Can be defined as relatively permanent

change in behavior occurring as a result of

experience (experience may be of purchase
and consumption)
 Learning occurs intentionally (problem
solving process) as well as un-intentionally.
 Learning and Memory theories are useful
in understanding that how consumers
wants and motives are acquired and how
their tastes are developed, how frequently
we are going to repeat our advertising,
how visuals, symbols, sounds and other
techniques can facilitates promotion.
 Motives
 Motives arouse individuals and as a result they
respond. This arousal function is essential because it
activates the energy needed to engage in learning
activity.
 By achieving the goal, the arousal reduces, but have a
greater tendency to occur again, that is why marketers
put their product in a way that when relevant
consumer motive arouse their products are their to
satisfy the need.
 This result that consumer will learn a connection b/w
the product and motive .
 Cues
 Capable of providing direction i.e. it influences the
manner in which, to respond to motive. E.g. hungry
man is guided by restaurant signs or aroma of food.
 Response
 Mental or physical activity in reaction to a stimulus.
 Reinforcement
 Anything that follows the response and increase the
tendency of response to reoccur in a similar situation.
 Thinking
Thinking Conditioning
Conditioning Modeling
Modeling

Intellectual
Intellectual Based
Based onon Based
Based on
on
evaluation
evaluation conditioning
conditioning emulation
emulation
comparing
comparing through
through (copying)
(copying) of
of
attributes
attributes with
with association
association or
or respected
respected
values
values reinforcement
reinforcement examples
examples
 Behavioral Learning (Conditioning)
 Learning via association (classical conditioning)
 Learning via reinforcement (instrumental cond.)

 Cognitive Learning (Thinking)

 Consumers learn through information processing
and problem solving

 Modeling Processes (Modeling)

 Based on observation of outcomes and
consequences experienced by others
 Based on the fact that
learning occurs through
the connection b/w an
external stimuli and
response (S-R).
 Two Approaches of the Theory
1. Classical Conditioning
2. Operant Conditioning
 Classical Conditioning:
Says that learning is an associative process
with an already existing relationship b/w a
stimuli and response. E.g. Food & Salivation
that is not taught rather it already exists. or we
can say food is unconditional stimuli and so as
unconditional response salivation.
 Unconditioned Unconditioned
Unconditioned
Unconditioned Response
Stimulus
Stimulus Response
(Food,family
(Food, familyevents,
events, ((Salivation
Salivation,,
waterfall) Fun&&enjoyment,
Fun enjoyment,
waterfall) Purity,Freshness)
Freshness)
Purity,

Association develops through

continuity and repetition
Conditioned
Conditioned
Conditioned
Conditioned response
Stimulus response
Stimulus (Salivation,
(Salivation,
(Bell,, Lipton
(Bell LiptonTea,
Tea,
Britawater
waterfiltration)
filtration) Fun&&enjoyment,
Fun enjoyment,
Brita Purity,Freshness)
Freshness)
Purity,
 This Brita ad
uses classical
conditioning
1. Stimulus Generalization: The reason why some
imitative “me-too” products succeed in the market
place.
2. Repetition: The more often the unconditional and
conditional stumble occur together the stronger the
association.
3. Family Branding: Practice of marketing a whole line of
products under the same brand name.
4. Licensing: Allowing a well-known brand name to be
affixed to products of another manufacturer.
5. Stimulus Discrimination: Opposite of stimulus
generalization, selection of specific stimulus from
among the similar stimuli.
 The individual must actively operate or
act on some aspect of environment for
learning to occur. Also called Instrumental
Conditioning.
 This what we usually think of as learning.
The general pattern is:
 There are Three Major Forms of Operant Learning
 Positive Reinforcement:
In this an individual does something and is rewarded. He or she is
then more likely to repeat the behavior.
For example, you eat a candy bar (behavior), it tastes good
(consequence), and you are thus more likely to eat a similar candy
bar in the future (behavioral change).
 Punishment:
Is the opposite. You eat what looks like a piece of candy (behavior),
only to discover that it is a piece of soap with a foul taste
(consequences), and subsequently you are less likely to eat anything
that looks remotely like that thing ever again (changed behavior).
 Negative Reinforcement:
An example of negative reinforcement is an obnoxious sales person
who calls you up on the phone, pressuring you into buying something
you don’t want to do (aversive stimulus). You eventually agree to buy
it (changed behavior), and the sales person leaves you alone (the
aversive stimulus is terminated as a result of consequences of your
behavior).
 B.F Skinner’s Experiments regarding ‘Operant
Conditioning’
 He designed a special apparatus known as Skinner’s Box

