic types of creati"e executions is the straight sell or factual message. !his type of ad relies on a straightforward presentation of information concerning the product or ser"ice.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

8@. (p. 702) !he ad for !2A meritrade in"estment company opens with the statement# BNou can4t plan for tomorrow if you don4t know where your money is todayB and continues with a lot of information a(out in"estment and its (enefits. !his indicates that the ad is an example of 33333 ad"ertising. A. straight/sell $. transformational C. testimonial 2. teaser *. refutational Hne of the most (asic types of creati"e executions is the straight sell or factual message. !his type of ad relies on a straightforward presentation of information concerning the product or ser"ice.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<0. (p. 707) When an ad"ertiser cites technical information such as the results of la(oratory studies in an ad"ertisement# a:n; 33333 execution is (eing used. A. dramati1ation $. slice/of/life C. scientific e"idence 2. testimonial *. animation In case of scientificItechnical style of execution# ad"ertisers often cite technical information# results of scientific or la(oratory studies# or endorsements (y scientific (odies or agencies to support their ad"ertising claims.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<1. (p. 707) In a -eutrogena moisturi1er with superior sun protection ad# a dermatologist4s report stated# BA year of incidental sun e5uals (aking for a week at the (eachRB !his is an example of a:n; 33333 execution. A. dramati1ation $. slice/of/life C. technical e"idence 2. testimonial *. animation In case of scientificItechnical style of execution# ad"ertisers often cite technical information# results of scientific or la(oratory studies# or endorsements (y scientific (odies or agencies to support their ad"ertising claims.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<.. (p. 707) An ad for )ipton tea states that according to la(oratory research# Ba ser"ing of tea has more antioxidants than a ser"ing of carrots or (roccoli.B Which type of ad execution is (eing used in this example A. 2ramati1ation $. !estimonial C. 0cientificItechnical e"idence 2. 0lice/of/life *. Comparison In case of scientificItechnical style of execution# ad"ertisers often cite technical information# results of scientific or la(oratory studies# or endorsements (y scientific (odies or agencies to support their ad"ertising claims.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<'. (p. 707) Which of the following is an ad"ertising execution approach designed to illustrate key ad"antages or features of a product (y showing it in actual use A. Comparison B. 2emonstration C. 0cientific e"idence 2. 0traight/sell *. Animation 2emonstration ad"ertising is designed to illustrate the key ad"antages of the productIser"ice (y showing it in actual use or in some staged situation.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<8. (p. 707) An ad for !oyota "ans shows how easily a child# who needs to use a (athroom# can get out of the "ehicle. Which ad execution techni5ue is (eing used in this ad A. Comparison B. 2emonstration C. 0cientific e"idence 2. 0traight/sell *. !estimonial 2emonstration ad"ertising is designed to illustrate the key ad"antages of the productIser"ice (y showing it in actual use or in some staged situation.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<<. (p. 707) When a person speaks on the (ehalf of a product or ser"ice (ased on his or her personal use of andIor experiences with it# a:n; 33333 execution is (eing used. A. dramati1ation $. slice/of/life C. animation 2. demonstration E. testimonial Many ad"ertisers prefer to ha"e their messages presented (y way of a testimonial# where a person praises the product or ser"ice on the (asis of his or her personal experience with it.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<>. (p. 707) !iger Woods appears in ads for -ike in which he notes how the company4s golf clu(s helped him win so many maGor championships. !his is an example of which type of ad"ertising execution A. 0lice/of/life B. !estimonial C. 2emonstration 2. 0cientific e"idence *. 2ramati1ation Many ad"ertisers prefer to ha"e their messages presented (y way of a testimonial# where a person praises the product or ser"ice on the (asis of his or her personal experience with it.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<?. (p. 707) In a tele"ision ad# actress and noted animal lo"er $etty White praised a flea and tick treatment called ,rontline for the way it protects (oth her dogs and cats. !hese ads are an example of the use of what type of execution A. Comparisons $. 0lice/of/life C. Dumor D. !estimonial *. 2emonstration Many ad"ertisers prefer to ha"e their messages presented (y way of a testimonial# where a person praises the product or ser"ice on the (asis of his or her personal experience with it.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<A. (p. 70;) &rofessional golfer Arnold &almer appeared in ads ad"ocating the engine protection cars get from &enn1oil motor oil. !his is an example of a:an;= A. comparison. B. endorsement. C. demonstration. 2. straight sell. *. slice/of/life. Many ad"ertisers prefer to ha"e their messages presented (y way of a testimonial# where a person praises the product or ser"ice on the (asis of his or her personal experience with it. A related execution techni5ue is the endorsement? where a well/known or respected indi"idual such as a cele(rity or expert in the product or ser"ice area speaks on (ehalf of the company or the (rand.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

