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79 Cards in this Set
- Front
- Back
Learning
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Process by which individuals organize knowledge so that it causes a permanent change in their and can be used again in future purchase activities.
Learning is the unconscious association between a stimulus and a response |
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Characteristics of Learning
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Evolves over time and is a process
Cannot be directly observed Reflects both experiences and background characteristics |
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Behavioral Learning Theory
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The individual learns to associate the stimulus with a certain response so that whenever the stimulus occurs he or she will respond with the same kind of behavior.
Black box |
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Classical Conditioning
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Ivan Pavlov
An individual learns to associated an unrelated stimulus with a particular behavioral response that have previously been elicited by a related stimulus. A stimulus that is paired with another stimulus elicits a known response and serves to produce the same response when used alone. |
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Three Aspects of Classical Conditioning
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1) Repetition
2) Stimulus Generalization 3) Stimulus Discrimination |
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Repetition
(Aspect of Classical Conditioning) |
Repetition increases the likelihood of a subject's responding to a conditioned stimulus.
The more often the conditioned stimulus is paired with the unconditioned one, the stronger the association becomes and the more likely it will be remembered. |
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Stimulus Generalization
(Aspect of Classical Conditioning) |
A new stimulus is sufficiently similar to an existing conditioned stimulus that evokes the same response.
Consumers generalize what they have learned about one product to other products they perceive to be similar. (me too products, product line extensions, family branding.) |
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Stimulus Discrimination
(Aspect of Classical Conditioning) |
Consumers are able to discriminate the new stimulus from the existing one and do not exhibit the same behavioral response (Diet Coke not the same as Diet Pepsi)
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Developer of Instrumental Conditioning
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B.F. Skinner
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Instrumental Conditioning Theory
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Individuals will only learn to associate a stimulus and response if they are rewarded for doing so.
Instrumental Conditioning occurs when the subject learns to exhibit behaviors that are positively reinforced and to avoid those behaviors that yield negative reinforcement. Occurs through a trial-and-error process |
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Developer of Classical Conditioning
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Ivan Pavlov
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Instrumental Conditioning
Three Types of Reinforcement |
Positive Reinforcement
Negative Reinforcement Punishment |
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Positive Reinforcement
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Rewarding the individual for a behavioral response, encouraging repetition of the response.
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Negative Reinforcement
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Encourages the individual to take particular actions, but in this case they are taken to avoid receiving the negative reinforcement
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Punishment
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Discourages the individual from taking a particular action that will have negative consequences.
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Random Partial Reinforcement
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Rewards consumers on an irregular schedule
Rewards should not automatically follow every desired behavior because the reward becomes expected and is no longer effective. |
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Observational Learning Theory
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Subset of operant conditioning.
Occurs as a result of vicarious rather than direct experience. Happens when people observe how others behave in response certain situations (stimuli), the ensuing results (reinforcement) that occur, and the imitate (model) the positively-reinforced behavior when faced with similar situations. |
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Modeling
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The process through which individuals learn behavior by observing the behavior of others and the consequences of such behavior.
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Cognitive Learning Theory
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Assumes that learning occurs when an individual processes information using conscious mental process.
Examine the "black box" in addition to the stimuli that enter it and and the behavioral responses that leave it. |
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Memory
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The "location" or "storehouse" in which individuals store the knowledge they will be able to recall and use for later problem solving.
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Types of Memory
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Sensory Memory
Short-Term Memory Long-term Memory |
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Sensory Memory
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Temporarily stores information that is received during the perceptual process
Duration: less than 1 or 2 seconds Attention: Information that passes through an attentional gate is transferred to short-term memory. |
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Short-term Memory
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Briefly stores information to which attention has paid
Working memory Duration: less than 20 seconds |
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Long-term Memory
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(Relatively) Permanently stores knowledge after Elaborative Rehearsal has evaluated the information for meaning and stored it.
Duration: Long or permanent |
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Information Overload
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The consumer is presented with too much information
A function of the amount of information and time frame of that information. |
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Elaborative Rehersal
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Evaluating information or meaning and storing it in long-term memory according to the organized principles the individual has developed based on his/her past experiences and background characteristics.
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Activation
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Integrating new information into existing, organized knowledge.
