Summary of Chapter 7 Here is an outline of the topics for Chapter Two.

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Learning Relating one’s past knowledge to present circumstances and applying past and present experiences to future behavious. The process by which individuals acquire the purchase and consumption knowledge and experience that they apply to future related behavior Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

7.1 Elements of Learning Theories
Unfilled needs lead to motivation and spurs learning Motivation Stimuli that direct motives Cues Consumer reaction to a drive or cue Response Increases the likelihood that a response will occur in the future as a result of a cue Reinforcement There are the four major elements of all learning theories. Motivation is important because it will differ from one consumer to the next. We may all have a need, but some are more motivated to fulfill the need versus another. Often, a consumer does not realize they have a need. A cue is the stimulus that helps direct a consumer’s motives. They include price, styling, packaging, advertising, and store displays (product spesific cues). A consumer will have a response to a drive or a cue. The response is how the consumer behaves after being exposed to a cue or developing motivation. Finally, reinforcement is tied to the likelihood that the response will occur in the future. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Two Major Learning Theories
Behavioral Learning Based on observable behaviors (responses) that occur as the result of exposure to stimuli Stimulus- responce learning Cognitive Learning Learning based on mental information processing Often in response to problem solving These are the two general categories of learning that will be discussed in this chapter. Each is covered in extensive detail on future slides. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

7.2 Behavioral Learning Classical Conditioning: Automatic responce to a situation built up through repeated exposure. Instrumental (Operant) Conditioning: Learning occurs through trial and error process, with habits formed as a result of received reward from trial. In behavioral learning, it is classical conditioning and instrumental conditioning that are the two most researched, explored, and applied within consumer behavior. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Models of Classical Conditioning Figure 7-2a
This is Pavlov’s experiment. As explained on the previous slide, the dog learned, was conditioned, to salivate from the bell after it was repeatedly paired with the unconditioned stimulus of the meat paste. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

2- Instrumental (Operant) Conditioning
A behavioral theory of learning based on a trial-and-error process, with habits forced as the result of positive experiences (reinforcement) resulting from certain responses or behaviors. Instrumental conditioning also requires a link between a stimulus and a response. The difference between this and classical conditioning is that the learned response is the one that is most satisfactory of responses. The famous psychologist B.F. Skinner is associated with this type of conditioning. He pointed out that learning occurs based on rewards. Through trial and error, consumers learn which behaviors lead to rewards and which do not. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

A Model of Instrumental Conditioning Figure 7.9
Here is a model of instrumental conditioning. You can see this consumer tried on four brands. The first three brands ended with no rewards – they simply did not fit. The final brand, Brand D gave the consumer the reward of a perfect fit. The consumer has learned that these jeans are a good fit and will likely repeat this behavior the next time they are in the stimulus situation of needing good-looking jeans. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Observational Learning (modeling or vicarious learning)
A process by which individuals learn behavior by observing the behavior of others and the consequences of such behavior Observational learning occurs NOT through responses directly to the consumer but by observation of the behavior and responses of others. Marketers often use role models in their advertising so that consumers can understand the rewards of purchasing the advertisers’ products. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

7.3 Information Processing and Cognitive Learning
Learning involves complex mental processing of information Emphasizes the role of motivation This is a move away from the behavioral learning theories of classical and operant conditioning. Cognitive learning focuses on problem solving and consumer thinking. It is closely tied to information processing and how consumers store, retain, and retrieve information. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Involvement and Passive Learning Topics
Definitions and Measures of Involvement Marketing Applications of Involvement Central and Peripheral Routes to Persuasion Hemispheral Lateralization and Passive Learning These are the four major topics of involvement and passive learning. They will be covered more thoroughly on the following slides. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Involvement Degree of personal relevance that the product or purchase holds for that customer. High involvement purchases are very important to the consumer (in terms of perceived risk). Complex, goal oriented purchases Low-involvement hold little relevance, have little perceived risk, and provoke limited information processing Involvement is focused on the personal relevance a product holds for an individual. Understanding whether a product is high or low involvement helps the marketer with all aspects of their planning and strategy. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Measuring Involvement with an Advertisement - Table 7.3
Subjects respond to the following statements on a 7-point Likert scale ranging from “Strongly Agree” to “Strongly Disagree.” The message in the slogan was important to me The slogan didn’t have anything to do with my needs The slogan made me think about joining the military The slogan made me want to join the military While reading the slogan, I thought about how the military might be useful for me The slogan did not show me anything that would make me join the military I have a more favorable view of the military after seeing the slogan The slogan showed me the military has certain advantages The slogan was meaningful to me The slogan was worth remembering Involvement has been defined in many different ways, which leads to no single clear measurement test for involvement. This table was used in measuring military recruitment slogans. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 13 Chapter Seven Slide

