Slide hành vi người tiêu dùng chương 3 learning anh memory

.c
om

Chapter 3

du
o

ng

th

an

co

ng

Learning and Memory

cu

u

CONSUMER
BEHAVIOR, 8e
Michael Solomon

CuuDuongThanCong.com

/>

.c
om

Learning Objectives
When you finish this chapter you should understand why:

ng

• It’s important for marketers to understand how

co

consumers learn about products and services.

th

an

• Conditioning results in learning.
• Learned associations can generalize to other things, and

ng

why this is important to marketers.

u

cu

conditioning.

du
o

• There is a difference between classical and instrumental
• We learn by observing others’ behavior.
Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-2
/>

Learning Objectives (cont.)

ng

.c
om

• Memory systems work.
• The other products we associate with an individual

co

product influences how we will remember it.

th

an

• Products help us to retrieve memories from our past.
• Marketers measure our memories about products and

cu

u

du
o

ng

ads.

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-3
/>

.c
om

Learning is a Process

co

cu

u

du
o

ng

th

an

formed as a result of
a learning process,
sometimes with
painful results.

ng

• Our tastes are

Consumer Behavior
CuuDuongThanCong.com

/>

The Learning Process

.c
om

• Products as reminders of life

co

• Products + memory = brand

ng

experiences

th

• Learning: a relatively

an

equity/loyalty

du
o

ng

permanent change in behavior
caused by experience

u

• Incidental learning: casual,

cu

unintentional acquisition of
knowledge

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-5
/>

Behavioral Learning Theories

.c
om

• Behavioral learning theories: assume that learning takes

cu

u

du
o

ng

th

an

co

ng

place as the result of responses to external events.

Hoang Duc Binh, MBA, 2008

3-6

Figure 3.1
CuuDuongThanCong.com

/>

.c
om

Types of Behavioral Learning Theories

cu

u

du
o

ng

th

an

co

ng

Classical conditioning: a
stimulus that elicits a
response is paired with
another stimulus that
initially does not elicit a
response on its own.

Instrumental conditioning
(also, operant conditioning):
the individual learns to
perform behaviors that
produce positive outcomes
and to avoid those that yield
negative outcomes.

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-7
/>

Classical Conditioning

.c
om

Ivan Pavlov and his dogs

• Rang bell, then squirt dry meat

ng

powder into dogs’ mouths

co

• Repeated this until dogs salivated

an

when the bell rang

th

• Meat powder = unconditioned

du
o

ng

stimulus (UCS) because natural

reaction is drooling

• Bell = conditioned stimulus (UC)

cu

u

because dogs learned to drool
when bell rang

• Drooling = conditioned response
(CR)

 Click to play
Pavlov’s dog game

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-8
/>

.c
om

Discussion Question

du
o

ng

th

an

co

crocodile was an exclusive
logo symbolizing casual
elegance. When it was
repeated on baby clothes
and other items, it lost its
cache and began to be
replaced by contenders such
as the Ralph Lauren Polo
Player.

ng

• In the 1980’s, the Lacoste

cu

u

• Can you thing of other logos
that have lost their prestige
due to repetition?

Consumer Behavior
CuuDuongThanCong.com

/>

.c
om

Marketing Applications of Repetition
Repetition increases learning

ng

th

an

co

ng

• More exposures = increased brand awareness
• When exposure decreases, extinction occurs
• Example: Izod crocodile on clothes
• However, too MUCH exposure leads to advertising wear

cu

u

du
o

out

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-10
/>

.c
om

Marketing Applications of Stimulus
Generalization

co
th

Product line extensions

an

Family branding

du
o

ng

Licensing

Look-alike packaging

cu

u

•
•
•
•

ng

Stimulus generalization: tendency for stimuli similar to a
conditioned stimulus to evoke similar, unconditioned
responses.

