Bài giảng Consumer behaviour - Chương 5: Perception, learning and memory - Nguyen Hoang Sinh
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Lecture 05
Perception, Learning and Memory
Internal influences
Source: Quester et al., (2014), Consumer Behaviour: implications for marketing strategy 7th ed, McGraw-Hill Education, page 26
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Learning objectives
• Understand the nature of perception
• Understand the different steps involved in
information processing
• Be aware of the implications of perception
for retail, brand and communication
strategies
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Learning objectives
• Understand the nature of learning
• Be aware of the main characteristics of
learning
• Understand how consumers learn
• Be aware of the importance of brand
image and product positioning
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The nature of perception
• Exposure
• Attention
• Interpretation
• Memory
– Short-term
– Long-term
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Information processing for consumer
decision making
Source: Quester et al., (2014), Consumer Behaviour: implications for marketing strategy 7th ed, McGraw-Hill Education, page 225
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Exposure
• Occurs when a stimulus comes within
range of our sensory receptor nerves
• Deliberate exposure to stimuli
– Consumers seek information that will help
achieve certain goals
• immediate
• long-range
• Random exposure to stimuli
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Attention
• Stimulus factors
• Individual factors
• Situational factors
• Non-focused attention
Occurs when stimulus activates one or more
sensory receptor nerves and the resulting
sensations go to the brain for processing
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Attention
• Stimulus’ factors
– Size and intensity
• Insertion frequency
• Adaptation level theory
– Compressed messages
– Information quantity—information overload
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Attention (cont.)
• Individual factors
– Interest / Need
• Situational factors
– Involvement
• Non-focused attention
– Hemispheric lateralisation/ Subliminal stimuli
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Interpretation
• Individual characteristics
• Stimulus characteristics
• Misinterpretation of marketing messages
• How children process information
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Determinants of interpretation
Source: Quester et al., (2014), Consumer Behaviour: implications for marketing strategy 7th ed, McGraw-Hill Education, page 235
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Interpretation (cont.)
• Individual characteristics
– Learning/Expectations
• Situational characteristics
– E.g. hunger, moods, temperature etc,
Proximity
• Stimulus’ characteristics
• Misinterpretation of marketing messages
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Perception and marketing strategy
• Retail strategy
• Brand name and logo development
• Media strategy
• Advertisement and package design
• Warning labels and package designs
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Perception and
marketing strategy (cont.)
• Perceptions of marketing messages and
ethics
– Ethics of the ads
• e.g. Heart tick can’t be used by all ‘healthy’ foods
– Advertising aimed at children
• children can’t always distinguish between ads and
programs
• more research required
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Retail strategy
• Store layout
– Cold and hot zones/Traffic and islands
• Lighting and fitout
• Placement of products on shelves
– Eye levels (for adults and for children!)
– Number of facings to maximise visual impact
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Brand name and logo development
• Important for consumer and industrial
products
• Creating a brand is a long and expensive
process
• Brand names and logos require constant
management and rejuvenation
• Take into account where the brand
name/logo will be used
– Is it easily transferable to a range of media?
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Media strategy
• Random approach
– To reach where the target market may be
• Selective approach
– To reach where the target market is/Focused
media
• Advertisements: Utilise stimulus’
characteristics
• Package design
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Advertising evaluation
• Exposure
– Physically reach target market
• Attention: Attended to by the consumer
• Interpretation: Properly interpreted
• Memory
– Stored, so it is retrieved under the proper
circumstances
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Learning and memory
• The nature of learning
• Conditioning
• Cognitive learning
• General characteristics of learning
• Memory
• Brand image and product positioning
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Learning and memory
• The nature of learning
– learning under conditions of high and low
involvement
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Learning
• Learning refers to any change in the
content or organisation of long-term
memory
• Result of information processing
• Consumer behaviour is largely learned
behaviour
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Learning as a key to consumer behaviour
Source: Quester et al., (2014),
Consumer Behaviour:
implications for marketing
strategy 7th ed, McGraw-Hill
Education, page 264
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Learning results from information
processing, causing memory changes
Source: Quester et al., (2014), Consumer Behaviour: implications for marketing strategy 7th ed, McGraw-Hill Education, page 265
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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
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Learning theories in high and low
involvement situations
Source: Quester et al.,
(2014), Consumer
Behaviour: implications
for marketing strategy
7th ed, McGraw-Hill
Education, page 266
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Types of learning
• Conditioning
– Classical conditioning
– Operant conditioning
• Cognitive learning
– Iconic rote learning
– Vicarious learning/modelling
– Reasoning
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Learning and memory
• The nature of learning
• Conditioning
– Conditioning is based on the association of a
stimulus (information) with a response
(behaviour or feeling)
– Classical conditioning
– Operant conditioning
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Classical conditioning
• Most common in low-involvement
situations
• Learning is more often a feeling or
emotion than information
Establishing a relationship between stimulus and
response to bring about the learning of the same
response to a different stimulus
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Consumer learning
through classical conditioning
Source: Quester et al., (2014), Consumer Behaviour: implications for marketing strategy 7th ed, McGraw-Hill Education, page 267
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How affective response leads
to learning
Source: Quester et al., (2014), Consumer Behaviour: implications for marketing strategy 7th ed, McGraw-Hill Education, page 267
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Operant conditioning
• Trial precedes liking
– Reverse is often true for classical conditioning
– Product sampling is an example of this type of
learning
Source: Quester et al.,
(2014), Consumer
Behaviour: implications
for marketing strategy
7th ed, McGraw-Hill
Education, page 268
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The process of shaping in purchase behaviour
Source: Quester et al., (2014),
Consumer Behaviour: implications
for marketing strategy 7th ed,
McGraw-Hill Education, page 270
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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
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Cognitive learning (cont.)
• Vicarious learning/modelling
– Observe others' behaviour and adjust their
own accordingly
• Reasoning
– Most complex form of cognitive learning
• most high-involvement decisions generate some
reasoning
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General characteristics of learning
• The strength of learning is influenced by:
– Importance and relevance
– Involvement/ Mood
– Reinforcement (or punishment)
– Stimulus repetitions (practice sessions)
– Imagery
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General characteristics of learning (cont.)
• Extinction
– Forgetting occurs when reinforcement for
learning is withdrawn
• Stimulus generalisation
– Brand equity
– Brand leverage
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Changes in buyer commitment to the product
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General characteristics of learning (cont.)
• Stimulus discrimination
– Why your brand is different
• Response environment
– Strength of original learning
– Similarity of original learning environment to
the retrieval environment
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Memory
• Memory is the total accumulation of
prior learning experiences
– Short-term memory
– Long-term memory
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