Chapter 4 Learning and Memory CB Michael Solomon

Chapter 4 Learning and Memory

1. Chapter 4 Learning and Memory CONSUMER BEHAVIOR, 13e Michael R. Solomon

2. Learning Objectives • It is important to understand how consumers learn about products and services • Conditioning results in learning • There is a difference between classical and instrumental conditioning, and both processes help consumers learn about products • Learned associations with brands generalize to other products

3. • We sometimes learn about products by observing others' behavior • Our brains process information about brands to retain them in memory • The other products we associate with an individual product influence how we will remember it • Products help us to retrieve memories from our past Learning Objectives (Cont.)

4. Learning Objective It is important to understand how consumers learn about products and services • Learning is a relatively permanent change in behavior caused by experience • Learning can be direct or it can be observed • Learning is ongoing

5. Learning versus "Accidental" Learning • Learning about brands is often obtained from search or personal experience • Incidental (or unintentional) learning about brands is from passive exposure over time We recognize brand names and hum product jingles, even for products we don't use

6. Two Theories of Learning • Behavioral learning theories: Focus on stimulus-response connections. You see a Coca-Cola logo ( stimulus ) and you think, "refreshing soft drink" ( response ). Learning is from responses to external events, not complex thoughts • Cognitive theories: Focus on consumers as problem solvers who learn when they observe relationships. Example, writing an essay on " learning "

7. Behavioral Learning • The mind is a " black box ", stimuli from the outside go into the box and responses come out • Based on the observable aspects of behavior • Does not focus on internal thought processes In behavioral learning, conditioning results in learning

8. Types of Behavioral Learning Theories Instrumental (operant) conditioning : We learn to perform behaviors that have positive outcomes and avoid those that have negative outcomes Classical conditioning: Stimulus eliciting a response is paired with a stimulus that initially does not elicit a response

9. Behavioral Learning Theories: Classical & Instrumental Conditioning Classical conditioning is when a stimulus eliciting a response is paired with another stimulus that initially does not elicit a response. Over time, the second stimulus causes a similar response as the first • Pavlov paired meat powder, known to cause salivation in dogs, with a bell. Meat powder was an unconditioned stimulus (UCS) , and over time, the bell became a conditioned stimulus (CS) . The McDonalds logo is a conditioned stimulus (CS)

10. Classical Conditioning Issues • Repetition (of pairing): Increases conditioning • Stimulus generalization: Stimuli similar to a CS may evoke similar conditioned responses. Sounds resembling a bell (i.e. line extensions ) • Stimulus discrimination: When a UCS does not follow a stimulus similar to a CS, reactions weaken. Learning involves responding to some stimuli but not to other, similar stimuli ( Don't buy cheap imitations )

11. For Reflection How does classical conditioning operate for a consumer who visits a new tutoring website and is greeted by an avatar resembling Albert Einstein? Conditioned response: He will help me get smart

12. Learning Objective Learned associations with brands generalize to other products. We can utilize these associations in marketing applications: • Repetition & stimulus generalization (line extensions) • Conditioned product associations : The association between the Marlboro man and the cigarette is very strong

13. Classical Conditioning • Behavioral learning helps create a distinctive brand image ( brand equity ) or link a product to a need • Transfer of meaning from an UCS to a CS explains the appeal of " made-up " names

14. Marketing Applications of Repetition • Repetition increases learning (often repeated slogan or jingle) • More exposures = Increased brand awareness • For repetition to work, UCS must repeatedly be paired with CS. Otherwise there is extinction • However, too much exposure leads to advertising wear out (A&F and Polo logos)

15. Marketing Applications of Stimulus Generalization Stimuli similar to a conditioned stimulus may evoke similar, conditioned responses ( halo effect ) Marketers can benefit from consumer's positive associations with an existing brand: • Family branding • Product line extensions • Licensing • Look-alike brand naming or packaging

16. Marketing Applications of Stimulus Generalization

17. For Reflection • Some advertisers use well-known songs to promote their products. How do you react when one of your favorite songs turns up in a commercial? • How does this relate to learning theory? Music we like = Unconditioned stimulus (UCS)

18. Learning Objective In behavioral learning, there is a difference between classical and instrumental conditioning and both processes help consumers to learn about products Instrumental conditioning (positive reinforcement), " Try Sun Chips Cheddar and you will feel totally cheesy, in a good way "

19. Behavioral Learning Theories: Classical & Instrumental Conditioning Instrumental (operant) conditioning is when we learn to perform behaviors that have positive outcomes and avoid those that have negative outcomes • Whereas responses in classical conditioning are involuntary and simple , responses in instrumental conditioning are deliberate , to obtain a goal • We learn the behavior over time as a shaping process rewards our intermediate actions

20. How Does Instrumental Conditioning Occur? • Positive Reinforcement: A reward that strengthens a response (friend's compliment) • Negative Reinforcement: Showing how a negative outcome can be avoided (use Rexona , so people will not avoid you) • Punishment: When unpleasant events follow a behavior (friend's ridicule) • Extinction: Lack of positive reinforcement

21. Types of Reinforcement

22. Solomon_cb13_04+MEK.pptx - 4 Learning and Memory CONSUMER BEHAVIOR, 13e Michael R. Solomon Learning Objectives • It is important - College Sidekick