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Associative Networks
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Organized knowledge structure about a particular domain.
Information that is seen as similar is linked together in chunks that represent a more general area of information. Associative networks form the knowledge base of schema. |
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Schema
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The total package of association brought to mind when a cue is activated.
The collection of knowledge and beliefs held by the individual. |
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Retrieval
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Process by which individuals recover information from long-term memory to use in problem-solving activities.
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Factors Influencing Retrival
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Familiarity with the information
Relevance of the information Form in which the information is provided Repetition of the information |
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Familiarity with the Information
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When consumers are familiar with a product, it is easier for them to remember information about it because they have well-developed associative networks that contain a great deal of information linked to the product.
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Relevance of the Information
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When information is relevant to an individual, it is easier for them to remember it because he/ she will have both the motivation and the capacity to store that information in long-term memory through associative networks.
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Form in which the Information is Provided
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The form in which information is initially perceived before storage affects the ease with which it is retrieved.
Superiority of visual memory over verbal memory. |
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Repetition of the Information
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Information is forgotten almost immediately after it is learned.
Consumers generally do not store new information very effectively without repetition during elaborative rehearsal. |
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Marketing Applications of Learning Theory
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Rewards
Repetition Stimulus Generalization & Discrimination Experience Signs and Symbols |
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Rewards
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Rewards increase the likelihood that a behavior will be repeated.
If the reward is given too often, the consumer may come to expect the continual reward, and the reward will have lost any effect it originally may have had on the consumer's behavior. |
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Reinforcement Schedules
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Continuous Reinforcement --> Total Reinforcement = least effective
Systematic Partial Reinforcement Random Partial Reinforcement = most effective |
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Repetition
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Repetition enhances consumer learning.
1) Helps consumers associate an unconditioned stimulus (meat) with a conditioned stimulus (bell). 2) Strengthens the links between the new information and associated nodes in long-term memory |
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Stimulus Generalization and Discrimination
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Marketers utilize stimulus generalization when they want to provide information about product line extensions.
Also used when they want to make a product distinct in the mind of the consumer. |
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Experience
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Consumers learn from their experience with products...so marketers use free samples
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Signs and Symbols
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Facilitate consumer learning through the process of association.
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Attitude
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Learned predisposition to act in a consistent way toward an object based on feelings and opinions that result from an evaluation of knowledge about the object.
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Three Factors of Attitude
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1) Learned Knowledge about an object
2) Evaluation of the object based on that knowledge 3)Predisposition to act based on that evaluation |
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Characteristics of Attitude
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Learned
Consistent (and also w/ behavior) Occur within, and are affected by situations (influence the relationship between an attitude and a behavior) |
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Four Functions of Attitudes
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1) Utilitarian Function
2) Value-Expressive Function 3) Ego-Defensive Function 4) Knowledge Function |
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Utilitarian Function
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A person develops an attitude toward an object because it offers utility (fluoride prevents cavities)
Similar to knowledge |
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Value-Expressive Function
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A person develops a positive attitude toward an object that allows him to express his values/personality/lifestyle.
(American-made cars are good for the economy) Similar to ego-defensive |
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Ego-Defensive Function
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A person develops an attitude to protect self from external threats or internal feelings. (Head and Shoulders in preventing dandruff which is an embarrassing problem)
Similar to Value-expressive |
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Knowledge Function
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A person forms an attitude to help organize knowledge of his environment into easily applied evaluations that can be used to simplify decision-making.
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Tricomponent Attitude Model
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1) Cognition
2) Affect 3) Conation |
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Cognition
(Tricomponent Attitude Model) |
Consumer's knowledge about products, brands, and marketers
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Affect
(Tricomponent Attitude Model) |
Consumer's feelings or emotions about an object (evaluation of a product or brand)
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Conation
(Tricomponent Attitude Model) |
Consumer's intention to act in some way regarding an object (predisposition to buy a particular product to satisfy a need)
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Multi-Attribute Attitude-Toward-Object Model
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Focus on an object's multiple attributes
Suggests that the individual's attitude toward the object is the result of the aggregation of his or her evaluations of each one attribute. Consumer's overall attitude toward a product is the aggregation of: 1) His or her beliefs about each of its attributes 2) an evaluation of the importance or relevance of that attribute in providing the needed benefits |
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Attitude-Toward-the-Ad Model
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Consumers form various feelings and judgments as a result of their exposure
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Attitude Change Strategies
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Changing the product or package - Specific
Linking products to a special cause or event - Specific Changing the relative importance of attributes Changing brand beliefs -- Specific Adding an attribute/ benefit -- Specific Elaboration Likelihood Model -- Global |
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Elaboration Likelihood Model
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Attitude change can occur through central route or peripheral route
Central - involved with Peripheral - not very involved |
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Involvement
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The degree of personal relevance that the product or purchase holds for the consumer.
