BB Chapter Nine : Learning and Memory - SlideShare

Types of learning • Conditioning – Classical conditioning – Operant conditioning • Cognitive learning – Iconic rote learning – Vicarious ... SlideShareusescookiestoimprovefunctionalityandperformance,andtoprovideyouwithrelevantadvertising.Ifyoucontinuebrowsingthesite,youagreetotheuseofcookiesonthiswebsite.SeeourUserAgreementandPrivacyPolicy. SlideShareusescookiestoimprovefunctionalityandperformance,andtoprovideyouwithrelevantadvertising.Ifyoucontinuebrowsingthesite,youagreetotheuseofcookiesonthiswebsite.SeeourPrivacyPolicyandUserAgreementfordetails. Home Explore Login Signup Successfullyreportedthisslideshow. Activateyour30dayfreetrial tounlockunlimitedreading. BBChapterNine:LearningandMemory 25 Share BBAdvisor • Jul.11,2010 • 25likes • 43,224views DownloadNow Download NextSlideShares Youarereadingapreview. Activateyour30dayfreetrial tocontinuereading. ContinueforFree UpcomingSlideShare ConsumerAttitudesandBeliefs Loadingin…3 × Facebook Twitter LinkedIn Size(px) Starton ShowrelatedSlideSharesatend Share Email     Topclippedslide 1 1of73 BBChapterNine:LearningandMemory Jul.11,2010 • 25likes • 43,224views 25 Share DownloadNow Download Downloadtoreadoffline Business Education Technology BBAdvisor Follow Business Education Technology ConsumerAttitudesandBeliefs AbhipshaMishra ConsumerBehaviour-Attitude princesstong CosmeticsbuyingbehaviourinIndia rasharo Attitude&Behaviour sarikas Theoryofreasonedaction paulebuckley Informationprocessinginconsumerbehaviour MadhuVerma Activeaudience themerch78 Fhsattitudes StewartSerrao Fivefunctionsofeffectivemanagement Healthcare87 Classificationoflearningprofilebasedoncategoriesofstudentpreferences LucianaZaina ConsumerAttitudesandBeliefs AbhipshaMishra ConsumerBehaviour-Attitude princesstong CosmeticsbuyingbehaviourinIndia rasharo Attitude&Behaviour sarikas Theoryofreasonedaction paulebuckley Informationprocessinginconsumerbehaviour MadhuVerma Activeaudience themerch78 Fhsattitudes StewartSerrao Fivefunctionsofeffectivemanagement Healthcare87 Classificationoflearningprofilebasedoncategoriesofstudentpreferences LucianaZaina MoreRelatedContent YouMightAlsoLike ConsumerbehaviorValues MohamedMousa ConsumerLearning AbhipshaMishra Beliefs,attitudes,andbehavior Dieu-DonneBitoyi ActiveandPassiveaudiencetheories CrispySharp Lecture1:WhatisMachineLearning? 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ChapterNine: LearningandMemory 9-1 2. Chapter9:Learningandmemory 1.Natureoflearning 2.Differencesbetweenclassicalconditioning, operant(instrumental)conditioningand cognitivelearning 3.Maincharacteristicsoflearning 4.Understandhowconsumerslearn 5.Howknowledgeaboutlearningcanbe incorporatedintomarketingstrategies 6.Importanceofbrandimageandproduct positioning 9-2 3. TheNatureofLearning Learningisanychange inthecontentorAttitudes organizationoflong- FeelingsValues termmemoryor behaviorandisthe resultofinformationLearning Symbolic processing.Meanings Tastes Consumerbehavioris largelylearnedPreferencesBehaviors behavior. 9-3 4. Learningasakeytoconsumerbehaviour 9-4 5. Learningresultsfrominformation processing,causingmemorychanges 9-5 6. TheNatureofLearningandMemory 9-6 7. Involvementandlearning •Learningunderhigh-involvementconditions –Consumerhasahighmotivationtolearn •Learningunderlow-involvementconditions –Mostconsumerlearningisinalow-involvement context 9-7 8. LearningUnderHighandLowInvolvement AHigh-involvementlearningsituationisoneinwhich theconsumerismotivatedtoprocessorlearnthe material. ALow-involvementlearningsituationisoneinwhich theconsumerhaslittleornomotivationtoprocessor learnthematerial. Mostconsumerlearningoccursinrelativelylow involvementcontexts. Thewayacommunicationshouldbestructureddiffers dependingonthelevelofinvolvementtheaudienceis expectedtohave. 