Stimulus generalization example marketing

Consumer Learning

Learning Objectives 5.1 To understand the elements of learning.

5.2 To understand behavioral learning, classical conditioning, and t he roles of stimulus generalization and discrimination in market ing.

5.3 To understand instrumenta l condit ioning and t he object ives and met hods of reinforcement .

5.4 To understand observational learning.

5.5 To understand how consumers process information.

5.6 To understand cognit ive learning as a form of consumer decision-making.

5.7 To understand the impact of involvement and passive learning on purchase decisions.

5.8 To understand how to measure the outcomes of consumer lea rning.

EARNING is applying past knowledge and experience to present circumst ances and behav- ior. For example, w hat comes into your mind when

--you see an ad for avocados? For consumers who are familiar with and love avocados, seeing an ad is fol- lowed by thoughts of a very tasty, creamy texture, yet fatty fruit. Li ke any successful brand, the advertiser- in th is case, Avocados from Mexico, a b rand made up of the Mexican Hass Avocado Import e rs Associat ion (M HA IA) and The Association of Growers and Packers of Avocados from Mexico (APEAM)-is looking to educate consumers that avocados are a healthy choice. The ad for Avocados from Mexico in Figure 5. 1 is teaching con- sumers that avocados have good fat s, are nutritious, fresh, and have no cholesterol. In positioning avocados

as healt hy, the Avocado from Mexico b rand is relying o n cognitive learning (discussed in t his chapter) by providing information and p redicting that consumers will process and store the information. Furthermore, t he goal of t he market er is to have consumers retrieve the informat ion that avocados are hea lthy when they are food shopping in p laces where avocados are sold. Stil l further, Avocados from Mexico created humorous ad s that were aired d uring the Super Bowl. These ads help to create brand awareness and social media activity around the brand.

The elements of learning-drive, repeated cues, response and rei nforcement-are il lustrat ed t hrough consumers' decisions and choices. In the case of Avoca- dos f rom Mexico, this b rand is perceived as trustworthy

FIGURE 5.1 Mas to Love

learning Applying one's past knowledge and experience to present cir- cumstances and behavior.

CHAPTER 5 • Consum ER LEARning 117

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and t he maker of healthy p roducts; t hese perceptions drive consumers t o purchase t he p roduct. The cues t hat consumers receive from the marketer-repeated mes- sages t hat are informat ive, fun, and attract attent ion- direct the drive and create the mot ivation to buy the b rand advert ised in Figure 5 .1 rather than compet- ing b rands. Repet ition means repeat ed promotions that d ifferentiat e the brand f rom competition in sev- e ral forms-that is, different ads focused around t he producfs image-carried t hroug h various communica- t ion channels. Response means consumers' p urchases of the product aft er being persuaded to do so by it s

advertising. Reinforcement , which is t he f inal element of learning, involves reward ing those w ho try the new product. For consumers, the rewa rd is fee ling the same or even greater p leasu re when eat ing Avocados f rom Mexico t han w hen eating eit her other b rands of avoca- dos o r other f ruits.

Next, we discuss the elements o f learning and apply t hem to developing market ing strat egies aimed at getting consumers t o try and t o continue buying new products. The chapt er concl udes with a d iscussion of the methods used t o measure t he resul t s of learning

. expenences.