Chapter 7
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65 terms
Terms | Definitions |
|---|---|
 learning | relating one's past knowledge to present circumstances and then applying past and present experiences to future behaviors |
| learning from a marketing perspective | the process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future related behavior. |
| motivation | element nec. for learning to occur; unfilled needs lead to _______, which spurs learning. The degree of relevance, or involvement, determines the consumer's level of _______ to search for knowledge or information about a product or service |
| cues | element nec. for learning to occur; the stimuli that direct motives. Price, styling, packaging, advertising, and store displays are all examples of ____ that help consumers fulfill their needs in product-specific ways |
| response | element nec. for learning to occur; how individuals react to a drive or cue- how they behave- constitutes this. |
| reinforcement | element nec. for learning to occur; increases the likelihood that a specific response will occur in the future as a result of particular cues or stimuli. |
| behavioral learning | referred to as stimulus-response learning because it is based on the premise that observable responses to specific external stimuli signal that learning has taken place |
| classical conditioning | form of behavioral learning; a kind of knee-jerk, or automatic, response to a situation built up through repeated exposure.--- First described/tested by Ivan Pavlov whose theory states that conditioned learning results when a stimulus that is paired with another stimulus that elicits a known response serves to produce the same response when used alone. |
| cognitive associative learning | not the acquisition of new reflexes, but the acquisition of new knowledge about the world. ---Cognitive conditioning is seen as this rather than being a reflexive action. |
| neo-Pavlovian conditioning | optimal conditioning (the creation of a strong association between the conditioned stimulus and the unconditioned stimulus) requires 1. forward conditioning (CS should precede US) 2. repeated pairings of the CS and US 3. a CS and US that logically belong together 4. a CS that is novel and unfamiliar 5. a US that is biologically or symbolically salient |
| basic concepts of classical conditioning | repetition, stimulus generalization, and stimulus discrimination |
| repetition | concept of classical conditioning; increases the strength between a conditioned stimulus and an unconditioned stimulus and slows the process of forgetting |
| advertising wearout | at some point, an individual can become satiated with numerous exposures, and both attention and retention will decline, this effect is known as ___________ __________ and the varying advertising message can reduce it. |
| substantive variations | changes in advertising content across different versions of an advertisement and are appropriate when the marketer wishes to convey more than one product feature |
| three-hit theory | the belief that just three exposures to an ad are needed: one to make consumers aware of the product, a second to show consumers the relevance of the product, and a third to remind them of its benefits. |
| stimulus generalization | making the same response to slightly different stimulus (ex: Pavlov found that dogs could learn to salivate by a similar sound of dangling keys, not just the bell) |
| product category extensions | offered by marketers to generally target new market segments |
| product line extensions | marketers add related products to an already established brand, knowing that the new products are more likely to be adopted when they are associated with a known and trusted brand name. |
| Family branding | the practice of marketing a whole line of company products under the same brand name |
| licensing | allowing a well-known brand name to be affixed to products of another manufactures (ex: Calvin Klein on sheets, shoes, luggage, perfume etc. and Coca Cola on clothing, toys, mugs etc) |
| counterfeiting | adding well-known licensor names to a variety of products without benefit of contract or quality control. Makes authentic brands lose sales and have consequences of zero quality control over products that do not legally bear their name. |
| stimulus discrimination | opposite of stimulus generalization; results in the selection of a specific stimulus from among similar stimuli. The key objective is to get consumers to discriminate among similar stimuli by establishing a unique image for a brand in the consumer's mind. |
| product differentiation | most of these strategies are designed to distinguish a product or brand from that of competitors on the basis of an attribute that is relevant, meaningful, and valuable to consumers |
| instrumental conditioning | form of behavioral learning that requires a link between a stimulus and a response (that is learned). Theorists believe that learning occurs through trial and error process, with habits formed as a result of rewards received for certain responses or behaviors. |
| B.F. Skinner | name most closely associated with instrumental (operant) learning. According to him, most individual learning occurs in a controlled environment in which individuals are "rewarded" for choosing an appropriate behavior. A favorable experience is "instrumental" in teaching the individual to repeat a specific behavior. |
| positive reinforcement | instrumental conditioning-- consists of events that strengthen the likelihood of a specific response |
| negative reinforcement | instrumental conditioning-- is an unpleasant or negative outcome that serves to encourage a specific behavior (ex: fear appeals) |
| extinction | when a learned response is no longer reinforced; the point at which the link between the stimulus and response is no longer reinforced |
| forgetting | when a behavior is unlearned because of lack of use rather than lack of reinforcement. Often related to the passage of time |
| relationship marketing | developing a close personalized relationship with customers (form of nonproduct reinforcement) |
| types of reinforcement schedules | total (or continuous) reinforcement, systematic (fixed ratio) reinforcement, and random (variable ration) reinforcement |
| total (continuous) reinforcement schedule | type of reinforcement schedule-- the basic product or service rendered is expected to provide total satisfaction each time it is used. (example: free after dinner drink or fruit plate always served to patrons at certain restaurants) |