9-8 9. Learningtheoriesinhighandlow involvementsituations 9-9 10. Typesoflearning •Conditioning –Classicalconditioning –Operantconditioning •Cognitivelearning –Iconicrotelearning –Vicariouslearning/modelling –Reasoning 9-10 11. Conditioning •Conditioningisbasedontheassociationofa stimulus(information)witharesponse (behaviourorfeeling) •Itisasetofproceduresthatmarketerscan usetoincreasethechancesthatan associationbetweentwostimuliisformedor learned. 9-11 12. LearningUnderHighandLowInvolvement Conditioning Therearetwotypesofconditioning: 1.ClassicalConditioning 2.OperantConditioning 9-12 13. Classicalconditioning •Establishingarelationshipbetweenstimulus andresponsetobringaboutthelearningof thesameresponsetoadifferentstimulus •Mostcommoninlow-involvementsituations •Learningismoreoftenafeelingoremotion thaninformation 9-13 14. Consumerlearning throughclassicalconditioning 9-14 15. LearningUnderHighandLowInvolvement OperantConditioning Operantconditioning(orinstrumentallearning)involves rewardingdesirablebehaviorssuchasbrandpurchaseswitha positiveoutcomethatservestoreinforcethebehavior. 9-15 16. Operantconditioning •Trialprecedesliking –Reverseisoftentrueforclassicalconditioning –Productsamplingisanexampleofthistypeoflearning 9-16 17. Howaffectiveresponseleads tolearning 9-17 18. ProductsusingtheHeartFoundation’stick areassociatedwithgoodhealth 9-18 19. Theprocessofshapinginpurchasebehaviour 9-19 20. Anadvertisementdesignedtoinducetrial 9-20 21. LearningUnderHighandLowInvolvement CognitiveLearning •Cognitivelearningencompassesallthemental activitiesofhumansastheyworktosolve problemsorcopewithsituations. •Itinvolveslearningideas,concepts,attitudes,and factthatcontributetoourabilitytoreason,solve problems,andlearnrelationshipswithoutdirect experienceorreinforcement. 9-21 22. LearningUnderHighandLowInvolvement CognitiveLearning 1.IconicRoteLearning 2.VicariousLearning/Modeling 3.AnalyticalReasoning 9-22 23. Cognitivelearning •Iconicrotelearning –Associationbetweentwoormoreconceptsinthe absenceofconditioning asubstantialamountoflow-involvement learninginvolvesiconicrotelearning achievedbyrepeatedadvertisingmessages •Iniconicrotelearningthereisneitheran unconditionedstimulus(classical)noradirectreward orreinforcement(operant)involved. •Repetitiontendstobecriticaltoiconicrotelearning. 9-23 24. Cognitivelearning(cont.) •Vicariouslearning/modelling –Observeothers'behaviourandadjusttheirown accordingly commoninbothhigh-involvementandlow- involvementsituations •Reasoning –Mostcomplexformofcognitivelearning mosthigh-involvementdecisionsgenerate somereasoning 9-24 25. LearningUnderHighandLowInvolvement VicariousLearning/Modeling Vicariouslearningormodelingcanincludeobservingthe outcomesofothers’behaviorsandadjustingtheirown accordingly.Inaddition,theycanuseimageryto anticipatetheoutcomeofvariouscoursesofaction. Thistypeoflearningiscommoninbothlow-andhigh- involvementsituation. Manyadsencourageconsumerstoimaginethefeeling andexperienceofusingaproduct.Suchimagesnotonly enhancelearningabouttheproduct,butmayeven influencehowtheproductisevaluatedafteranactualtrial. 9-25 26. LearningUnderHighandLowInvolvement AnalyticalReasoning Analyticalreasoningisthemostcomplexformofcognitive learning. learning •Individualsengageincreativethinkingtorestructureand recombineexistinginformationaswellasnewinformationto formnewassociationsandconcepts. •Informationfromacrediblesourcethatcontradictsor challengesone’sexistingbeliefswilloftentriggerreasoning. •Analogicalreasoningallowsconsumerstouseanexisting knowledgebasetounderstandanewsituationorobject. 