<@. (p. 70;) A widely used ad"ertising execution style for packaged goods products which attempts to portray situations consumers might face in their daily li"es is known as= A. endorsement. B. slice/of/life. C. theater style. 2. a testimonial. *. a demonstration. A widely used ad"ertising format# particularly for packaged/goods products# is the slice/ of/life execution# which is generally (ased on a pro(lemIsolution approach. !his type of ad portrays a pro(lem or conflict that consumers might face in their daily li"es.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>0. (p. 70;) A !ide detergent ad showed a high school team manager easily remo"ed all the grass and dirt stains from two do1en (ase(all uniforms (y simply throwing them in a washer and adding !ide. !he ad creator used which execution style A. 2ramati1ation B. 0lice/of/life C. 0lice/of/death 2. !estimonial *. 2emonstration A widely used ad"ertising format# particularly for packaged/goods products# is the slice/ of/life execution# which is generally (ased on a pro(lemIsolution approach. !his type of ad portrays a pro(lem or conflict that consumers might face in their daily li"es. !he ad then shows how the ad"ertiser4s product or ser"ice can resol"e the pro(lem.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>1. (p. 70;) An ad in a golfing maga1ine for a "acation resort in 7irginia (egins (y stating that the resort has B2o1ens of sporting di"ersions for the entire family.B !hen under that statement it reads# B!ranslation= guilt/free golf.B !he ad creator used which execution style with this ad A. *ndorsement B. 0lice/of/life C. 0lice/of/death 2. !estimonial *. 2emonstration A widely used ad"ertising format# particularly for packaged/goods products# is the slice/ of/life execution# which is generally (ased on a pro(lemIsolution approach. !his type of ad portrays a pro(lem or conflict that consumers might face in their daily li"es. !he ad then shows how the ad"ertiser4s product or ser"ice can resol"e the pro(lem.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>.. (p. 70;) Which of the following statements is true a(out the use of slice/of/life executions A. 0lice/of/life executions are "ery inefficient in (usiness/to/(usiness ad"ertising. $. !o (e effecti"e# a slice/of/life execution should a"oid mimicking real life (ecause its primary purpose is to rise a(o"e the clutter. C. 0lice/of/life executions work well only for ad"ertising for consumer products with percei"ed homogeneous 5ualities. D. Many ad"ertisers like slice/of/life executions (ecause they feel they are an effecti"e way to present a situation to which consumers can relate. *. 0lice/of/life or pro(lemIsolution execution approaches are limited to consumer/ product ad"ertising. Many ad"ertisers prefer slice/of/life style (ecause they (elie"e it is effecti"e at presenting a situation to which most consumers can relate and at registering the product feature or (enefit that helps sell the (rand.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>'. (p. 70;) An ad"ertising execution techni5ue used (y (usiness/to/(usiness marketers depicting the negati"e conse5uences of making incorrect purchase decisions is referred to as= A. a pro(lem/solution execution. B. slice/of/death ad"ertising. C. slice/of/life ad"ertising. 2. a response/stimuli execution. *. informational ad"ertising. 0lice/of/death execution style is used in conGunction with a fear appeal# as the focus is on the negati"e conse5uences that result when (usinesspeople make the wrong decision in choosing a supplier or ser"ice pro"ider.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>8. (p. 70;) An ad for -o"ell solutions targeted to (usinesspeople was headlined# B*6&= 0ound made (y CIH when people see data they shouldn4t.B !he executi"e in the ad has a distressed# almost fearful look on his face. Which execution techni5ue used to create this ad A. A pro(lem/solution execution B. 0lice/of/death ad"ertising C. 0lice/of/life ad"ertising 2. A response/stimuli execution *. Informational ad"ertising 0lice/of/death execution style is used in conGunction with a fear appeal# as the focus is on the negati"e conse5uences that result when (usinesspeople make the wrong decision in choosing a supplier or ser"ice pro"ider.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

