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4 Learning and Memory

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CONSUMER BEHAVIOR, 12e Michael R. Solomon

Chapter 6 focuses on the way we mentally store information we perceive and how it adds to our existing knowledge about the world during the learning process.

Learning Objectives (1 of 2)

4.1 It is important to understand how consumers learn about products and services.

4.2 Conditioning results in learning.

4.3 Learned associations with brands generalize to other products.

4.4 There is a difference between classical and instrumental conditioning, and both processes help consumers learn about products.

Learning Objectives (2 of 2)

4.5 We learn about products by observing others’ behavior.

4.6 Our brains process information about brands to retain them in memory.

4.7 The other products we associate with an individual product influence how we will remember it.

4.8 Products help us to retrieve memories from our past.

4.9 Marketer measure our memories about products and ads.

Learning Objective 1

It is important to understand how consumers learn about products and services

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Theories of Learning

Learning is a relatively permanent change in behavior caused by experience.

Behavioral learning theories focus on stimulus-response connections

Cognitive learning theories focus on consumers as problem solvers who learn when they observe relationships

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Learning Objective 2

Conditioning results in learning.

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Types of Behavioral Learning Theories

Classical conditioning: a stimulus that elicits a response is paired with another stimulus that initially does not elicit a response on its own.

Instrumental conditioning (also, operant conditioning): the individual learns to perform behaviors that produce positive outcomes and to avoid those that yield negative outcomes.

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Classical Conditioning

Components of Conditioning

Unconditioned stimulus

Conditioned stimulus

Conditioned response

Classical Conditioning

What are UCS and CS here?

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Dinner aromas

6 o’clock news

Salivation

6 o’clock news

Salivation

After repeated pairings:

Marketing Applications of Classical Conditioning Principles

The association between the Marlboro man and the cigarette

Children’s appetite and McDonald’s logo

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Learning Objective 3

Learned associations with brands generalize to other products. We can utilize these associations in marketing applications through

Repetition

Conditioned product associations

Stimulus generalizations

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Learning Objective 4

There is a difference between classical and instrumental conditioning and both processes help consumers to learn about products.

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Instrumental conditioning

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Positive reinforcement

Negative reinforcement

Punishment

Positive behavior positive outcome

Negative behavior removal of positive outcome

Negative behavior Negative outcome

Extinction

Positive behavior Removal of positive outcome

How Does Instrumental Conditioning Occur?

Positive reinforcement

Negative reinforcement

Punishment

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Drug Free America

BBT

Family guy

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Figure 6.1 Types of Reinforcement

Reinforcement Schedules

Continuous: get discount every time

Intermittent: get discount only sometimes

Fixed interval (sales at the end of month)

Variable interval (surprise sales each month)

$2 Tuesdays

Reinforcement Schedules

Fixed ratio (each 6th ice-cream is free)

Variable ratio (slot machines, scratch and win lottery)

Marketing Applications of Instrumental Conditioning Principles

Frequency marketing: a marketing technique that reinforces regular purchasers by giving them prizes with values that increase along with the amount purchased

After purchase “Thank you” letters

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Cognitive Learning Theory

Internal learning processes

Learning Objective 5

We learn about products by observing others’ behavior. Observational learning

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Observational Learning

Social default and modeling

The consumer’s attention must be directed to the appropriate model.

The consumer must remember what the model says or does.

The consumer must convert this information into actions.

The consumer must be motivated to perform these actions.

Consumer Socialization

Marketers don’t necessarily have to directly reward or punish consumers when they make a purchase.

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Consumer socialization is the process “by which young people acquire skills, knowledge, and attitudes relevant to their functioning in the marketplace.”

Figure 6.3 Five Stages of Consumer Development

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TV and kids

Ban on fast-food ads cut the national obesity by %18

Kids who watched fast-food ads ate %84 to %134 more calories

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Learning Objective 6

Our brains process information about brands to retain them in memory.

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Memory Systems

Sensory memory

Short-term memory

Long-term memory

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Sensory memory

Stores the information from senses

Very temporary

Lasts couple of seconds

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Short-term memory

Limited period of time, and it has limited capacity.

Working memory; it holds the information we are currently processing

Store as combination of small pieces into larger ( A chunk)

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Long term memory

Long period of time

Move from short-term memory into long-term memory.

Relating it to other information already in memory.

Catchy slogans or jingles that consumers repeat on their own.

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LTM test

Do you remember the address of the last place you lived?

What was the name of your third grade teacher?

What did you have for dinner on January 14th 2016?

What did you have for dinner on February 14th 2016?

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Learning Objective 7

The other products we associate with an individual product influence how we will remember it.

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The “Spreading Activation” Model of Memory

Network related to a concept = knowledge structure

Individual bits of information (concepts, feelings, events) stored in nodes

Connectors are called associative links (vary in strength)

When a concept is activated the resulting energy spreads through associative links to related concepts (nodes) further away from the original concept

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Spreading Activation

Brand-specific (“it’s macho”)

Ad-specific (a macho-looking guy uses the product)

Brand identification (e.g., “Axe”)

Product category (a bottle of Axe sits in a guy’s medicine cabinet)

Evaluative reactions (“that looks cool”)

Levels of knowledge

Schema: A schema is a cognitive framework we develop through experience. An organized set of beliefs and feelings associated with a particular concept

Script: a sequence of events an individual expects to occur.

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More Complex Memory Structures: Product Category Schemas

Fast Food:

More Complex Memory Structures: Brand Schemas

Brand Schemas

More Complex Memory Structures: Self Schemas

More Complex Memory Structures: Scripts

Restaurant Scripts:

Make reservation

Get Seated

Order Drinks

Look at Menus

Order

Light Conversation

Eat

Order Dessert

Pay bill

Tip

Leave

What Makes Us Forget?

Decay

Interference

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Understanding When We Remember

State-dependent retrieval

Familiarity and recall

Salience and the “von Restorff” effect

Viewing context

Pictorial versus verbal cues

Learning Objective 9

Products help us to retrieve memories from our past.

Disney theme parks’ 2012 marketing campaign: "Let the Memories Begin”

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Learning Objective 8

Marketers measure our memories about products and ads.

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Measuring Memory for Marketing Stimuli

Recognition versus recall

multiple choice tests?

short answer questions?

Problems with memory measures

Response biases

Memory lapses

Omitting

Averaging

Telescoping

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The Marketing Power of Nostalgia

Marketers may resurrect popular characters to evoke fond memories of the past

Nostalgia

Retro brand