9-26 27. Anadvertisementusingreasoning 9-27 28. Generalcharacteristicsoflearning •Thestrengthoflearningisinfluencedby: –Importanceandrelevance separateshighandlow-involvementlearning situations –Involvement –Mood –Reinforcement(orpunishment) –Stimulusrepetitions(practicesessions) –Imagery 9-28 29. LearningUnderHighandLowInvolvement 9-29 30. Learning,Memory,andRetrieval StrengthofLearning MemoryInterference ResponseEnvironment 9-30 31. Learning,Memory,andRetrieval Strengthoflearning Whatisrequiredtobringaboutalong-lastinglearned response? Onefactorisstrengthoflearning. learning Thestrongertheoriginallearning(e.g.,ofnodesandlinks betweennodes),themorelikelyrelevantinformationwill beretrievedwhenrequired. 9-31 32. Learning,Memory,andRetrieval StrengthofLearning Strengthoflearningisenhancedbysixfactors: 1.Importance 2.MessageInvolvement 3.Mood 4.Reinforcement 5.Numberofstimulusrepititions 6.Theamountofimagerycontainedinthematerial 9-32 33. Learning,Memory,andRetrieval Importance Importancereferstothe valuethatconsumersplace ontheinformationtobe learned. Importancemightbedriving byinherentinterestinthe productorbrand,ormight bedrivenbetheneedto makeadecisioninthenear future. 9-33 34. Learning,Memory,andRetrieval MessageInvolvement Whenaconsumerisnotmotivatedtolearnthematerial, processingcanbeincreasedbycausingthepersonto becomeinvolvedwiththemessageitself. •Example:Playinganinstrumentalversionofapopular songwithlyricsrelatedtoproductattributesmaycause peopleto“singalong,”eitheroutloudormentally. Selfreferencingusessecond-personpronouns(you,your) inadstoencourageconsumerstorelatebrandinformation tothemselves. 9-34 35. Learning,Memory,andRetrieval Mood Apositivemoodduringthepresentationofinformation suchasbrandnamesenhanceslearning. Apositivemoodduringthereceptionofinformation appearstoenhanceitsrelationalelaboration—itis comparedwithandevaluatedagainstmorecategories. Thisproducesamorecompleteandstrongersetof linkagesamongavarietyofotherbrandsand concepts,whichinturnenhancesretrieval(accessto theinformation). 9-35 36. Learning,Memory,andRetrieval Reinforcement Reinforcementinvolvesanythingthatincreasesthelikelihood thatagivenresponsewillberepeatedinthefuture. PositiveReinforcementNegativeReinforcement ApleasantordesiredTheremovalorthe consequenceavoidanceofanunpleasant consequence. Punishmentistheoppositeofreinforcement.Itisany consequencethatdecreasesthelikelihoodthatagivenresponse willberepeatedinthefuture. 9-36 37. Learning,Memory,andRetrieval Repetition Repetitionenhanceslearningandmemorybyincreasing accessibilityofinformationorbystrengtheningthe associativelinkagesbetweenconcepts. Repetitiondependsonimportanceandreinforcement. Lessrepetitionofanadvertisingmessageisneededif importanceishighorifthereisagreatdealofrelevant reinforcement. 9-37 38. Generalcharacteristicsoflearning(cont.) •Extinction –Forgettingoccurswhenreinforcementfor learningiswithdrawn •Stimulusgeneralisation –Brandequity –Brandleverage 9-38 39. Spontaneousawareness:BrandA 9-39 40. Spontaneousawareness:BrandB 9-40 41. Changesinbuyercommitmenttotheproduct 9-41 42. LearningUnderHighandLowInvolvement LearningtoGeneralizeandDifferentiate •Stimulusgeneralizationorrub-offeffectoccurs whenaresponsetoonestimulusiselicitedbya similarbutdistinctstimulus. •Stimulusdiscriminationordifferentiationrefers totheprocessoflearningtoresponddifferentlyto similarbutdistinctstimuli. 