中山大学吴柏林教授 广告心理学绝密资料schiffman07im.docx
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中山大学吴柏林教授广告心理学绝密资料schiffman07im
CHAPTER7
ConsumerLearning
LEARNINGOBJECTIVES
Afterstudyingthischapterstudentsshouldbeableto:
1.Explainconsumerlearningtheoryandidentifythenecessaryelements.
2.
3.DiscusstheelementsofClassicalConditioningtheory.
4.
5.IdentifythethreestrategicapplicationsofClassicalConditioning.
6.
7.Discusstheconceptoflicensinganditsimportancetomarketing.
8.
9.ReviewtheelementsofInstrumentalConditioning.
10.
11.DiscussthestrategicapplicationsofInstrumentalConditioning.
12.
13.Describemodeling（observationallearning）.
14.
15.Explainandapplycognitivelearningtheoryinamarketingsituation.
16.
17.Describethreewaysinformationmaybestoredinmemory.
18.
19.Relateinvolvementtheorytoconsumerbehavior.
20.
21.DescribetheElaborationLikelihoodModel.
22.
23.Outlinemeasuresofinvolvement.
24.
25.Understandhowconsumerlearningcanbemeasured.
26.
27.Discusstheconceptsofbrandloyaltyandbrandequity.
28.
SUMMARY
Consumerlearningistheprocessbywhichindividualsacquirethepurchaseandconsumptionknowledgeandexperiencetheyapplytofuturerelatedbehavior.Somelearningisintentional;muchlearningisincidental.Basicelementsthatcontributetoanunderstandingoflearningaremotivation,cues,response,andreinforcement.
Therearetwoschoolsofthoughtastohowindividualslearn—behavioraltheoriesandcognitivetheories.Behavioraltheoristsviewlearningasobservableresponsestostimuli;whereascognitivetheoristsbelievethatlearningisafunctionofmentalprocessing.
Threetypesofbehaviorallearningtheoriesareclassicalconditioning,instrumentalconditioning,andobservational（vicarious）learning.Theprinciplesofclassicalconditioningthatprovidetheoreticalunderpinningsformanymarketingapplicationsincluderepetition,stimulusgeneralization,andstimulusdiscrimination.Neo-Pavloviantheoriesviewtraditionalclassicalconditioningascognitiveassociativelearningratherthanasreflexiveaction.
Instrumentallearningtheoristsbelievethatlearningoccursthroughatrial-and-errorprocessinwhichpositiveoutcomes（i.e.,rewards）resultinrepeatbehavior.Bothpositiveandnegativereinforcementcanbeusedtoencouragethedesiredbehavior.Reinforcementschedulescanbetotal（consistent）orpartial（fixedratioorrandom）.Thetimingofrepetitionsinfluenceshowlongthelearnedmaterialisretained.Massedrepetitionsproducemoreinitiallearningthandistributedrepetitions;however,learningusuallypersistslongerwithdistributed（i.e.,spreadout）reinforcementschedules.
Cognitivelearningtheoryholdsthatthekindoflearningmostcharacteristicofhumansisproblemsolving.Cognitivetheoristsareconcernedwithhowinformationisprocessedbythehumanmind:
howisitstored,retained,andretrieved.Asimplemodelofthestructureandoperationofmemorysuggeststheexistenceofthreeseparatestorageunits:
thesensorystore,short-termstore（orworkingmemory）,andlong-termstore.Theprocessesofmemoryincluderehearsal,encoding,storage,andretrieval.
Involvementtheoryproposesthatpeopleengageinlimitedinformationprocessinginsituationsoflowimportanceorrelevancetothemandinextensiveinformationprocessinginsituationsofhighrelevance.Hemispherallateralizationtheorygaverisetothetheorythattelevisionisalow-involvementmediumthatresultsinpassivelearningandthatprintandinteractivemediaencouragemorecognitiveinformationprocessing.
Measuresofconsumerlearningincluderecallandrecognitiontests,cognitiveresponsestoadvertising,andattitudinalandbehavioralmeasuresofbrandloyaltyintermsoftheconsumer’sbehaviorortheconsumer’sattitudetowardthebrand.Brandequityreferstotheinherentvalueabrandnamehasinthemarketplace.
Formarketers,themajorreasonsforunderstandinghowconsumerslearnaretoteachthemthattheirbrandisbestandtodevelopbrandloyalty.
CHAPTEROUTLINE
INTRODUCTION
1.Marketersareconcernedwithhowindividualslearnbecausetheywanttoteachthem,intheirrolesasconsumers,aboutproducts,productattributes,andpotentialconsumerbenefits;aboutwheretobuytheirproducts,howtousethem,howtomaintainthem,evenhowtodisposeofthem.
2.
3.Marketingstrategiesarebasedoncommunicatingwiththeconsumer.
4.
a）Marketerswanttheircommunicationstobenoted,believed,remembered,andrecalled.
b）
c）Forthesereasons,theyareinterestedineveryaspectofthelearningprocess.
d）
5.Thereisnosingle,universaltheoryofhowpeoplelearn.
6.
7.Therearetwomajorschoolsofthoughtconcerningthelearningprocess:
oneconsistsofbehaviorallearningtheories,theotherofcognitivelearningtheories.
8.