><. (p. 709) An ad"ertising execution techni5ue that is particularly popular for creating commercials targeted at children is= A. slice/of/life. $. demonstration. C. testimonial. 2. scientific e"idence. E. animation. Cartoon animation is especially popular for commercials targeted at children.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>>. (p. 709) A commercial for Doney/,la"ored Wheat Chex cereal mix shows a (ear made out of Wheat Chex cereal clim(ing a tree made out of Wheat Chex to reach a (eehi"e made of Wheat Chex. Which type of creati"e execution does this commercial use A. 2ramati1ation $. !estimonial C. Animation 2. 0traight/sell *. 0lice/of/death An ad"ertising execution approach that has (ecome popular in recent years is animation. With this techni5ue# animated scenes are drawn (y artists or created on the computer# and cartoons# puppets# or other types of fictional characters may (e used.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>?. (p. 709) Mr. &eanut from the &lanters -ut Company4s ads is an example of ad"ertising that uses 33333 execution techni5ues. A. informationalIrational $. demonstration C. fantasy D. personality sym(ol *. (eha"ioral appeal Ad"ertising execution in"ol"es de"eloping a central character or personality sym(ol that can deli"er the ad"ertising message with which the product or ser"ice can (e identified. &ersonality figures can also (e (uilt around animated characters and animals.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>A. (p. 709) 33333 is a type of ad"ertising execution style that in"ol"es creating a central character who can deli"er the ad"ertising message and with whom the product or ser"ice can (e identified. A. 2emonstration $. !estimonial C. &ersonality sym(ol 2. ,antasy *. 0lice/of/life Hne type of ad"ertising execution in"ol"es de"eloping a central character or personality sym(ol that can deli"er the ad"ertising message and with which the product or ser"ice can (e identified. &ersonality figures can also (e (uilt around animated characters and animals.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