9-42 43. Exampleofstimulusgeneralisation tolaunchanewproduct 9-43 44. Generalcharacteristicsoflearning(cont.) •Stimulusdiscrimination –Whyyourbrandisdifferent •Responseenvironment –Strengthoforiginallearning –Similarityoforiginallearningenvironmenttothe retrievalenvironment 9-44 45. Theresponseenvironment •Strengthoforiginallearningaffectsabilityto retrieverelevantinformation •Similarityoftheoriginallearningandthetype oflearningisimportant •Marketersaimtoreplicatethesesituations 9-45 46. MemoryanditsconnectiontoConsumerInformation Processing(Perception-previouslecture) 9-46 47. Memory’sRoleinLearning Memoryconsistsoftwointerrelatedcomponents: components 1.Short-termMemory(STM)a.k.a.workingmemory •isthatportionoftotalmemorythatiscurrentlyactivated orinuse. 2.Long-termMemory(LTM) •isthatportionoftotalmemorydevotedtopermanent informationstorage. •Semanticmemoryisthebasicknowledgeand feelingsanindividualhasaboutaconcept. •Episodicmemoryisthememoryofasequenceof eventsinwhichapersonparticipated. 9-47 48. TheMultipleStoreApproachto Memory 9-48 49. Memory’sRoleinLearning Short-TermMemory STMisShortLived •Consumersmustconstantlyrefreshinformationthrough maintenancerehearsaloritwillbelost. STMhasLimitedCapacity •Consumerscanonlyholdsomuchinformationin currentmemory. ElaborativeActivitiesOccurinSTM •Elaborativeactivitiesservetoredefineoraddnew elementstomemoryandcaninvolvebothconceptsand imagery. imagery 9-49 50. Shorttermmemory Twokindsofinformationprocessing: •Elaborativeactivities: –Useofpreviouslystoredexperiences,values, attitudes,beliefsandfeelingstointerpretand evaluateinformationintheworkingmemory. •Maintenancerehearsal: –Thecontinualrepetitionofapieceofinformation inordertoholditinworkingmemorytosolve problems.Repeatingabrandnameisan exampleofthis. 9-50 51. Memory(cont.) •Long-termmemory –Unlimitedpermanentstorage –Schematicmemory linkingto‘chunks’ofinformation 9-51 52. Memory’sRoleinLearning Long-TermMemory Schemas(a.k.a.schematicmemory) Scripts RetrievalfromLTM 9-52 53. MentalProcessesAssisting Learning Dual Dual Repetition RepetitionCoding Coding Meaningful MeaningfulChunking Chunking Encoding Encoding Theserelyonmakingassociations. Theserelyonmakingassociations. 9-53 54. CognitiveSchemas •Schema–atypeofassociativenetwork thatworksasacognitiverepresentation ofaphenomenonthatprovidesmeaning tothatentity. •Exemplar–aconceptwithinaschema thatisthesinglebestrepresentativeof somecategory. •Prototype–characteristicsmore associatedwithaconcept. 9-54 55. Memory’sRoleinLearning APartialSchematicMemoryforMountainDew 9-55 56. ATypicalConsumer’s AssociativeNetworkAssociatedwith Mercedes 9-56 57. ReactiontoNewProducts/Brands Whaais Whttisthis? this?!? !? Wefinditstrangeifabranddoesn’tfitwithinthe givenassociativenetworkofattributes9-57 58. TheKnowledgeforSnackFoods 9-58 59. CategoryExemplars 9-59 60. Memory’sRoleinLearning Retrieval:KnowingversusRemembering Explicitmemoryis characterizedbythe consciousrecollectionof anexposureevent. Implicitmemory involvesthe nonconsciousretrievalof previouslyencountered stimuli. 9-60 61. Learning,Memory,andRetrieval Marketerswantconsumerstolearnandremember positivefeatures,feelings,andbehaviorsassociatedwith theirbrands. Whathappenswhen consumersforget? ConditionedLearningCognitiveLearning ExtinctionRetrievalFailure DesiredresponsedecaysordiesoutInformationthatisavailableinLTM ifnotreinforced.cannotberetrieved. 9-61 62. Learning,Memory,andRetrieval ForgettingoverTime:MagazineAdvertisement Source:LAPReport#5260.1(NewYork:WeeksMcGraw-Hill,undated).Reprintedwith 9-62 permissionfromMcGraw-HillCompanies,Inc. 63. Learning,Memory,andRetrieval ImpactofRepetitiononBrandAwarenessforHigh-andLow-AwarenessBrands 9-63 Source:AStudyoftheeffectivenessofAdvertisingFrequencyinMagazines,1993Time,Inc.Reprintedbypermission. 