Marketing Applications of Involvement
Ads in video games Avatars Sensory appeals in ads to get more attention Forging bonds and relationships with consumers Marketers want consumers to be involved with their brands and products. Advertisers are always searching for ways to do this, including the list on this slide. Product placement is also helpful in building involvement with a certain product. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Central and Peripheral Routes to Persuasion
Central route to persuasion For high involvement purchases Requires cognitive processing Peripheral route to persuasion Low involvement Consumer less motivated to think Learning through repetition, passive processing of visual cues, and holistic perception When a product is of high importance, a consumer is likely to think through the advertising and examine details and information. This is the central route to persuasion. On the other hand, if the purchase is lower involvement, the consumer is more likely to be persuaded by music, pictures, and short slogans in the ads. This is the peripheral route to persuasion, which we often see for low-involvement products, especially on television advertising. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Hemispheral Lateralization and Passive Learning
Also called split-brain theory Left Brain Rational Active Realistic Right Brain Emotional Metaphoric Impulsive Intuitive Most of you know whether you tend to be more right or left brain. The ad on the next slide pokes fun at hemispheral lateralization but makes the point that many products and services have to appeal to both sides of the brain. There are researchers who prove that learning occurs in a passive way from watching television. A consumer sees an ad and it is absorbed and processed by the right brain. Through repeated exposure, the consumer could in fact purchase the product without even having a change in their attitude. This contradicts the models we saw in an earlier slide where changes in affect preceded changes in behavior. If you think about it, this is consistent with classical conditioning. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 16 Chapter Seven Slide

Hemispheric Lateralization Both Sides of the Brain are Involved in Decision Information Generated a result with shared benefits Comparison Attribubutes, reading info processing Emotional Imagined herself using itself visualisation Result: pleasure oriented Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Media Strategy TV: Consumers are passively engaged in info process when wathcing TV. Low involvement information processing through non-verbal, pictorial images When exposed to TV ads, the images stored in right brain Classical conditioning through repition; the product is paired with visuals TV ads ensures product familiarity through repitions. Thus the visuals are important to increase involvement. Print: Consumers are activily engaged in info processing with the exposure of verbal info. High involvement media Process complex sequence of cognitive stages Coginitive activity ensures long term memory and thus recall.

The Ad is Targeted to the Right Brain
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Measures of Consumer Learning Brand Loyalty
Recognition and Recall Measures Brand Loyalty Recognition and recall tests determine whether consumers remember seeing an ad and the extent to which they can recall the ad. The researcher can use aided recall, which would rely on recognition as opposed to unaided recall. There are a number of services which conduct these tests, including Starch Research which you can reach with the web link on this page. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall 22 Chapter Seven Slide

Measures of Consumer Learning Brand Loyalty
Three groups of factors Personal degree of risk aversion or variety seeking The brand’s reputation and availability of substitutes Social group influences Four types of loyalty No loyalty Covetous loyalty Inertia loyalty Premium loyalty Brand loyalty is also a measure of consumer learning. Ideally, it is the outcome of learning where the consumer now knows the best choice to make each time. Brand loyalty includes attitudes and behaviors toward the brand. Behavior measures are observable whereas attitudinal measures are concerned with the consumers’ feelings about the brand. On this chart, we see an integrated conceptual framework which views loyalty as a function of three factors or influences upon the consumer. These three factors can lead to the four types of loyalty including no loyalty, covetous loyalty, which is no purchase but a strong attachment to the brand, inertia loyalty, which is purchasing the brand out of habit or convenience with no attachment, or premium loyalty, which is a high attachment to the brand. Brand equity reflects brand loyalty and together they lead to increased market share and greater profits for the firm. Brand Equity – the value inherent in a well-known brand name Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Seven Slide

Consumer Attitude Formation and Change
CHAPTER EIGHT Consumer Attitude Formation and Change

