Unit III: Individual

determinates
Ø Perceptual process,
Ø Consumer learning process,
Ø Consumer attitude formation,
Ø Attitude measurement,
Ø Meaning and Nature of personality,
Ø Self concept
Is the process of selecting,organising and
interpreting or attaching meaning to events
happening in environment.

Perception
The perception is the process of becoming


aware of situations, of adding meaningful

associations to sensation.
Perception
Features
 Perception is a mental process, whereby
an individual selects data from the
environment.
 Perception is basically thinking process .
 Perception , being an intellectual and
cognitive process.

Perceptual Process Selecting Stimuli
Receiving External factors :
Nature,
Stimuli Location,Size,contrast,
(External & Movement,repetition,si
Internal) milarity
Internal factors :
Learning,
needs,age,Interest,

Interpreting Organizing
Attribution Figure Background ,
,Stereotyping, Perceptual Grouping
Halo Effect, ( similarity, proximity,
Projection closure, continuity)

Response
Covert: Attitudes ,
Motivation,
Feeling
Overt: Behavior
Perception Process
 Selection of stimuli
 Organization of stimuli
 Interpretation of stimuli
selection of stimuli
 selection is the first process in perception

 the process of filtering information
received by our sense is called selecting
stimuli.

Several factors are there which influence
selective attention

 
 External  Internal
 
 Nature
 Learning
 Location
 Color
 Inner needs
 Size  Age difference
 Contrast  Interest
 Movement  Ambivalence
 Repetition
ORGANISING
 Organization is the second stage in the
perception process.
 which helps gain the perceiver’s attention.
 The stimuli received must be organized so
as to assign some meaning to them.
 This aspect of forming bits of information
into meaningful wholes is called the
perpetual organization.
 thereare three dimensions to the
perceptual organization.


 Perceptual constancy


 Perceptual constancy is one of the advanced forms

of perceptual organization.
 According to this principle, individuals’ perception of
certain elements in objects like size, shape, color,
brightness, and location is constant and does not
change from person to person.
 For instance, even though the picture of an apple is
printed in black and white, we still perceive the
color of the fruit as red.
 Perceptual constancy is enhanced by learning.
Learning helps individuals perceive certain
patterns of cues in a similar way and this leads to
perceptual constancy.
Perceptual Context


 The context of the situation also plays a major

role in shaping the perception of individuals.
 Different contexts convey different meanings to
people.
 For example, if a manager pats his two year-old
son, it is considered a sign of love and
affection. However, if he gives an employee a
pat on the back, it is considered a sign of
appreciation for the work done by the
employee..
Interpretation
 after the selection and organizing the stimuli has to
interpret them in order to make a sensible
meaning.

 perceiver cant draw any meaning without
interpretation.
 it is a subjective and judgmental process.

 perceiver uses his assumption of
people,things,object, and situation.

 he makes attributions,uses his judgemental skills
distorts information,adds/delete information brings
his own subjective feelings,opinion,and
emotions,in interpreting and drawing the measures

Interpreting
 Attributionis the way in which people
explain the causes for their own or
others’ behavior.
 With the help of attribution, individuals try
to understand the reasons behind the
behavior of one another ,and also draw
conclusions about the factors that
influenced that behavior.
Stereo Typing
 Stereotyping refers to the generalization of the
characteristics of all members belonging to a
certain group.
 People judge others based on the perception they
have about the group to which these individuals
belong and do not consider the unique
characteristics of the person in question.
 For instance, politicians are considered to be
manipulative and corrupt.
 In the organizational context, stereotyping often takes
place based upon gender, race, ethnicity, etc.

The Halo Effect


 In the halo effect, the perceiver tends to judge a person

depending upon a dominant trait which can be either
positive or negative.
 The various traits could be intelligence, sociability,
aggressiveness, etc.
 The halo effect is generally found in performance
appraisal.
 Often appraisers rate the performance of employees
based on one particular trait rather than by taking all
aspects into consideration.