64. Learning,Memory,andRetrieval RepetitionTimingandAdvertisingRecall 9-64 Source:ReprintedfromH.J.Zielski,“TheRememberingandForgettingofAdvertising,”JournalofMarketing,January1959,p.240,withpermissionfromTheAmericanMarketingAssociation.Theactual dataandarefinedanalysiswerepresentedinJ.L.Simon,“WhatDoZielski’sDataReallyShowaboutPulsing?”JournalofMarketingResearch,August1979,pp.415-20. 65. Learning,Memory,andRetrieval Memoryinterferenceoccurswhenconsumershave difficultyretrievingaspecificpieceofinformationbecause otherrelatedinformationinmemorygetsintheway. Acommonformofinterferencein marketingisduetocompetitive advertising. Competitiveadvertisingmakesit harderforconsumerstorecallany givenadvertisementandits contents. 9-65 66. Learning,Memory,andRetrieval WhatCanMarketersDotoDecrease WhatCanMarketersDotoDecrease CompetitiveInterference? CompetitiveInterference? AvoidCompetingAdvertising AvoidCompetingAdvertising StrengthenInitiallearning StrengthenInitiallearning ReduceSimilaritytoCompetingAds ReduceSimilaritytoCompetingAds ProvideExternalRetrievalCues ProvideExternalRetrievalCues 9-66 67. Learning,Memory,andRetrieval ResponseEnvironment Retrievalisalsoaffectedbythesimilarityoftheretrieval (response)environmenttotheoriginallearning environmentandtypeoflearning. Themoretheretrievalsituationofferscuessimilartothe cuespresentduringlearning,themorelikelyeffective retrievalistooccur. 9-67 68. Productpositioningstrategy •Brandimage •Productpositioning •Perceptualmapping •Productrepositioning 9-68 69. BrandImageandProductPositioning Brandimagereferstotheschematicmemoryofabrand. PerceivedProduct Attributes Manufacturer MarketerBenefits Characteristics BrandImage UsersUsageSituations 9-69 70. BrandImageandProductPositioning Productpositioningisadecisionbyamarketertotryto achieveadefinedbrandimagerelativetocompetition withinamarketsegment. Animportantcomponentofbrandimageistheappropriate usagesituationsfortheproductorbrand. Perceptualmappingoffersmarketingmanagersauseful techniqueformeasuringanddevelopingaproduct’s position. 9-70 71. BrandImageandProductPositioning PerceptualMapforAutomobiles AlsorefertoFigure9.13onpage 286ofthetext 9-71 72. BrandImageandProductPositioning Productrepositioningreferstoadeliberatedecisionto significantlyalterthewaythemarketviewsaproduct.This caninvolve levelofperformance thefeelingsitevokes thesituationsinwhichitshouldbeused,or whousestheproduct 9-72 73. BrandEquityandBrandLeverage Brandequityisthevalueconsumersassigntoabrand aboveandbeyondthefunctionalcharacteristicsofthe product. Brandleverage,oftentermedfamilybranding,brand leverage extensions,orumbrellabranding,referstomarketers branding capitalizingonbrandequitybyusinganexistingbrand namefornewproducts. 9-73 25likes × TonyaConnors Dec.14,2021 Didutrytouseexternalpowersforstudying?Like⇒www.HelpWriting.net⇐?Theyhelpedmealotonce. abuhuraira Nov.19,2021 KarolinevonTschurtschenthaler Nov.06,2020 BillAlmasides Sep.24,2020 YvonneHaughton Nov.21,2019 ShowMore Views × Totalviews 43,224 OnSlideShare 0 FromEmbeds 0 NumberofEmbeds 11,876 Youhavenowunlockedunlimitedaccessto20M+documents! × UnlimitedReading Learnfasterandsmarterfromtopexperts UnlimitedDownloading Downloadtotakeyourlearningsofflineandonthego YoualsogetfreeaccesstoScribd! Instantaccesstomillionsofebooks,audiobooks,magazines,podcastsandmore. Readandlistenofflinewithanydevice. FreeaccesstopremiumserviceslikeTuneln,Mubiandmore. 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