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-11
/>

cu

u

du
o

ng

th

an

co

ng

.c
om

Masked Branding

Consumer Behavior
CuuDuongThanCong.com

/>

Discussion

ng

.c
om

Some advertisers use well-known songs to promote their
products. They often pay more for the song than for
original compositions.

co

• Why do advertisers do this? How does this relate to

an

learning theory?

th

• How do you react when one of your favorite songs

ng

turns up in a commercial?

du
o

• If you worked for an ad agency, how would you select

cu

u

songs for your clients?

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-13
/>

Instrumental Conditioning

cu

u

du
o

ng

th

an

co

ng

.c
om

• Behaviors = positive outcomes or negative outcomes

• Instrumental conditions occurs in one of these ways:
• Positive reinforcement
• Negative reinforcement
• Punishment
• Extinction

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-14
/>

cu

u

du
o

ng

th

an

co

ng

.c

om

Instrumental Conditioning

Hoang Duc Binh, MBA, 2008

3-15

Figure 3.2
CuuDuongThanCong.com

/>

Instrumental Conditioning (cont.)

cu

u

du
o

ng

th

an

co

ng

.c
om

• Reinforcement schedules include:
• Fixed-interval (seasonal sales)
• Variable-interval (secret shoppers)
• Fixed-ratio (grocery-shopping receipt programs)
• Variable-ratio (slot machines)

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-16
/>

.c
om

Cognitive Learning Theories:
Observational Learning
We watch others and note reinforcements they
receive for behaviors

an

co

ng

• Vicarious learning
• Socially desirable models/celebrities who use or

cu

u

du
o

ng

th

do not use their products

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-17
/>

Observational Learning (cont.)

cu

u

du

o

ng

th

an

co

ng

.c
om

• Modeling: imitating others’ behavior

Hoang Duc Binh, MBA, 2008

3-18

Figure 3.3
CuuDuongThanCong.com

/>

Role of Memory in Learning

.c
om

• Memory: acquiring information and storing it over time so
that it will be available when needed

cu

u

du
o

ng

th

an

co

ng

• Information-processing approach
• Mind = computer and data = input/output

Hoang Duc Binh, MBA, 2008

3-19

Figure 3.4
CuuDuongThanCong.com

/>

How Information Gets Encoded

co

ng

.c
om

• Encode: mentally program meaning
• Types of meaning:
• Sensory meaning, such as the literal color or shape of

an

th

ng

•

a package
Semantic meaning: symbolic associations, such as
the idea that rich people drink champagne

du
o

• Episodic memories: relate to events that are personally

cu

u

relevant

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-20
/>

cu

u

du
o

ng

th

an

co

ng

.c
om

Memory Systems

Hoang Duc Binh, MBA, 2008

3-21

Figure 3.5
CuuDuongThanCong.com

/>

Associative Networks

th

an

co

ng

.c
om

• Activation models of memory

• Associative network of related information
• Knowledge structures of interconnected nodes
• Hierarchical processing model
• [See next slide for an example of an associative

cu

u

du
o

ng

network]

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-22
/>

cu

u

du
o

ng

th

an

co

ng

.c
om

Associative Networks for Perfumes

Hoang Duc Binh, MBA, 2008

3-23

Figure 3.6
CuuDuongThanCong.com

/>

Spreading Activation

.c
om

• As one node is activated, other nodes associated with it
also begin to be triggered

cu

u

du
o

ng

th

an

co

ng

• Meaning types of associated nodes:
• Brand-specific
• Ad-specific
• Brand identification
• Product category
• Evaluative reactions

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-24
/>

Levels of Knowledge

ng

.c
om

• Individual nodes = meaning concepts
• Two (or more) connected nodes = proposition (complex

co

meaning)

th

an

• Two or more propositions = schema
• We encode info that is consistent with an existing

cu

u

du
o

ng

schema more readily
• Service scripts

Hoang Duc Binh, MBA, 2008
CuuDuongThanCong.com

3-25
/>