9.Cognitivetheoristsviewlearningasafunctionofpurelymentalprocesses,althoughbehavioraltheoristsfocusalmostexclusivelyonobservablebehaviors（responses）thatoccurastheresultofexposuretostimuli.
10.
*****UseKeyTermsbehaviorallearningtheoryandcognitivelearningtheoryHere*****
CONSUMERLEARNING
1.Consumerlearningcanbethoughtofastheprocessbywhichindividualsacquirethepurchaseandconsumptionknowledgeandexperiencethattheyapplytofuturerelatedbehavior.
2.
3.Severalpointsinthisdefinitionareworthnoting.
4.
a）First,consumerlearningisaprocess;thatis,itcontinuallyevolvesandchangesasaresultofnewlyacquiredknowledgeorfromactualexperience.
b）
c）Bothnewlyacquiredknowledgeandpersonalexperienceserveasfeedbacktotheindividualandprovidethebasisforfuturebehaviorinsimilarsituations.
d）
5.Theroleofexperienceinlearningdoesnotmeanthatalllearningisdeliberatelysought.Agreatdealoflearningisalsoincidental,acquiredbyaccidentorwithoutmucheffort.
6.
7.Thetermlearningencompassesthetotalrangeoflearning,fromsimple,almostreflexiveresponsestothelearningofabstractconceptsandcomplexproblemsolving.
8.
a）Mostlearningtheoristsrecognizetheexistenceofdifferenttypesoflearningandexplainthedifferencesthroughtheuseofdistinctivemodelsoflearning.
b）
9.Despitetheirdifferentviewpoints,learningtheoristsingeneralagreethatinorderforlearningtooccur,certainbasicelementsmustbepresent—motivation,cues,response,andreinforcement.
10.
*****UseKeyTermlearningHere;UseLearningObjective#1Here*****
Motivation
1.Motivationisbasedonneedsandgoals.
2.
a）Thedegreeofrelevance,orinvolvement,withthegoal,iscriticaltohowmotivatedtheconsumeristosearchforinformationaboutaproduct.
b）
3.Uncoveringconsumermotivesisoneoftheprimetasksofmarketers,whotrytoteachconsumersegmentswhytheirproductwillbestfulfilltheirneeds.
4.
*****UseKeyTermmotivationHere;UseLearningObjective#1Here*****
Cues
1.Ifmotivesservetostimulatelearning,cuesarethestimulithatgivedirectiontothemotives.
2.
a）Inthemarketplace,price,styling,packaging,advertising,andstoredisplaysallserveascuestohelpconsumersfulfilltheirneeds.
b）
3.Cuesservetodirectconsumerdriveswhentheyareconsistentwiththeirexpectations.
4.
*****UseKeyTermcuesHere;UseLearningObjective#1Here*****
Response
1.Howindividualsreacttoacue—howtheybehave—constitutestheirresponse.
2.
3.Aresponseisnottiedtoaneedinaone-to-onefashion.
4.
5.Aneedormotivemayevokeawholevarietyofresponses.
6.
7.Theresponseaconsumermakesdependsheavilyonpreviouslearning;that,inturn,dependsonhowrelatedresponseswerereinforcedpreviously.
8.
*****UseKeyTermresponseHere;UseLearningObjective#1Here*****
Reinforcement
1.Reinforcementincreasesthelikelihoodthataspecificresponsewilloccurinthefutureastheresultofparticularcuesorstimuli.
2.
*****UseKeyTermreinforcementHere;UseLearningObjective#1Here;UseExercise#1
Here;UseFigure7-1Here*****
BEHAVIORALLEARNINGTHEORIES
1.Behaviorallearningtheoriesaresometimescalledstimulus-responsetheories.
2.
a）Whenapersonrespondsinapredictablewaytoaknownstimulus,heorsheissaidtohave“learned.”
b）
3.Behavioraltheoriesaremostconcernedwiththeinputsandoutcomesoflearning,nottheprocess.
4.
5.Twotheoriesrelevanttomarketingareclassicalconditioningandinstrumental（oroperant）conditioning.
6.
*****UseKeyTermsstimulus-responsetheories,classicalconditioning,andinstrumental
（oroperant）conditioningHere*****
ClassicalConditioning
1.Earlyclassicalconditioningtheoristsregardedallorganismsaspassiverecipients.
2.
a）Conditioninginvolvedbuildingautomaticresponsestostimuli.
b）
3.IvanPavlovwasthefirsttodescribeconditioningandtoproposeitasageneralmodelofhowlearningoccurs.
4.
a）ForPavlov,conditionedlearningresultswhenastimulusthatispairedwithanotherstimuluselicitsaknownresponseandservestoproducethesameresponsewhenusedalone.
b）
c）Heuseddogstodemonstratehistheories.
d）
e）Thedogswerehungryandhighlymotivatedtoeat.
f）
g）Pavlovsoundedabellandthenimmediatelyappliedameatpastetothedogs’tongues,whichcausedthemtosalivate.
h）
i）Afterasufficientnumberofrepetitionsofthebellsound,followedalmostimmediatelybythefood,thebellalonecausedthedogstosalivate.
j）
5.Inaconsumerbehaviorcontext,anunconditionedstimulusmightconsistofawell-knownbrandsymbol（e.g.,theMicrosoft“windows”icon）thatimpliestechnologicalsuperiorityandtrouble-freeoperation（theunconditionedresponse）.
6.
7.Conditionedstimul
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