CONSUMER

BEHAVIOR

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LESSON 13:
CONSUMER LEARNING
 INTRODUCTION
✘ Need to understand individual’s
capacity to learn. Learning, changes
in a person’s behavior caused by
information and experience.
Therefore to change consumers’
behavior about your product, need
to give them new information re:
product...free sample etc.
 INTRODUCTION
✘ When making buying decisions, buyers
must process information. Knowledge is the
familiarity with the product and expertise.
Inexperience buyers often use prices as an
indicator of quality more than those who
have knowledge of a product. Non-
alcoholic Beer example: consumers chose
the most expensive six-pack, because they
assume that the greater price indicates
greater quality.
Consumer learning is the
process by which individuals
acquire the purchase and
consumption knowledge and
experience they apply to
future related behavior. Some
learning is intentional; much
learning is incidental.
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 “
Learning is the process
through which a relatively
permanent change in
behavior results from the
consequences of past
behavior. 6
 Basic Elements That Contribute
To An Understanding Of Learning
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Basic Elements That Contribute To
An Understanding Of Learning
Motivation
Cues
Response
Reinforcement
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 MOTIVATION
 Motivation is based on needs
and goals.
 The degree of relevance or
involvement, with the goal, is
critical to how motivated the
consumer is to search for
information about a product. 9
 CUES
are the stimuli that give direction
to the motives.
serve to direct consumer drives
when they are consistent with
their expectations.
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 CUES
In the marketplace, price, styling,
packaging, advertising, and store
displays all serve as cues to help
consumers fulfill their needs.

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 RESPONSE
How individuals react to a cue-
how they behave-constitutes their
response
is not tied to a need in a one-to-
one fashion.
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 REINFORCEMENT

increases the likelihood that a

specific response will occur in the
future as the result of particular
cues or stimuli.

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 TWO TYPES OF
REINFORCEMENT

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TWO TYPES OF
REINFORCEMENT

Positive Reinforcement

Negative Reinforcement

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 Positive Reinforcement
 consists of events that
strengthen the likelihood
of a specific response.

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Negative Reinforcement
 is an unpleasant or
negative outcome that
also serves to encourage
a specific behavior.

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 REINFORCEMENT
SCHEDULES
marketers have found that
product quality must be
consistently high and provide
customer satisfaction with each
use for desired consumer behavior
to continue. 20
THREE TYPES OF
REINFORCEMENT
SCHEDULES
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THREE TYPES OF
REINFORCEMENT SCHEDULES

Total Reinforcement
Systematic Reinforcement

Random Reinforcement

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 Total Reinforcement

The basic product or service

rendered is expected to
provide total satisfaction
(reinforcement) each time it is
used.
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 Systematic
Reinforcement

Provide reinforcement every

nth time the product or service
is purchased.

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 Random Reinforcement

This schedule rewards consumer

on a random basis or an
average frequency basis.

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 TWO MAJOR
CATEGORIES OF
LEARNING

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TWO MAJOR CATEGORIES
OF LEARNING

Behavioral Learning Theories

Cognitive Learning Theories

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 BEHAVIORAL
LEARNING THEORIES

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BEHAVIORAL LEARNING THEORIES
 Behavioral learning theories
are sometimes called
stimulus-response theories.
 as observable responses to
stimuli
Behavioral theories are most
concerned with the inputs and
outcomes of learning, not the
process.
When a person responds in a
predictable way to a known
stimulus, he or she is said to have
“learned.”
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 THREE TYPES OF
BEHAVIORAL THEORIES
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THREE TYPES OF
BEHAVIORAL THEORIES

Classical Conditioning

Instrumental Conditioning

Observational Learning
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 CLASSICAL
CONDITIONING

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 CLASSICAL
CONDITIONING
Conditioning involved building
automatic responses to stimuli.

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Ivan Pavlov was the first to
describe conditioning and to
propose it as a general model
of how learning occurs.

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For Pavlov, conditioned learning
results when a stimulus that is
paired with another stimulus
elicits a known response and
serves to produce the same
response when used alone.
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 NEO-PAVLOVIAN
THEORY
The consumer can be viewed as
an information seeker who uses
logical and perceptual relations
among events, along with his or
her own preconceptions, to form a
sophisticated representation of the
world. 37
Strategic Applications of
Classical Conditioning
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Strategic Applications of
Classical Conditioning

Repetition

Stimulus generalization

Stimulus discrimination
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 REPETITION

 works by increasing the strength

of the association and by slowing
the process of forgetting.