Learning Objectives To Understand What Attitudes Are, How They Are Learned, as Well as Their Nature and Characteristics. To Understand the Composition and Scope of Selected Models of Attitudes. To Understand How Experience Leads to the Initial Formation of Consumption-Related Attitudes. To Understand the Various Ways in Which Consumers’ Attitudes Are Changed. To Understand How Consumers’ Attitudes Can Lead to Behavior and How Behavior Can Lead to Attitudes. Here is an outline of the topics for Chapter Eight. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

What Is Your Attitude Toward the Product Advertised? What Is Your Attitude Toward the Ad Itself? Are the Two Attitudes Similar or Different? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

You May Have Liked the Product but Disliked the Ad or Vice Versa
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Attitude A learned predisposition to behave in a consistently favorable or unfavorable manner with respect to a given object. We have attitudes toward many things – to people, products, advertisements, ideas, and more. For the most part, these attitudes have been learned and guide our behavior toward the object. This web link brings you to one of many sites that helps measure attitudes via online surveys. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

What Are Attitudes? The attitude “object” Attitudes are a learned predisposition Attitudes have consistency Attitudes occur within a situation It is important to understand these four concepts. 1- The first is that we must clearly define the object which we are discussing or measuring the attitude toward. Is it a product category, a specific brand, or a particular model? 2- The second is the agreement among researchers that attitudes are learned, either through direct experience or from others (mass marketing, internet, word of mouth etc.). As learned dispositions attitudes have motivational quality. 3- Attitudes are consistent, they are not necessarily permanent and can change over time. (However, possible situational influences have to be considered). 4- We all know how our attitude can be affected by a situation – think about the times you have to eat foods that are not necessarily your favorite but they are what is available or what you are being served at a friend’s house. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

4.1 Model of the Motivation Process
Consciously Course of action Unconsciously This model highlights the motivation process. We can see that the “drive” toward behavior will often end in the fulfillment of the need. The processes and effects of previous learning tie strongly into choices made when the behavior is defined. Fig. 4.2 Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall Chapter Four Slide

It is Stylish, Safe, and Good for the Environment

Structural Models of Attitudes
They are examining the relationship between attitude and behaviour Tricomponent Attitude Model Multiattribute Attitude Model The Trying-to-Consume Model Attitude-Toward-the-Ad Model These are models that attempt to understand the relationships between attitude and behavior. They will be explained in more detail on the following slides. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

1- Tricomponent Attitude Model
The tricomponent attitude model has three components, as seen on this figure – the cognitive, affective, and conative components. Each of these will be explained in more detail in the slides that follow. Cognition Figure 8.3 Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

The Tricomponent Model
Components The knowledge and perceptions that are acquired by a combination of direct experience with the attitude object and related information from various sources Cognitive Affective Conative The cognitive component is what you know or think about an object. This can be formed through direct experience or what you learn from others. The knowledge you form becomes a belief. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Components A consumer’s emotions or feelings about a particular product or brand Cognitive Affective Conative How you feel about a brand, the emotions you have toward it, constitutes the affective component of the model. These feelings often tend to be overall good or bad feelings. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Components The likelihood or tendency that an individual will undertake a specific action or behave in a particular way with regard to the attitude object. Intention to buy Cognitive Affective Conative The conative component describes the likelihood that you will do something in regard to the object. One of the most important is your intention to buy a certain object. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Discussion Questions Explain your attitude toward your university based on the tricomponent attribute model. Be sure to isolate the cognitive, affective, and conative elements. You probably have an overall positive or negative feeling toward your university. Try to break this affective component down a bit more – what do you like and not like? You can now look to the cognitive to determine what beliefs you have about these different parts of your university. Finally, how does this influence what you do? Will you come back for a graduate degree? Recommend your little brother or sister attend? Send your children here? Donate money as an alumnus? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Multiattribute Attitude Models
Types The attitude-toward-object model The attitude-toward-behavior model Theory-of-reasoned-action model Is the attitude toward behaving or acting with respect to an object, rather than the attitude toward the object itself Corresponds closely to actual behavior Instead of asking people what product they like and have positive attitudes toward, the attitude-toward-behavior model is based on how positive someone's attitude is toward acting a certain way, for instance purchasing a certain brand. The question is now how likely are you to purchase brand X rather than how highly do you rate brand X. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Attitude-Toward-the-Ad Model
A model that proposes that a consumer forms various feelings (affects) and judgments (cognitions) as the result of exposure to an advertisement, which, in turn, affect the consumer’s attitude toward the ad and attitude toward the brand. The attitude-toward-the-ad model helps us understand how advertising impacts attitudes. The model is more thoroughly diagramed on the next slide. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

