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business
cb: consumer behaviour
Consumer Behavior In Action 1st Edition Geoffrey Paul Lantos - Solutions
1. Describe, compare, and contrast the two schools of learning and the four learning theories discussed in this exercise. Which theories correspond with which schools? What typically is the involvement level of someone learning in accordance with each of the theories? What are the major marketing
4. To further explore learning theories by visiting several Web sites devoted to these.
3. To gain insight into the type of learning processes you went through for various types of products and brands you have learned about.
2. To evaluate the type of learning theory that most likely is at work in any given marketplace situation, considering consumer involvement and incidental versus intentional learning.
1. To understand the two schools of learning and four learning theories, as well as the various applications of each learning theory for consumer marketing.
10. Distinguish between each of the following schedules of reinforcement, and explain when each is most appropriate for a marketer to use: continuous versus partial, variable versus fixed, and interval versus ratio.
9. Cite and explain marketing examples of each of the following techniques for changing the probability that a response will occur in the future: positive reinforcement, negative reinforcement, punishment, and extinction.
8. Describe common marketing techniques to achieve stimulus discrimination.
7. Some marketers use cues to achieve stimulus generalization while others employ stimuli to create stimulus discrimination. Explain this apparent paradox.
6. Can confusingly similar brands and advertising generalization ever be of value to a marketer?Explain.
5. Describe the reasons for and limitations of a branding generalization strategy.
4. Clarify the relationship between stimulus generalization and each of the following: positioning, guilt and cachet by association (including stereotyping); product generalization and copycat products (imitative brands, value brands, and trade dress infringement, including confusingly similar
3. Cite marketing applications of each of three learned marketing cues: advertising retrieval cues, stimulus generalization, and stimulus discrimination.
2. Cite examples of verbal and nonverbal communication tools and how sellers and buyers use them to communicate with one another.
1. Explain the relationship between motivation, drives, and learning.
4. To understand the role of reinforcement and schedules of reinforcement in consumer learning, the related operant learning principles of punishment and extinction, and to distinguish and evaluate marketing uses of these concepts.
3. To recognize, explain the use of, and critically evaluate each of the major marketing applications of stimulus generalization: guilt by association and cachet by association (including stereotyping);product generalization and copycat products (imitative brands, value brands, and trade dress
2. To become aware of, recognize examples of, personally experience, and search out applications for advertising, branding, and packaging in the marketplace; learning principles related to marketing cues (verbal and nonverbal cues); and learned marketing stimuli, including advertising retrieval
1. To understand the four essential elements of the learning process—drives, cues, responses, and reinforcement—realize the interrelationships between these components, and recognize and evaluate marketing applications of each element.
11. Discuss the three types of memory errors: decay, interference, and the serial position effect.
10. Describe the two serial position effects and how each relates to either proactive inhibition or retroactive inhibition. What are the implications for advertising and for marketing research?
9. Describe the nature of the decay curve and the factors that influence its shape.
8. Discuss the characteristics of stimuli that can make them easier to recall, relating them to marketing tactics.
7. Describe the three levels of recall and how each relates to conducting marketing research.
6. Explain each of the principles of learning used to aid the elaboration process.
5. Describe the nature of massed advertising (including both flighting and pulsing strategies) and spaced advertising, as well as conditions under which each of these media scheduling options is most appropriate.
4. What causes message wearout and what can advertisers do to minimize this problem?
3. Discuss the nature of the learning curve. What is meant by the strength of learning and what are the major determinants of the strength of learning?
2. Describe the structure of human memory, including an explanation of the relationships between the three memory stores. Also, explain the activities in short-term memory as well as the three types of long-term memory.
1. What does the term learning mean? Why is learning such an important topic? How does learning fit in with the consumer decision process and the perceptual process?
3. To test your own consumer learning and gain insight into how you learned this marketplace information.
2. To demonstrate some methods of aiding consumers’ information retrieval.
1. To gain insight into techniques for enhancing consumers’ retention of information by explaining shortterm memory and long-term memory, and to practice recognizing and using these techniques.
3. To apply these Gestalt psychology principles in analyzing visual puzzles and the effectiveness of print ads.
2. To become familiar with the basic Gestalt principles of perceptual organization and their effects on perception.
1. To demonstrate how various properties of a stimulus object influence peoples’ subjective perception of that object.
4. Are price and brand or manufacturer name performance or nonperformance cues? Explain. Cite other examples of other surrogate indicators often used by consumers and the logic behind their use.
3. Under what types of marketplace conditions are consumers likely to use surrogate indicators?
2. Describe the relationship between surrogate indicators and each of the three classification schemes for perceptual cues.
1. How do surrogate indicators relate to subjective perception? Into which stage of the perceptual process do these proxy indicators tie?
5. To judge the ethicality of using certain surrogate indicators to indicate product qualities that might not exist.
4. To experience consumers’ use of surrogate indicators through conducting an experiment and analyzing advertisements.
3. To become familiar with the types of situations in which buyers are likely to use surrogate indicators and the general types of surrogate indicators employed by marketers, and to enable you to cite examples of each, knowing when each one is likely to be a performance versus a nonperformance cue.
2. To understand the relationship between surrogate indicators and various types of perceptual cues, such as intrinsic cues versus extrinsic cues and performance attributes versus nonperformance attributes, as well as perceptual cues classified by their predictive value and their confidence value.