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REPETITION

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 Advertising Wearout
After a certain number of
repetitions retention declines.

 can be decreased by varying the

advertising messages.
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 STIMULUS
GENERALIZATION
Explains why imitative “me too”
products succeed in the
marketplace: consumers confuse
them with the original product
they have seen advertised.
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 STIMULUS
GENERALIZATION
The principle of stimulus
generalization is applied by
marketers to product line, form,
and category extensions.
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 Product Line Extension
 the marketer adds related products
to an already established brand,
knowing that the new product is
more likely to be adopted when it is
associated with a known and
trusted brand name.
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Product Line Extension

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 Product Form Extension

 include different sizes, different

colors, and even different flavors.

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Product Form Extension

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 Product Category Extension

 generally target new market

segments.

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Product Category Extension

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 FAMILY BRANDING
 the practice of marketing a whole line
of company products under the same
brand name—is another strategy that
capitalizes on the consumer’s ability to
generalize favorable brand associations
from one product to the next.
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FAMILY BRANDING

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 LICENSING
 allowing a well-known brand name to
be affixed to products of another
manufacturer—is a marketing strategy
that operates on the principle of
stimulus generalization.

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 LICENSING
 Corporations also license their names
and trademarks, usually for some form
of brand extension, where the name of
the corporation is licensed to the maker
of a related product and thereby enters
a new product category.
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 STIMULUS
DISCRIMINATION
the opposite of stimulus
generalization and results in the
selection of specific stimulus
from among similar stimuli.
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 STIMULUS
DISCRIMINATION

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INSTRUMENTAL
CONDITIONING

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 INSTRUMENTAL
CONDITIONING
Like classical conditioning, it
requires a link between a
stimulus and a response.

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 INSTRUMENTAL
CONDITIONING
However, in instrumental conditioning,
the stimulus that results in the most
satisfactory response is the one that is
learned.

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INSTRUMENTAL
CONDITIONING

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 MODELING OR
OBSERVATIONAL
LEARNING
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Learning theorists have noted that
a considerable amount of learning
takes place in the absence of
direct reinforcement, either positive
or negative, through a process
psychologists call modeling or
observational learning (also called
vicarious learning).
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COGNITIVE LEARNING
THEORIES
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 COGNITIVE LEARNING THEORIES

 Not all learning is the result of

repeated trials.
 based on mental activity.
 COGNITIVE LEARNING THEORIES
 holds that the kind of learning
most characteristic of human
beings is problem solving, and it
gives some control over their
environment.
 INFORMATION
PROCESSING
 related to both the consumer’s
cognitive ability and the
complexity of the information to
be processed.

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How
Consumers
Store, Retain,
and Retrieve
Information

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SENSORY STORE

all data comes to us through our

senses, however, our senses do
not transmit information as whole
images as a camera does.

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 Short-term store

if the data survives the sensory

store, it is moved to the short-term
store.

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 Long-term store

once data is transferred to the

long-term store it can last for days,
weeks, or even years.

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 REHEARSAL
and encoding—the amount of
information available for delivery from
the short-term store to the long-term
store depends on the amount of
rehearsal an individual gives to it.

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 ENCODING
 Is the process by which we select and
assign a word or visual image to
represent a perceived object.

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 ENCODING
When a consumers are presented with
too much information it is called
information overload.

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 RETENTION

information is constantly organized

and reorganized as new links
between chunks of information are
forged.

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 RETRIEVAL

 is the process by which we

recover information from long-term
storage.

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 INTERFERENCE
EFFECT
are caused by confusion with
competing ads and result in a
failure to retrieve.

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Measures of Consumer
Learning
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 Measures of Consumer Learning

Market share and the number of

brand-loyal consumers are the
dual goals of consumer learning.

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 Recognition and Recall Measures
Recognition and recall tests are
conducted to determine whether
consumers remember seeing an ad,
the extent to which they have read it or
seen it and can recall its content, their
resulting attitudes toward the product
and the brand, and their purchase
intentions. 81
Attitudinal and Behavioral
Measures of Brand Loyalty
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 Brand Loyalty

 is the ultimate desired outcome

of consumer learning.

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 Attitudinal measures

are concerned with consumers’

overall feelings (i.e., evaluation)
about the product and the brand,
and their purchase intentions.

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 Behavioral measures

are based on observable

responses to promotional stimuli—
purchase behavior, rather than
attitude toward the product or
brand.
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 Brand Equity

refers to the value inherent in a

well-known brand name.

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 Mega Brands

The most valuable assets are

brand names. Well known brand
names are often referred as
mega brands.

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Mega Brands

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Mega Brands

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Thanks!
Prepared by: Karen P. Cariño

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CLARIFICATIONS?

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