A Conception of the Relationship Among Elements in an Attitude-Toward-the-Ad Model - Figure 8.6 Here we see that everything begins with exposure to the ad. After this exposure, the consumer has feelings (affect) and thoughts (cognition) regarding the ad. This forms an attitude which works with beliefs about the brand to help form an attitude toward the brand. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

8.3 Issues in Attitude Formation
How attitudes are learned Conditioning and experience Knowledge and beliefs The shift from no attitude to an attitude is a result of learning. Attitudes are formed through learning. Recalling the concepts of classical and operant conditioning from earlier chapters, we recall that two stimuli can be paired or linked together to form a learned response. In addition, consumers can learn attitudes from rewards or outcomes from behavior. If attitudes are learned, then it is through experiences that this learning occurs. This can be from personal experience or from experiences with friends or exposure to marketing influences. Another topic studied in an earlier chapter comes into play with attitude formation. This is the consumer’s need for cognition. People will form attitudes based on the information that best suits them, information for the high need for cognition consumer, and images and spokespeople for the low need for cognition. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Issues in Attitude Formation
Sources of influence on attitude formation Personal experience Influence of family Direct marketing and mass media Personality factors The research indicates that people with no direct experience with a product, who exposed to an advertisement and emotionallly influenced are more likely to build poositive attitude towardss brand /product then the consumers who experienced the product befor exposing to the advertising. The net implications of these findings appear to be that emotional appeals are most effective with consumers who lack product experience. Research hs shown that attitudes tthat develop through direct experience tend to be more confidently held, more endduring and more resistant to attack than those developed via indirect experience. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

How Does a Cents- Off Coupon Impact Consumers’ Attitudes?

8.4 Strategies of Attitude Change
Changing the Basic Motivational Function Associating the Product with an Admired Group or Event Resolving Two Conflicting Attitudes Altering Components of the Multiattribute Model Changing Beliefs about Competitors’ Brands Here are five strategies for attitude change. If you think about it, attitude change and formation are not all that different. They are both learned, they are both influenced by personal experience, and personality affects both of them. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Changing the Basic Motivational Function
Utilitarian Ego-defensive Value-expressive Knowledge Changing the basic motivational function means to change the basic need that a consumer is trying to fulfill. 1- Utilitarian function is how the product is useful to us. A marketer might want to create a more positive attitude toward a brand by showing all it can do. 2- An ego-defensive function would show how the product would make them feel more secure and confident. 3- A value-expressive function would more positively reflect the consumer’s values, lifestyle, and outlook. 4- Finally, the knowledge function would satisfy the consumer’s “need to know” and help them understand more about the world around them. It is important for marketers to realize that they might have to combine functions because different customers are motivated to purchase their products for different reasons. Someone might buy a product because it tastes good and fills them up (utilitarian), while another thinks it is low fat and will make them healthy and therefore look better (ego-defensive). Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Why and How Does This Ad Appeal to the Utilitarian Function?

The Product is Green and Works as Well or Better than Other Products.

Healthy Eating and Snacking Lifestyle

Discussion Questions What products that you purchase associate themselves with an Admired Group or Event? When does it personally influence your purchasing? Marketers often associate their products with certain not-for-profit groups. Many of us buy products because of this association. For some products, we are aware of this association but still do not purchase. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Attitude Change Altering Components of the Multiattribute Model Changing relative evaluation of attributes Changing brand beliefs Adding an attribute e.g Listerine, Gummy Bear Vitamins Changing the overall brand rating. e.g: Verizon Changing Beliefs about Competitors’ Brands e.g: Mobil If we think analytically about a multiattribute model, we realize there are many different attributes that make up an overall attitude. As marketers, we can change the way the consumer evaluates a certain attribute. 1- Changing relatve evaluation of attributes: Perhaps the consumer thinks inexpensive is fine for a product, but a marketer might be able to point out that it is often worth paying a bit more for better quality. 2- Changing brand beliefs: A marketer can also change the way consumers believe a brand rates on a certain attribute. Maybe a consumer thinks a brand is very expensive when in fact it is less expensive then several other brands. 3- Adding and attribute: There may be an attribute that does not even exist. Who thought chewiness was an attribute that could even exist for a vitamin until Gummy Vites came along? 4- Finally, we can step away from looking individually at the attribute and attempt to change the consumer’s overall assessment of the brand. We can do any of these attitude change strategies by changing beliefs of our own product or our competitor's product. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