Things Required for the Experiment:

 The darken sound proof box mainly consists of a grid floor
 A system of light or sound produced at the time of delivering a pallet
of food in the food cup,
 A lever and a food cup.
 It is arranged so that when a rat (hungry or thirsty) presses
the lever the feeder mechanism is activated, a light or a
special sound is produced and a small pallet of food or small
drops of water is released into the food cup
 The length of the time the rat is in box is recorded
 To begin with, Skinner, in one of his experiments,
placed a hungry rat in the box.
 In this experiment pressing of the bar in a desirable
way by the rat could result in the production of a click-
sound acted as a cue or signal indicating to the rat if it
respond by going to the food cup, it will be rewarded.
 The rat was rewarded for each of his proper attempts
for pressing the lever.
 The lever press response having been a rewarded, was
repeated and when it occurred, it was again rewarded
which further increased the probability of the repetition
of the lever press response and so on.
 In this way ultimately the rat learned the act of pressing
the lever as desired by the experimenter.
By:
SnehalArora & Mandeep Kaur
 Learning based on mental activity is called
Cognitive Learning.Unlike behavioral learning,
cognitive theory holds that learning involves
complex mental processing of information.

 Cognitive theorists emphasize the role of

motivation & mental processes in producing a
desired response.

 In cognitive learning human learn through

problem solving and information processing.
 I.P is related to both the consumer’s
cognitive ability & the complexity of the
information to be processed.

 Consumers process product information by

attributes, brands, comparison b/w the brands,
or a combination of these factors.

 Individuals also differ in terms of imagery

-- that is, in their ability to form mental images
& these differences influence their ability to
recall information.
Individual differences in imagery processing can
be measured with tests of:
 imagery vividness (the ability to evoke clear
images).

 processing style (preferences for & frequency

of visual versus verbal processing).

 daydream (fantasy) content & frequency.

Structure of Memory
 Sensory store
 Short-term store
 Long-term store.

Sensory Sensory Short- Long-

term term
Store
input Rehearsal store Encoding store Ret.

Forgotten; Forgotten; Forgotten;

Lost Lost Unavailable
 Sensory store: All data come to us through our
senses; however the senses don’t transmit whole
images as a camera does.

Each sense receives a fragmented piece of

information
&

Transmit it to the brain in parallel, where the

perceptions of a single instant are synchronized
&

Perceived as a single image, in a single moment of

time.

The image of a sensory input lasts for just a second in

the mind’s Sensory store.
 The short-term store (also known as
“working memory”) is the stage of real
memory in which information is processed
& held for just a brief period.
 Short–term memory converted into
Long–term memory through the process
of rehearsal (the silent, mental repetition
of information). It takes 2-10 seconds.
In this store, information retains for relatively
extended periods of time.
It is possible to forget something within a few
minutes after the information has reached long
term storage, it is more common for data in long-
term storage to last for days, weeks, or even years.

Rehearsal & Encoding

The amount of information available for delivery
from short-term storage to long-term storage
depends on the amount of rehearsal it is given. The
purpose of rehearsal is to hold information in short-
term storge long enough for encoding to take place.
Encoding is the process by which we select a word
or visual image to represent a perceived object.
for ex. Marketers, help consumer encode brands by using brand symbols.
Kellogg’s uses Tony the Tiger on its frosted flakes. Dell computer turns the
e in its logo on its side for quick name recognition. Microsoft uses a stylish
window, presumably on the word.
 Retention

 Retrieval

 Interference.
 The Response
Wheel

 Colored
segment shows
Psychological
Dimensions
 Dec.process Route Products

 Cognitive think/feel/do cars, new products

with high
involvement

 Impulse do/feel/think snacks, beverages,

small house holds

 Experience feel/do/think restaurants, trade

shows, new products
with sampling
demonstration

 Repeat/habit do/think/feel Low priced

–Consumer Involvement Theory is one way to
understand the psychology and behaviour of
your target audience.
–There are two dimensions to CIT: 1) Involvement
and 2) Rational / Emotional.
–Involvement refers to how much time, thought,
energy and other resources people devote to the
purchase process.
–The Emotional / Rational scale is a measure of
reason vs. impulse, desire vs. logic, passion vs.
prudence.
–It involves Four steps :
 High involvement / rational
 High involvement / emotional
 Low involvement / rational
 Low involvement / emotional
1. High involvement / rational
 In this category you find expensive business
purchases: anything relating to the
technological, infrastructure, the office
location and lease, as well as the company
health insurance plan