1. To explain the relationship between surrogate indicators and subjective perception.
3. What is the ethical issue involved in negative changes?
2. What are the two general applications of Weber’s law for marketing purposes regarding detectable and unnoticeable changes in a marketing mix variable? Give some specific examples of both generally desirable and undesirable changes.
1. Explain the nature of the just noticeable difference. How is it formulated according to Weber’s law?
4. To experience the jnd phenomenon through visiting Web sites and to calculate the jnd by conducting consumer experiments.
3. To decide on the ethicality of sneaking in changes deemed undesirable by consumers so they will not be noticed.
2. To recognize situations where marketers apparently made changes to marketing mix variables below the consumer’s jnd and scenarios where they made modifications above the customer’s jnd.
1. To understand the usefulness of Weber’s law regarding the just noticeable difference (jnd) for decisions on altering marketing mix variables.
5. What are the ethical problems with subliminal advertising?
4. Discuss the practical difficulties in using subliminal messages.
3. Describe each of the five types of subliminal messages, how each one has been used, and the limitations of each.
2. Explain the relationship between subliminal stimuli, subliminal perception, and subliminal advertising.
1. Explain the absolute threshold level.
7. To learn about and experience subliminal messages by visiting Web sites.
6. To determine whether subliminal messages are immoral.
5. To gain experience in evaluating ads that could be perceived as subliminal and to assess your personal experiences with subliminal messages.
4. To analyze the usefulness and limitations of subliminal messages.
3. To become more informed on the controversial issue of subliminal advertising.
2. To understand subliminal messages in light of the perceptual process and of the absolute threshold level.
1. To recognize the relevance of the absolute threshold level concept to marketing.
7. Discuss important marketing implications of both selective perception and subjective perception.
6. Describe two general factors determining the nature of selective perception as well as reasons why people experience subjective perception.
5. Explain the nature of subjective perception. Describe how each of the three general mediating(“it depends”) factors influences the nature of subjective perception.
4. Discuss the nature of selective perception and the process involved.
3. Explain the role of each of the following in providing information inputs into the perceptual process: sensory stimuli, sensory receptors, sensory systems, and sensations.
2. Describe the relationship between the degree of motivation (involvement) and the nature of information exposure.
1. What is the difference between perception and information processing? Outline the stages in the processes of perception and information processing and define each step.
5. To experience how Internet marketers take advantage of selective and subjective perception.
4. To illustrate how advertisers effectively deal with the limitations and opportunities posed by perception’s selectivity and subjectivity.
3. To become aware of your own tendencies toward selective and subjective perception and how they restrict your understanding of the world around you.
2. To become familiar with some of the basic marketing strategies to overcome the problems posed by selective and subjective perception and how marketers can take advantage of the opportunities they present.
1. To understand the reasons for and nature of selective perception and subjective perception.
3. Cite and explain the three additional levels Maslow later added to the hierarchy and where they fit into the original hierarchy. Then, offer examples of typical products that satisfy each of these need levels.
2. Describe each of the five levels in Maslow’s original hierarchy, provide examples of specific needs at each level, and give examples of typical products satisfying each level of needs.
1. Explain the nature of Maslow’s need hierarchy, relating it to the concepts of self-actualization and the prepotency of needs.
3. To practice creatively applying Maslow’s hierarchy in advertising.
2. To learn how to appropriately appeal to the various levels in Maslow’s hierarchy through marketing communications.
1. To understand Maslow’s classification of motives as a hierarchical ladder and an influential system for explaining human and consumer motivation.
2. Describe each of the three motivational conflict situations, and discuss marketing strategies that can be used to reduce the consumer’s conflict in each situation.
1. Explain the nature of approach objects and avoidance objects, and their relationship to valence of motivational goals, problem recognition, and motivational conflict.
3. To think about motivational conflicts you have experienced and describe how a marketer could have or did resolve them.
2. To describe and recognize each of three motivational conflict situations and the marketing strategies used to resolve the conflict for consumers in each type of situation.
1. To understand the relationship between the valence of motivational goals, problem recognition, and motivational conflict.
3. Describe the nature of fear appeals, humor appeals, and sex appeals, citing examples of each from ads you have seen. What are the advantages and disadvantages and potential problems of each? For what kinds of products is each most effective? What other types of emotional appeals can be used
2. Why is it wrong to believe that emotional appeals are irrational? Explain how it is possible to simultaneously use a rational appeal and an emotional appeal.
1. Explain the distinction between rational appeals and emotional appeals, and explain for which kinds of products each is most effective.
4. To form an opinion on the controversial issue of advertising to children.
3. To recognize McClelland’s social motives of affiliation, achievement, and power in marketing situations.
2. To understand the appropriate use of popular emotional advertising appeals such as fear, humor, and sex.
1. To recognize the use of rational and emotional appeals in advertising and where each approach is most effective.
4. Explain the nature of geodemographic segmentation in general and of the PRIZM system in particular, including its dimensions and examples of PRIZM clusters.
3. Discuss the nature of standardized psychographic research services in general and that of VALS2 in particular, including its dimensions and segments.
2. What is lifestyle? Describe lifestyle research, including the nature of the questions and the market segments and profiles produced.
1. What are the various research and market segmentation techniques that psychographic segmentation builds upon? What are the weaknesses of each of these other research and segmentation approaches, and how does psychographics overcome these?
6. To become familiar with geodemographic segmentation using the Claritas PRIZM system and to learn about your own neighborhood’s PRIZM-based lifestyle characteristics.
5. To analyze the use of VALS2 lifestyle marketing by various types of marketers.
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