Download Learning, Memory and Product Postioning

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
1
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
2
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
3
Involvement and Learning
 Learning under high-involvement conditions
 consumer has a high motivation to learn
 Learning under low-involvement conditions
 most 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
4
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
5
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
6
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
7
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
8
Operant Conditioning
 Trial precedes liking
 reverse is often true for classical conditioning
 product 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
9
Cognitive Learning
 Iconic rote learning
 association 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
10
Cognitive Learning (cont.)
 Vicarious learning/modelling
 observe others' behaviour and adjust their own
accordingly
– common in both high-involvement and lowinvolvement situations
 Reasoning
 most 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
11
General Characteristics of
Learning
 The strength of learning is influenced by:
importance
– separates high- and low-involvement learning
situations
reinforcement
stimulus repetitions (practice sessions)
imagery
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 (cont.)
 Extinction
 forgetting occurs when reinforcement for learning is
withdrawn
 Stimulus generalisation
 brand equity
 brand leverage
 Stimulus discrimination
 why your brand is different
 Retrieval environment
 the 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
13
Memory
 Memory is total accumulation of prior
learning experiences
 Long-term memory
 unlimited permanent storage
 schematic memory
– linking to ‘chunks’ of information
 Short-term memory
 working memory
 the role of images, sight, sound, smell, taste
and tactile situations
Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a
Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins
14
Concepts of Networks
Cars
Status
Health
House
15
Replacement Model
Old concept
New concept
Memory
Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a
Copyright

2002
cGraw-Hill
Australia
Ltd
Consumer Behaviour:
Implications
forPty
Marketing
Strategy 3e by Neal, Quester and Hawkins
PPT t/a Consumer Behaviour: Implications for Marketing Strategy by Neal, Quester & Hawkins
16
Accumulation Model
concept
existing
concepts
relationship
New concept
or message
idea
message
Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a
Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins
17
Product Positioning Strategy
 Brand image
 Product positioning
 Perceptual mapping
Copyright  2002 McGraw-Hill Australia Pty Ltd. PPTs t/a
Consumer Behaviour: Implications for Marketing Strategy 3e by Neal, Quester and Hawkins
18