| fixed ratio enforcement schedule | type of reinforcement schedule-- provide reinforcement every nth time the product or service is purchased |
| variable ratio reinforcement schedule | type of reinforcement schedule-- rewards consumers on a random basis or an average frequency basis (such as every third to tenth transaction) (ex: gambling casinos, lotteries) tend to engender high rates of desired behavior and are somewhat resistant to extinction |
| shaping | reinforcement performed before the desired consumer behavior actually takes place. Increases the probabilities that certain desired consumer behavior will occur (ex: retailers recognize that they must first attract customers to their stores before they can expect them to do the bulk of their shopping there) |
| modeling (observational learning) | the process through which individuals learn behavior by observing the behavior of others and the consequences of such behavior. |
| cognitive learning | learning based on mental activity; the kind of learning most characteristic of human beings is problem solving, which enables individuals to gain some control over their environment. |
| information processing | when consumers process product information by attributes, brands, comparisons between brands, or a combination of these factors. |
| sensory store | each sense receives a piece of information (smell, color, shape, feel etc) and transmits it to the brain in parallel, where the perceptions of a single instant are synchronized and perceived as a single image, in a single moment of time. This image lasts only a second or two in the mind's _____ _____. if not processed, it is lost immediately |
| short-term store | known as working memory; the stage of real memory in which information is processed and held for just a brief period. If this information undergoes the process known as rehearsal, it is then transferred to the long-term store. Amount of info to be held in this stage is limited to 4-5 items |
| long-term store | retains information for relatively extended periods of time. most common for information to last days, weeks, or even years in this stage |
| rehearsal | the silent, repetition of information or relating it to other data; moves info from short-term to long-term memory |
| encoding | the process by which we select a work or visual image to represent a perceived object |
| information overload | when consumers are presented with too much information |
| activation | as individuals gain more knowledge about a subject, they expand their network or relationships and sometimes their search for additional information. This process involves relating new data to old to make the material more meaningful |
| schema | the total package of associations brought to mind when a cue is activated |
| chunking | when consumers recode what they have already encoded to include larger amounts of information |
| episodically | one way information in long-term memory is stored; by the order in which it is acquired |
| semantically | one way information in long-term memory is stored; according to significant concepts |
| retrieval | process by which we recover information from long-term storage; most often triggered by situational cues. |
| interference effects | caused by confusion with competing ads, and make information retrieval difficult. ads can also act a retrieval cues for a competitive brand. |
| consumer adoption process | a complex series of stages that consumers are believed to pass through when arriving at a purchase decision 1. cognitive stage- persons knowledge and beliefs about a product 2. affective stage- persons feelings toward and evaluations of a product as favorable or unfavorable 3. conative stage- persons level of intention to buy the product |
| consumer involvement | focused on the degree of personal relevance that the product or purchase holds for the consumer |
| central and peripheral routes to persuasion | the concepts of extensive and limited problem solving for high- and low-involvement purchase situations; premise that consumers are more likely to carefully evaluate the merits and weaknesses of a product when the purchase is of high relevance to them. conversely, it is very likely that consumers will engage in very limited information search and evaluation when the purchase holds little relevance or importance for them - high involvement purchase, central route to persuasion is likely to be most effective - low involvement purchases, the peripheral route to persuasion is likely to be more effective |
| hemispheric lateralization | known as split brain theory; premise that the human brain is divided into two distinct cerebral hemispheres that operate together but "specialize" in the kinds of cognitions they process |
| left hemisphere | side of the brain that is the center of human language; primarily responsible for reading, speaking, and attributional information processing |
| right hemisphere | side of the brain that is the home of spatial perception and nonverbal concepts; nonlinear and the source of imagination and pleasure. |
| passive learning | occurs through repeated exposures to a TV commercial (i.e. low-involvement information processing) and produces changes in consumer behavior (e.g. product purchases) prior to changes in the consumer's attitude toward the product |
| recognition and recall tests | tests conducted to determine whether consumers remember seeing an ad and the extent to which they have read it or seen it and can recall its content |
| aided recall | recognition tests are based on ____ ______. When the consumer is shown an ad and is asked whether he or she remembers seeing it and can remember any of its salient points |
| unaided recall | recall tests use _______ ______. When the consumer is asked whether he or she has read a specific magazine or watched a specific tv show, and if so, can he or she recall any ads or commercials seen, the product advertised, the brand, and any salient points about the product. |
| brand loyalty | the ultimate desired outcome of consumer learning; _____ _______ consists of both attitudes and actual behaviors toward a brand that both must be measured. |
| brand equity | the value inherent in a well-known name brand. This value stems from the consumer's perception of the brand's superiority, the social esteem that using it provides, and the customer's trust and identification with the brand. |
| megabrands | well-know brand names like Coca-Cola, Campbell's soup, Disney, Google etc. |
| co-branding | when two brand names are featured on a single product; The basis is to use another product's brand equity to enhance the primary brand's equity |
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