Prof.

Sunyee Yoon
Learning

• The process by which individuals

acquire the purchase and
consumption knowledge and
experience that they apply to future
related behavior

Slide 2 of 32
Elements of Learning Theories

Slide 3 of 32
Two Major Learning Theories

Slide 4 of 32
Behavioral Learning

• Classical Conditioning
• Instrumental (Operant) Conditioning
• Observational learning

Slide 5 of 32
Slide 6 of 32
 Models of Classical
Conditioning

Unconditioned  natural, innate, unlearned

Conditioned  learned
Slide 7 of 32
• Unconditioned stimulus: a stimulus that
naturally brings about a particular
response without having been learned.
• Unconditioned response: a response that is
natural and needs no training.
• Conditioned stimulus: a previously neutral
stimulus that, after becoming associated
with the unconditioned stimulus, eventually
comes to trigger a conditioned response.
• Conditioned response: a response after
conditioning which follows a previously
neutral stimulus
Slide 8 of 32
Slide 9 of 32
Models of Classical Conditioning

Unconditioned
Stimulus
( )
Unconditioned
Response:
( )
Conditioned
Stimulus
( )

After repeated pairings:

Conditioned Conditioned
Stimulus Response:
( ) ( )

Slide 10 of 32
 Use of music or sound in
1.ads
To make consumers feel happy when they see the brand
later
2. To make consumers think about the brand when they hear
the jingle laterUnconditioned
Stimulus
( ) Unconditioned
Response:
( )
Conditioned
Stimulus
( )

After repeated pairings:

Conditioned Conditioned
Stimulus Response:
( ) ( )

Slide 11 of 32
Strategic Applications of Classical
Conditioning

Basic Concepts
• Repetition • Increases the
association between
• Stimulus
the conditioned and
generalization
unconditioned
• Stimulus stimulus
discrimination • Slows the pace of
forgetting
• Advertising wearout
is a problem

Slide 12 of 32
Wear out effect
A situation in which an advertisement has been used so
much that it is no longer effective

Slide 13 of 32
Slide 14 of 32
Strategic Applications of Classical
Conditioning

Basic Concepts • Having the same

response to slightly
• Repetition different stimuli
• Stimulus
• Useful in:
generalization
– Product extensions
• Stimulus – Family branding
discrimination – Licensing

• Helps “me-too”
products to succeed
Slide 15 of 32
Me-too product

Slide 16 of 32
Slide 17 of 32
Strategic Applications of Classical
Conditioning

Basic Concepts • When you react

differently to two or
• Repetition more stimuli that
• Stimulus are the same or
generalization similar
• Stimulus • Opposite of stimulus
discrimination generalization
• Promotes unique
attributes of their
brands
Slide 18 of 32
Brand Heritage – Stimulus
Discrimination Chanel: Brand history

Slide 19 of 32
Slide 20 of 32
Brand history/founder-stimulus
Discrimination

Slide 21 of 32
Brand philosophy– Stimulus
Discrimination

Slide 22 of 32
Special Ingredients – Stimulus
Discrimination

23
Slide 23 of 32
http://www.sk-ii.com/about-us-miracle.html
Slide 24 of 32
Slide 25 of 32
Reinforcement of Behavior

Slide 26 of 32
Reinforcement of Behavior

Slide 27 of 32
Ads framing: Promotion vs. Prevention
focus

vs.

Slide 28 of 32
Slide 29 of 32
Slide 30 of 32
 Instrumental (operant)
conditioning
• “Sit” + = Treat

• Fizzy sound+ Coke = Refreshing

• Headache + Advil = Headache is gone
• Stress + Alcohol = Feeling good again

Cue or Motive Response Rewarding experiences

= Reinforcement

 When your response to your motive/cue is rewarded, these

responses are reinforced.
Slide 31 of 32
Slide 32 of 32
 Observational learning

• “Sit” + = Treat

• Fizzy sound+ Coke = Refreshing

• Headache + Advil = Headache is gone
• Feel bad + Alcohol = Feeling good again

Cue or Motive Response Rewarding experiences

 If it happens to somebody and you observe it, it reinforces your

response.
Slide 33 of 32
 Observational learning

A person is more likely to model the behavior of someone

who they think is attractive.

Slide 34 of 32
Slide 35 of 32
 Observational learning

Attractive models vs. Average-looking models

 For positive reinforcement  For negative reinforcement

Slide 36 of 32
Two Major Learning Theories

Slide 37 of 32
Cognitive Learning

• Learning also takes place as the result of

consumer thinking and problem-solving.
• Cognitive learning is based on the mental
processing of information.

Slide 38 of 32
 How consumers store, retain, and retrieve
information (The multiple-store memory
model)
Short-term encoding
Stimulus Sensory memory Long-term
input memory = working memory memory
(limited capacity) retrieval

1. Short-term memory: the site where information is

temporarily stored while being processed
2. Long-term memory: the site where information is
permanently stored
3. Encoding: the process of transferring information from
short- to long-term memory
4. Retrieval: the process of accessing information stored in
long-term memory so it can be utilized in short-term
memory
Slide 39 of 32
Slide 40 of 32
 How consumers store, retain, and retrieve
information (The multiple-store memory
model)
Short-term encoding
Stimulus Sensory memory Long-term
input memory = working memory memory
(limited capacity) retrieval

1. Short-term memory: the site where information is

temporarily stored while being processed
2. Long-term memory: the site where information is
permanently stored
3. Encoding: the process of transferring information from
short- to long-term memory
4. Retrieval: the process of accessing information stored in
long-term memory so it can be utilized in short-term
memory
Slide 41 of 32
Slide 42 of 32
Factors defining consumer
involvement
• Previous experience: When consumers have
had past experiences, the level of involvement
typically decreases. When consumers have
had no previous experiences, they will be much
more involved in the purchase.
• Interest
• Perceived risk of negative consequences
(Financial risk, risks of injury or illness)
• Situation
• Social visibility

Slide 43 of 32
 Central and Peripheral Routes to
Persuasion
• In high-involvement situations,
(Elaboration consumers
Likelihood expand the
Model)
capacity of short-term memory to its maximum extent.
• In low-involvement situations, consumers focus relatively
little memory capacity on the stimulus.
• Effortful
• Comparing Persuaded by
High:
arguments with prior strong, persuasive
Central
knowledge arguments
route
Involvement • Generating thoughts
level
Persuaded by
Low: • Automatic and
peripheral cues
Peripheral effortless
(attractive model,
route • Use peripheral cues
pleasant images,
and heuristics
humor)
Slide 44 of 32
Central route vs. Peripheral
route

Slide 45 of 32