>@. (p. 709) Marl(oro used a cow(oy to ad"ertise Marl(oro cigarettes for a num(er of years. !his is an example of= A. testimonial ad"ertising execution techni5ue. $. demonstration ad"ertising execution techni5ue. C. personality sym(ol ad"ertising execution techni5ue. 2. slice/of/death ad"ertising execution techni5ue. *. imagery ad"ertising execution techni5ue. Ad"ertising execution in"ol"es de"eloping a central character or personality sym(ol that can deli"er the ad"ertising message and with which the product or ser"ice can (e identified. &ersonality figures can also (e (uilt around animated characters and animals.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?0. (p. 70:) 33333 is an ad"ertising execution techni5ue often used for emotional appeals. It offers a "iewer a form of mental escape andIor an opportunity to en"ision themsel"es in a certain situation. A. Image ad"ertising $. 2emonstration C. 0lice/of/life 2. Animation *. Competiti"e ad"antage Imagery ads are the (asis for emotional appeals that are used to ad"ertise products or ser"ices where differentiation (ased on physical characteristics is difficult# such as soft drinks# li5uor# designer clothing# and cosmetics. An imagery execution is used when the goal is to encourage consumers to associate the (rand with the sym(ols# characters# andIor situation shown in the ad.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?1. (p. 70:) !im(erland Co. sells all/weather gear. ,or its ad"ertising# it has de"eloped an imaginary place called !im(er )and# which is a Etopian setting of extraordinary landscapes and crystal/clear water. Its ads use a:n; 33333 execution style to get the audience to en"ision themsel"es in !im(er )and. A. imagery $. demonstration C. slice/of/life 2. animation *. competiti"e ad"antage An imagery execution is used when the goal is to encourage consumers to associate the (rand with the sym(ols# characters# andIor situation shown in the ad.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?.. (p. 707) 2ramati1ation is particularly well suited for which type of medium A. !ele"ision $. -ewspapers C. 6adio 2. Maga1ines *. 2irect mail An execution techni5ue particularly well suited to tele"ision is dramati1ation# where the focus is on telling a short story with the product or ser"ice as the star.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?'. (p. 707) 33333 is an ad"ertising execution techni5ue where(y the focus is on using excitement and suspense to tell a short story with the product as the star of the ad. A. 0lice/of/life $. Animation C. 2ramati1ation 2. !estimonial *. Imagery An execution techni5ue particularly well suited to tele"ision is dramati1ation# where the focus is on telling a short story with the product or ser"ice as the star.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?8. (p. 707) !he state of Colorado runs an ad which shows an o("iously scared third grader getting ready to go on stage for his first pu(lic stage appearance. De is dressed to look like a carrot. !he ad tells the reader that (eing a third grader is much more stressful than we remem(er and causes us to ha"e great sympathy for the young man dressed in the ridiculous costume. !he tag line at the end of the ad reads# BNour kids need a carefree Colorado "acation as much as you do.B !his is an example of the= A. dramati1ation techni5ue. $. testimonial techni5ue. C. fear techni5ue. 2. personality sym(ol techni5ue. *. scientific e"idence techni5ue. An execution techni5ue particularly well suited to tele"ision is dramati1ation# where the focus is on telling a short story with the product or ser"ice as the star.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?<. (p. 707) An ad for ,ord ,ocus shows four college/aged students hunting for a parking place in a large# nearly full parking garage. When they finally find a spot and put the car in place# they disco"er that it is such a tight fit that they can4t open the car doors to get out. A moment of concern is followed (y a moment of enlightenment when one of them remem(ers the hatch(ack. !he commercial ends with them all lea"ing the parked car through the hatch(ack. !his commercial is a:n;= A. dramati1ation with a humorous appeal. $. animation with the intent of creating a personality (rand. C. slice/of/life with a fear appeal. 2. demonstration with an emotional appeal. *. straight sell with a humorous appeal. An execution techni5ue particularly well suited to tele"ision is dramati1ation# where the focus is on telling a short story with the product or ser"ice as the star. Dumorous ads add an element of humor in the ad.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+02 To analy e the va$io"s c$eative e,ec"tion styles that a%ve$tise$s can "se an% the a%ve$tising sit"ations -he$e they a$e most app$op$iate. Topic: A%ve$tising 0,ec"tion

?>. (p. 7*0) Which of the following is a (asic component of a print ad"ertisement A. 2eadline $. !estimonial C. !rademarks and ser"ice marks 2. Animatic E. )ayout !he (asic components of a print ad are the headline# the (ody copy# the "isual or illustrations# and the layout :the way they all fit together;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

??. (p. 7*0) 33333 are words in the leading position of a print ad"ertisement that are likely to (e read first. A. Deadlines $. $ody copies C. 0u(heads 2. )ayouts *. &rimary copies !he headline is the words in the leading position of the ad9the words that will (e read first or are positioned to draw the most attention.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

?A. (p. 7*0) 6esearch has shown that the first thing people look at in a print ad is the= A. illustrations. $. "isuals. C. (ody copy. 2. su(heads. E. headline. 6esearch has shown the headline is generally the first thing people look at in a print ad# followed (y the illustration.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