 On the consumer side, high involvement /

rational purchases tend to be linked to high
cost. This category can include financial
services and products, the purchase of a home or
car, as well as major appliances and
electronics.
That said, high involvement consumer purchases can
vary significantly on the rational / emotional
scale from individual to individual.

e.g. For Ms. Smith, a car is strictly a way to get to work,

and her selection is based on fuel economy and
reliability. For Mr. Wilson, a car is an important
expression of his status and ego.
2) High involvement / emotional

 Business purchases that fall into this category

might include such things as office design,
advertising, and perhaps the hiring of certain
employees.
 For individuals, high involvement / emotional
purchases can include jewelry, weddings, and
holiday travel plans. In some societies the selection
of a husband or wife will fall into group. As can the
purchase of a home or car. Again, depends on the
culture, person, and how much purchasing power
she has.
 Advertising in this category tends to focus on visual
and emotional appeals. Give people visual details,
with music.
3.Low involvement / rational
 These are the things we buy out of habit, without
much thought. This category includes most of the
things you put into your basket at the drug store or
market. The places you eat lunch, say the local
McDonald’s. And office supplies.
 Here the typical role for advertising is to get people to
sample or switch. To break the automatic habit of
spending their money with the competitor. So
consider coupons and other incentives. As well as
ways to differentiate or re-position the product.
For example- Over the counter
medicines tend to fall into this
category.
4. Low involvement / emotional

The gratification we get from these products

is emotional or sensual. But fleeting; it
doesn't last a long time. So we don’t spend a
lot of time thinking about the purchase.
Movies, candy, an entertaining magazine,
or a birthday card. Perhaps selecting a
restaurant for a special occasion.
 But pain relievers, cough medicines
and the like, especially those for
children, can be more emotionally
driven.
 People learn to value certain elements of their
environment and dislike others. This means that
consumers learn many of their wants, needs,
motives as well as what products satisfy these
needs.
 Learning also influence the consumers in developing
a favorable or unfavorable attitudes towards some
product.
1. Physical Behavior
 We learn many physical behaviors to respond to a situation
e.g. learn to walk, talk, interact with others, and also the
method of responding to various purchase situations.
 Consumers learn certain physical activity through the process
of modeling, in which they mimic the behavior of other
individual such as celebrities.
1. Symbolic Learning & Problem Solving
 Traffic signs, McDonald's Golden arches, slogans etc. and also
the cognitive process.
 One can also engage in problem-solving process of thinking
and insight relations.
 Thinking involves the mental manipulation of symbols
representing the real world to form meanings. This leads to
insight that is relationships of products with problems. E.g. You
may be interested in buying an alarm for car due to certain
symbols or ads but after some insight knowledge that your car
is always in secured parking lots u decide not to waste money
and spend it for some thing else.
 Behavior
Behavior Positive
Positiveor
ornegative
negative
(consumer
(consumeruses
uses consequences
consequencesoccur
occur
product
productor
orservice)
service) (reward
(rewardor
orpunishment)
punishment)

Increase
Increaseor
ordecrease
decreaseinin
probability
probabilityof
ofrepeat
repeat
behavior
behavior(purchase)
(purchase)
Goal

Purposive
behavior

Insight

Goal
achievement
1. Involve an already 1. No previous
established stimuli –response
response to relation
another stimuli 2. The outcome is
2. The outcome is dependent on
not dependant on learner’s action
consumers actions 3. Influences
3. Influences and changes in goal –
change the oriented
opinions behavior.
 Depends upon the type of product
 Low priced/ Routine/ Habitual
 Reminder adv.
 Periodic promotion
 Prominent shelf position

 New products
 High adv.
 Free sampling
 Special price offer
 High value coupons

 Low knowledge about the product

Ads with detail information
Sales personnel
 Culture

Subculture

Social class

Reference
groups

Situations
THANK YOU!!