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35 Cards in this Set
- Front
- Back
Learning |
A Change in behaviour that is caused by experience. Learning can occur through simple associations between a stimulus and a espies or via a complex series of cognitive activities. |
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Behavioural learning theories |
Issues that learning occurs as a result of responses to external events. Classical and operant/intrumental conditioning |
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Classical conditioning |
Occurs when a stimulus that natural elicits a response (UCS) is paired with another stimulus that does not initially elicit this response. Over time the second stimulus (CS) comes to elicit the response as well. |
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Stimulus generalization |
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Stimulues discrimination |
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Operant conditioning |
Occurs as the person learns to perform behaviour that produce positive outcomes and avoid this that result in negative outcomes. |
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Positve reinforcement |
Where a reward is delivered following a response |
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Negative reinforcement |
Where a negative outcome is avoided by not performing a response. |
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Punshiment |
Where a response is followed by unpleasant events. |
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Operant condition rules |
Fixed interval reinforcement Variable interval reinforcement Fixed ratio reinforcement Variable ratio reinforcement |
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Fixed interval reinforcement |
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Variable interval reinfircement |
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Fixed ratio reinforcement |
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Variable ratio reinforcement |
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Cognitive learning |
Occurs as a result of internal mental processes. Views people as problem solvers who actively use information from the world around them to master their environment. |
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Obervational learning |
Takes place when a consumer performing a behaviour as a result of seeing someone else performing it and being rewarded for it. |
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Components of obervational learning |
Attention -- Retention -- Production processes -- Motivation == Obervational learning |
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Marketning application for learning principles |
*Focus on the associations between marketing stimuli and consumer responses *Behavioura learning principles apply to many consumer phenomena, eg. in the creation of a distinctive brand image. *The transfer of meaning from an unconditioned stimulus can explain why certain mage-up brand namescan exert such powerful effects on consumers. *Marketer adopt stratgies such as repeating adverts, pairing products with positive stimulus. |
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Applications of stimulus generalisation |
Familiy braning, product line extensions, licensing, look alike packaging. |
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Family branding |
A variety of products capitalise on the reputation of a company name |
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Product line extensions |
Where related products are added to an established brand. |
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Licensing |
Where well known names are 'rented' by others. |
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Look alike packaging |
When smaller companies use packaging that reminessence?? of well-known. |
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Applications of stimulus discrimination |
Communicating a product's distinctiveness from the competition, enables consumers to differentiate the brand from others in the market place. Promoting the unique attributes of a brand. |
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Taking advantage of instrumental and cognitive conditioning principles |
Principles of instrumental conditioning are at work when a consumer is rewarded or punished for a product decision. Rewards can include thanking the consumer, rebates, discouts, calls, loyalty points etc. Consumers ability to learn by observing how the behaviour ofothers is reinforced (cognitive learning) makes the marketersrole easier. Marketers can show what happens to desirablemodels who use their products. |
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Memory |
Involves the process of acquring information and storing it over time so that it will be available when needed. |
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The memory process |
External inputs -- Encoding -- Storage -- Retrieval. |
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Sensory memory |
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Attention |
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Short-term memory |
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Elaborative rehersal |
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Long-term memory |
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Facrots affecting memory retrieval |
Physiological Situational Viewing environment Mood congruence Familiarity Salience |
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Products as memory makes |
Nostalgia Used to retrieve memories about past experiences and are often valued for their ability to do this. |
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Measuring memory in marketing |
Consumers are more likely to recognise an advertisement if it is presented to them than to recall one without being given any cues. |