?@. (p. 7*0) Many ad"ertising experts consider the most important part of a print ad to (e the= A. headline. $. su(heads. C. layout. 2. (ody copy. *. disclosures. Most ad"ertising people consider the headline the most important part of a print ad.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A0. (p. 7**) Deadlines that are "ery straightforward and informati"e in the message they are presenting are known as 33333 headlines. A. direct $. indirect C. straight/sell 2. su(head *. rational 2irect headlines are straightforward and informati"e in terms of the message they are presenting and the target audience they are directed toward.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A1. (p. 7**) When an ad"ertiser has something important or new to announce to a target audience. A:n; 33333 headline will (e used. A. direct $. indirect C. su(head 2. "isual *. affecti"e Common types of direct headlines include those offering a specific (enefit# making a promise# or announcing a reason the reader should (e interested in the product or ser"ice.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A.. (p. 7**) !he headline reads# BIntroducing new Crayola Washa(le Crayons for the youngest artist in your gallery.B !his is an example of a:n; 33333 headline. A. direct $. indirect C. straight/sell 2. su(head *. rational 2irect headlines are straightforward and informati"e in terms of the message they are presenting and the target audience they are directed toward. Common types of direct headlines include those offering a specific (enefit# making a promise# or announcing a reason the reader should (e interested in the product or ser"ice.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A'. (p. 7**) Which of the following statements descri(e a potential pro(lem associated with the use of indirect headlines in a print ad A. !hey generate too much interest or curiosity among the readers which leads to lack of remem(rance of the message. B. !hey may not (e pro"ocati"e enough to get the readers4 attention and offer a reason for reading the remainder of the message. C. !hey must always (e accompanied (y an engaging "isual appeal in order to (e effecti"e. 2. !hey only work when readers are already interested in the category of the good or ser"ice (eing ad"ertised. *. !hey are often less effecti"e at attracting readers4 attention and interest (ecause they are una(le to pro"oke curiosity and lure readers into the (ody copy. Indirect headlines rely on their a(ility to generate curiosity or intrigue so as to moti"ate readers to (ecome in"ol"ed with the ad and read the (ody copy to find out the point of the message. !his can (e risky if the headline is not pro"ocati"e enough to get the readers4 interest.

AACSB: Analytic Bloom's: /n%e$stan% !iffic"lty: .e%i"m &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A8. (p. 7**) A print ad for the Apple Cider 7inegar 2iet used the headline# BMay(e *"e was on to something.B !his is an example of a:n;= A. direct headline. B. indirect headline. C. su(head. 2. Gingle. *. needledrop. Indirect headlines are not straightforward a(out identifying the product or ser"ice or getting to the point. $ut they are often more effecti"e at attracting readers4 attention and interest (ecause they pro"oke curiosity and lure readers into the (ody copy to learn an answer or get an explanation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A<. (p. 7**) A print ad for Wilson Eltra golf (alls used the headline B2o you e"er wonder why +ohn 2aly can hit a golf (all so far B !his is an example of a:n;= A. direct headline. B. indirect headline. C. su(head. 2. Gingle. *. needledrop. Indirect headlines are not straightforward a(out identifying the product or ser"ice or getting to the point. $ut they are often more effecti"e at attracting readers4 attention and interest (ecause they pro"oke curiosity and lure readers into the (ody copy to learn an answer or get an explanation.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A>. (p. 7**) Enderneath the headline# B,ully )oaded#B in the ad for $rowning shotguns was BHur most comprehensi"e line of autoloading shotguns e"er.B !he second statement was printed in a typeface larger than the (ody copy (ut smaller than the headline. !he second statement in the ad is an example of a= A. story line. B. su(head. C. demonstrati"e appeal. 2. physiological appeal. *. psychological appeal. While many ads ha"e only one headline# it is also common to see print ads containing the main head and one or more secondary heads# or su(heads. 0u(heads are usually smaller than the main headline (ut larger than the (ody copy.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A?. (p. 7**) 33333 are secondary headlines that usually appear in a type si1e smaller than the main headline (ut larger than the (ody copy of a print ad. A. 2irect headlines $. Indirect headlines C. $ody copy 2. 7oice/o"ers E. 0u(heads While many ads ha"e only one headline# it is also common to see print ads containing the main head and one or more secondary heads# or su(heads. 0u(heads are usually smaller than the main headline (ut larger than the (ody copy.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