Factors that influence
Perception
 Learning
 Process by which persons acquires the
purchase and consumption knowledge
and experience that they apply to future
related behavior.
 It involves a change in behavior

Basic Elements for
Learning
 Motivation
Acts as a spur to learning.
 Cues
Stimuli that give direction.
 Response
Behavior or action taken.
 Reinforcement
Satisfaction of drive.
Classical
Conditioning
 Unconditioned Stimulus
Stimulus that routinely exists in the natural
environment.
 Unconditioned Response
Response to stimulus that occurs by genetic
predisposition.
 Conditioned Stimulus
Stimulus that is controlled by the experimenter
or manipulator.
 Conditioned Response
Response to stimulus that results from “pairing”
and conditioning.
Pavlov’s experiment with
Classical Conditioning
Unconditioned
Stimulus (US)
Meat Paste
Unconditioned
Response (UR)
Salivation
Conditioned
Stimulus (CS)
Bell

Conditioned Conditioned
Stimulus (CS) Response (CR)
Bell Salivation
Instrumental Conditioning
 Drive
Strong, impelling internal or external stimulus
that stimulates activity.
 Cue
More mild stimulus that triggers or directs a
particular action or behavior.
 Response
The action or behavior pattern sought by the
experimenter
 Reinforcement
External stimulus that satisfies or alleviates
the drive state.
Instrumental Conditioning
Positive Negative

The increase in the probability of The decrease in the

Learning

response on cue as the result of probability of response on cue

previous reinforcement. as the result of previous

The decrease in the probability


The increase in the probability of
of response on cue as the result response on cue as the result of
Extinction

of termination of reinforcement. termination of reinforcement.

 Instrumental
Conditioning

Stimulus Try
Try Option
Option AA Unrewarded
Unrewarded
Situation
Try
Try Option
Option BB Unrewarded
Unrewarded

Try
Try Option
Option CC Unrewarded
Unrewarded

Try
Try Option
Option DD Rewarded
Rewarded

Repeat Option D
Information Processing & Memory
Store
Sensory Input

Rehearsal
Sensory
Sensory Store
Store

Working
Working Memory
Memory Encoding
Forgotten: ((Short
Short-Term
-Term Store
Store))
Lost

Long
Long--Term
Term Store
Store
Forgotten:
Lost
Forgotten: Retrieval
Unavailable
Modeling

 Primary Mode
Begins at infancy and continue throughout life.
 Speech
How child learns to speak and use language.
 Nonverbal Learning
Development of expression and body
language.
 Affective Learning
Develops tastes and preferences by empathy.
Attitude
 A learned orientation or disposition,
toward an object or situation which
provides a tendency o respond
favorably or unfavorably to the object
or situation.
 Attitudes are likes and dislikes.

Attitude
s
 RelativelyEnduring
 Psychological
 Predispositions
 To Respond
 Toward or Against
 An Object
 Person, Place or Symbol
Structure of
Attitudes
 Cognitive Component
Facts
Beliefs
 Affective Component
Feelings
Evaluations
 Conative Component
Tendencies
Intentions
How Attitudes Are
Learned
 Behaviorist learning
Classical conditioning
Instrumental conditioning
 Modeling
Attractive models
Similar others
 Cognitive learning
Assessing attributes
Comparisons with values

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Hedonistic Affect
Formation
 Classical conditioning
Associations with need satisfaction
Associations with pleasant
feelings
 Instrumental conditioning
Rewards for action or behavior
○ Positive conditioning
Punishment for action or behavior
○ Negative conditioning
Sources of
Influence
 Direct experience
Examining goods
Post-purchase evaluation
 Social influence
Family, friends
Associates, observations
 Market sources
Media exposure
Personal selling

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Functions of
Attitude
 Ego-defensive function
Freudian psychology
 Utilitarian function
Behaviorist psychology
 Value-expressive function
Humanistic psychology
 Knowledge function
Cognitive psychology

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Attitudes and Cognitive
Dissonance
After making a purchase:
 Didn’t get things they wanted
 Did get things they didn’t want
○ Dissonant with:
 Commitment to action taken
○ Resolution:
 Undo the action - return goods
○ Or
 Change their “wants”

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Attitudes and Attribution
Theory
 Locus of Control
Internal vs. external attributions
 Attributions toward possible causes
Distinctiveness
○ Does it only occur with this cause?
Consistency
○ Does it always occur with this cause:
 Over Time?
 Over Modality?
 Over People?

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Three Ways to “Understand”
Consumers
 Situation, Context
Where are they?
What’s around them?
 Social Roles
Who are they with?
Who’s watching?
 Personality Traits
What are the like?
Emotional makeup?

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