How Is This New Benefit Likely to Impact Consumers’ Attitudes Toward the Product? Ading an attribute. Added extra benefit to the product, extra attribute. Link between healt of your mouth and health of total body. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

How Is the Absence of an Ingredient Likely to Lead to a Favorable Attitude Toward a Product? Removing and product attribute. E.g: artificial colors, flavours etc. Plus, added an attribute to product category, chewing vitamins. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

When It Was An Unfavorable Attribute

Which Attitude Change Strategy Is Depicted in This Ad?

Changing the Overall Brand Rating

How Is Valvoline’s Attempt to Change Attitudes Toward a Competing Brand Likely to Impact Attitudes Toward Its Own Brand? Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

By Showing Better Wear Protection

8.5 Behavious Can Precede or Follow Attitude Formation
Cognitive Dissonance Theory Attribution Theory

Elaboration Likelihood Model (ELM)
Customer attitudes are changed by two distinctly different routes to persuasion: a central route or a peripheral route. The ELM is a much more global view of attitude change than the models reviewed on the previous slide. A more detailed description is provided in a diagram on the next slide. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Elaboration Likelihood Model
On the left-hand side of the model, we see central variables on the top and peripheral variables on the bottom. Central variables, which lead to the central route, will be effective on highly-motivated consumers. They will do the thinking necessary to understand the information they are presented. Peripheral variables, including music, spokespeople, and bright packaging, work on lower-involvement consumers. Together, or alone, they create an attitude change that results in a certain behavior. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Behavior Can Precede or Follow Attitude Formation
Cognitive Dissonance Theory Holds that discomfort or dissonance occurs when a consumer holds conflicting thoughts about a belief or an attitude object. Attribution Theory A theory concerned with how people assign causality to events and form or alter their attitudes as an outcome of assessing their own or other people’s behavior. Up to this point, we have always had an attitude change, which led to a behavior. It is now time to consumer a behavior that might change attitude. There are two main theories that address this difference in sequencing. The cognitive dissonance theory occurs after the consumer has done something, let’s say purchase a product or accepted admission to a college. They begin to create an attitude around their behavior which is often based on dissonance or discomfort. Attribution theory is related to the question we have after a behavior of “Why did I do that?” This process of making inferences about behavior can lead to attitude formation and change. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Issues in Attribution Theory
Self-Perception Theory Foot-in-the-Door Technique Attributions toward Others Attributions toward Things How We Test Our Attributions Distinctiveness Consistency over time Consistency over modality Consensus Here are some interesting issues in attribution theory. Self-perception theory is the inferences or judgment as to the causes of your behavior. Did something happen, like you won an award, because you were really good, because the competition was weak, or because the judges were rushed? We are constantly examining our behavior and often try to stay consistent. This is considered the foot-in-the-door technique, the fact that if you say yes to something, you will probably say yes to a similar act later on to remain consistent in your behavior. We have attribution toward others and always ask ourselves “why” about other’s acts. We question their motives. Would you believe we also have attribution toward things? Do you sometimes ask yourself, “Why do I like this software or that movie so much?” Over time, we like to test our attributions to see if they are correct. We may decide that if something happens when we use this product, it has distinctiveness. We also see if we have the same reaction to behavior over time, in different situations (modality), and if others agree. There are thousands of dating services online. This web link goes to therightstuff.com, a dating service for Ivy-league graduates only. People have a certain attribution toward others who attend the same colleges or group of colleges as themselves. Because they had this behavior (attended an Ivy League school) they must be like me. Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

THANKS YOU  

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide

Summary of Chapter 7 Here is an outline of the topics for Chapter Two.

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Summary of Chapter 7 Here is an outline of the topics for Chapter Two.

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