AA. (p. 7**) 33333 are the print ad components used to (reak up large amounts of copy and highlight key selling points. A. Deadlines B. 0u(heads C. Illustrations 2. )ayouts *. 7oice/o"ers 0u(heads are often used to enhance the reada(ility of the message (y (reaking up large amounts of (ody copy and highlighting key sales points.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

A@. (p. 7*2) What is the main text portion of a print ad called A. the headline $. su(heads C. (ody copy 2. the "isual *. the layout !he main text portion of a print ad is referred to as the (ody copy :or sometimes Gust copy;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

@0. (p. 7*2) !he 33333 is considered the heart of a print ad (ut is often difficult to get readers to attend to. A. headline $. su(head C. (ody copy 2. "isual *. logo While the (ody copy is usually the heart of the ad"ertising message# getting the target audience to read it is often difficult.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

@1. (p. 7*7) When deciding on the "isual portion of a print ad# an ad"ertiser must determine= A. the identification marks that need to (e included. $. whether to use needledrop or not. C. the focus of the "isual portion of the ad. 2. the length of the ad copy. *. whether to present the ad in color or (lack and white. Many decisions ha"e to (e made regarding the "isual portion of the ad= what identification marks should (e included :(rand name# company or trade name# trademarks# logos;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

@.. (p. 7*7) !he physical arrangement of the "arious parts of an ad including headlines# su(heads# illustrations# (ody copy and identifying marks is known as= A. the narrati"e style. $. "isuali1ation. C. copy writing. 2. art direction. E. a layout. A layout is the physical arrangement of the "arious parts of the ad# including the headline# su(heads# (ody copy# illustrations# and any identifying marks.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

@'. (p. 7*7) A copywriter can determine how much space he or she has to work with and how much copy to write after seeing the print ad4s= A. headline. $. su(heads. C. (ody copy. D. layout. *. illustration. !he layout helps the copywriter determine how much space he or she has to work with and how much copy should (e written.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ 6$int A%ve$tising

@8. (p. 7*;) !he audio portion of a commercial is often presented through the use of a:n;= A. layout. B. "oice/o"er. C. illustration. 2. headline. *. Gingle. A common method for presenting the audio portion of a commercial is through a "oiceo"er# where the message is deli"ered or action on the screen is narrated or descri(ed (y an announcer who is not "isi(le.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

@<. (p. 7*;) 33333 is an occupational term in the ad"ertising and music industries that refers to prefa(ricated# multipurpose music that is often used as the (ackground audio portion of a commercial. A. +ingle $. 7oice/o"er C. -eedledrop 2. 0tock photo *. $eat music -eedledrop is an occupational term common to ad"ertising agencies and the music industry. It refers to music that is prefa(ricated# multipurpose# and highly con"entional. It is# in that sense# the musical e5ui"alent of stock photos# clip art# or canned copy.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

@>. (p. 7*;) !he use of actor +ames %arner4s "oice reading poetry in a series of automo(ile commercials is an example of a= A. needledrop. $. talking Gingle. C. "oice/o"er. 2. tagline. *. su(textual message. A common method for presenting the audio portion of a commercial is through a "oiceo"er# where the message is deli"ered or action on the screen is narrated or descri(ed (y an announcer who is not "isi(le. A trend among maGor ad"ertisers is to ha"e cele(rities with distincti"e "oices do the "oiceo"ers for their commercials.