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Cognitive Dissonance
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Feelings of discomfort experienced when a consumer has knowledge, holds attitudes, or takes actions that conflict with one another.
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Cognitive Dissonance Theory
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When dissonance occurs, the individual will seek to reduce it by changing the inconsistent cognitive elements.
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Factors Affecting the Amount of Dissonance
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The more similar the choices, the greater the dissonance.
Higher involvement --> higher dissonance Dissonance is greater if an individual does something voluntarily than if forced (forced compliance study) |
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Ways to Reduce Dissonance
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Rationalize the decision as being wise
Seek out ads that support the original reason for choosing the product Trying to sell friends on the positive features of the brand Looking to known satisfied owners for reassurance |
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Assumption of Attribution Theory
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People attempt to understand one's behaviors and social events they observe by making causal attributions or inferring a "cause" of them
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Types of Attributions
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Internal Attribution- giving yourself credit for the outcome
External Attribution- giving others or outside events credit for the outcome Defensive Attribution- Consumers are likely to accept credit personally for success, and to credit failure to others or to outside events. |
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Foot-in-the-Door Technique
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Compliance is gained for a relatively large request by first gaining compliance to a relatively minor request; the compliance with the minor request positively affects later compliance with the larger request.
Individuals look at their prior behavior (compliance with a minor request) and conclude that they are a "yes" person |
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Self-Perception Theory
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Attributions a consumer makes about his or her own behavior (his or her self perceptions) may result is subsequent attitude changes.
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Source Credibility
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The belief that a source provides accurate and unbiased information based on objectivity and expertise.
Higher source credibility --> greater persuasion |
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Credibility of Informal Sources
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Sources have nothing to gain from their recommendation
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Credibility of Formal Sources
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Built on intention, reputation, expertise, and knowledge.
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Credibility of Spokespersons or Endorser
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Celebrities who have the actual product knowledge --> more credible
Endorser's demographic characteristics are similar to those or target audience --> more credible |
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Sleeper Effect
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High credibility sources tend to be more effective persuaders than low credibility sources. Over a period of time, the favorable effect of high-source-credibility on attitude change diminish, and low-source credibility negative attitude reactions become more positive.
Consumers forget the source message faster than they forget the message itself. |
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Comparative Advertising is Most Effective When
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Brand is new or has a small market share
Brand is noticeably superior to competition on some attribute Target market has no strong preference Used on TV |
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Comparative Advertising Often Fails When
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Product has no significant advantages
Competition had valid counter claims Appeal is emotional rather than rational |
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Rules for using Fear Appeals
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Give specific instructions on how to cope or overcome fear.
Use highly credible source Vulnerable people are less persuaded by fear appeals Don't use fear if target audience has low self-esteem |
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Rules for using Sex Appeals
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Used because of their power to draw attention of consumers to the message
To be successful, the sexual imagery in the ads must not distract the consumer's attention away from the content of the message. Advertisers may be giving up persuasiveness to achieve "stopping power" Gestalt psychology- don't want ground to be more powerful than source. |
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Research Findings on Humor Advertising
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Humor increases attention
Humor can distract from message points causing decreased comprehension Humor does not enhance source credibility. Humor can inhibit counter arguing. Humorous ads are NOT any more effective in changing attitudes than serious ads. |
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Arguments FOR the use of Humor:
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Helps gain attention and interest
Speaks to audience at their level Will make people like the brand more Language |
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Arguments AGAINST the use of Humor:
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Large difference in what people find funny
Fast wear out --> irritation Distracts from message |