Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 1 Learning and Memory Chapter 9  The nature of learning  The differences between classical conditioning, operant (instrumental) conditioning and cognitive learning  The main characteristics of learning  How knowledge about learning can be incorporated into marketing strategies  The importance of brand image and product positioning

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 2 Nature of Learning  Learning refers to any change in the content or organisation of long-term memory  Consumer behaviour is largely learned behaviour

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 3 Learning Results from Information Processing and Causes Changes in Memory

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 4 Involvement and Learning  Learning under high-involvement conditions ôconsumer has a high motivation to learn  Learning under low-involvement conditions ômost consumer learning is in a low-involvement context

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 5 Types of Learning  Conditioning  classical conditioning  operant conditioning  Cognitive learning  iconic rote learning  vicarious learning/modelling  reasoning

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 6 Conditioning  Conditioning based on the association of a stimulus (information) and a response (behaviour or feeling)

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 7 Classical Conditioning  Establishing a relationship between stimulus and response to bring about the learning of the same response to a different stimulus  Most common in low-involvement situations  Learning is more often a feeling or emotion than information

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 8 Consumer Learning through Classical Conditioning

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 9 Operant Conditioning  Trial precedes liking ôreverse is often true for classical conditioning ôproduct sampling is an example of this type of learning

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 10 Cognitive Learning  Iconic rote learning ôassociation between two or more concepts in the absence of conditioning –a substantial amount of low-involvement learning involves iconic rote learning –achieved by repeated advertising messages

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 11 Cognitive Learning (cont.)  Vicarious learning/modelling ôobserve others' behaviour and adjust their own accordingly –common in both high-involvement and low- involvement situations  Reasoning ômost complex form of cognitive learning –most high-involvement decisions generate some reasoning

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 12 General Characteristics of Learning  The strength of learning is influenced by: ôimportance –separates high- and low-involvement learning situations ôreinforcement ôstimulus repetitions (practice sessions) ôimagery

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 13 General Characteristics of Learning (cont.)  Extinction ôforgetting occurs when reinforcement for learning is withdrawn  Stimulus generalisation ôbrand equity ôbrand leverage  Stimulus discrimination ôwhy your brand is different  Retrieval environment ôthe stronger the original learning process, the more likely it is to retrieve the information when needed

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 14 Memory  Memory is total accumulation of prior learning experiences  Long-term memory ô unlimited permanent storage ô schematic memory –linking to ‘chunks’ of information  Short-term memory ô working memory ô the role of images, sight, sound, smell, taste and tactile situations

Concepts of Networks Cars House Status Health 15

Replacement Model New concept Old concept Memory Copyright  2002 cGraw-Hill Australia Pty Ltd PPT t/a Consumer Behaviour: Implications for Marketing Strategy by Neal, Quester & Hawkins Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 16

Accumulation Model message conceptrelationship existingconcepts idea New concept or message Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 17

Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins 18 Product Positioning Strategy  Brand image  Product positioning  Perceptual mapping