AACSB: Reflective Thinking Bloom's: Apply !iffic"lty: #a$% &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

@?. (p. 7*9) 33333 are catchy songs a(out a product or ser"ice that usually carry the ad"ertising theme and a simple message. A. Deadlines $. !aglines C. 7oice/o"ers D. +ingles *. -eedledrops Hne important musical element in (oth !7 and radio commercials is Gingles# catchy songs a(out a product or ser"ice that usually carry the ad"ertising theme and a simple message.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

@A. (p. 7*1) A written "ersion of a tele"ision commercial that pro"ides a detailed description of its "ideo and audio content is known as a= A. layout. $. Gingle. C. "oice/o"er. D. script. *. story(oard. !he "arious elements of a !7 commercial are (rought together in a script# a written "ersion of a commercial that pro"ides a detailed description of its "ideo and audio content.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

@@. (p. 7*5) Hnce the (asic script for a tele"ision commercial has (een concei"ed# the writer and the art director get together to produce a 3333# a series of drawings used to present the "isual plan or layout of the commercial. A. transparency (oard B. story(oard C. "isual layout 2. layout synopsis *. thum(nail sketch Hnce the (asic script has (een concei"ed# the writer and art director get together to produce a story(oard# a series of drawings used to present the "isual plan or layout of a proposed commercial.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

100. (p. 7*5) 2uring which stage of commercial production process do acti"ities such as editing# recording of sound effects# audioI"ideo mixing# and agency appro"al occur A. &reproduction $. &roduction C. &ostproduction 2. &reparation *. Incu(ation !he postproduction stage includes acti"ities and work that occur after the commercial has (een filmed and recorded :6efer ,igure @/<;.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+07 To analy e va$io"s tactical iss"es involve% in the c$eation of p$int a%ve$tising an% TC comme$cials. Topic: C$eative Tactics fo$ Television

101. (p. 722) 2uring the 1@@@ 0uper $owl# many people saw and remem(ered the ad that showed former S"pe$man star and then wheelchair/(ound Christopher 6ee"es walking to a podium to recei"e an award. ,ew people remem(er the product (eing ad"ertised (ecause the= A. creati"e execution o"erwhelmed the ad message. $. creati"e approach was intended to support a market aggregation strategy. C. creati"e message was a(sent from the ad. 2. informational appeal of the ad was missing. *. ad did not show the product. A common criticism of ad"ertising# and !7 commercials in particular# is that so much emphasis is placed on creati"e execution that the ad"ertiser4s message gets o"ershadowed. Many creati"e# entertaining commercials ha"e failed to register the (rand name andIor selling points effecti"ely.

AACSB: Reflective Thinking Bloom's: Analy e !iffic"lty: #a$% &ea$ning '()ective: 05+0; To consi%e$ ho- clients eval"ate the c$eative -o$k of thei$ agencies an% %isc"ss g"i%elines fo$ the eval"ation an% app$oval p$ocess. Topic: 8"i%elines fo$ eval"ation c$eative o"tp"t

10.. (p. 722) Which of the following 5uestions should (e used as a criterion when e"aluating creati"e output A. 2oes the creati"e approach create a segmentation (ase $. Is the creati"e approach consistent with that used (y the competition C. Is the ad truthful and tasteful 2. 2oes the creati"e approach support a market aggregation strategy *. 2oes the creati"e approach use a dramatic execution style Marketers also ha"e to consider whether an ad is truthful# as well as whether it might offend consumers.

AACSB: Analytic Bloom's: Remem(e$ !iffic"lty: 0asy &ea$ning '()ective: 05+0; To consi%e$ ho- clients eval"ate the c$eative -o$k of thei$ agencies an% %isc"ss g"i%elines fo$ the eval"ation an% app$oval p$ocess. Topic: 8"i%elines fo$ eval"ation c$eative o"tp"t