Chapter 09 - Learning, Memory, and Product Positioning

Chapter 9
Learning, Memory,
and Product Positioning
LEARNING OBEC!I"E#
1) Understand the basic theories of learning and ho they relate to each other in terms of the learning
situations they e!plain"
#) $no hat factors determine the strength of learning"
%) Understand the characteristics and role of lo-in&ol&ement learning &ersus high-in&ol&ement
learning"
') $no the nature and functioning of memory"
() Understand the issue of competiti&e interference and hat strategies mar)eters can ta)e to minimi*e
its impact"
+) Understand ho mar)eters use learning and memory theories to de&elop product positioning
strategies"
,) Understand the meaning and importance of brand e-uity and brand le&erage"
#$MMAR%
Consumers must learn almost e&erything related to being a consumer.product e!istence, performance,
a&ailability, &alues, preference, and so forth" Mar)eting managers, therefore, are &ery interested in the
nature of consumer learning and memory"
Memory is the result of learning, hich in&ol&es information processing" Most commonly, information
goes directly into short-term memory for processing here to basic acti&ities occur.maintenance
rehearsal and elaborati&e acti&ities" Maintenance rehearsal is the continual repetition of a piece of
information in order to hold it in current memory" Elaborative activities are the use of stored
e!perience, &alues, attitudes, and feelings to interpret and e&aluate information in current memory""
Long-term memory is information from pre&ious information processing that has been stored for future
use" L/M undergoes continual restructuring as ne information is ac-uired" 0nformation is stored in
long-term memory in associati&e netor)s or schemas" Consumers often organi*e information in long-
term memory around brands in the form of brand schemas" /hese schemas represent the brand1s image
in terms of )ey attributes, feelings, e!periences, and so on"
Learning is defined as any change in the content or organi*ation of long-term memory" Consumers
learn in &arious ays, hich can be broadly classified into high-&ersus lo-in&ol&ement learning"
High-involvement learning occurs hen an indi&idual is moti&ated to ac-uire the information" Low-
involvement learning occurs hen an indi&idual is paying only limited or indirect attention to an
ad&ertisement or other message" Lo-in&ol&ement learning tends to be limited due to a lac) of
elaborati&e acti&ities"
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Chapter 09 - Learning, Memory, and Product Positioning
Learning can also be classified as either conditioned or cogniti&e" /here are to forms of conditioned
learning.classical or cogniti&e" Classical conditioning attempts to create an association beteen a
stimulus 2e"g", brand name) and some response 2e"g", beha&ior or feeling) and is generally lo-
in&ol&ement in nature" Operant conditioning attempts to create an association beteen a response
2e"g", buying a brand) and some outcome 2e"g", satisfaction) that ser&es to reinforce the response and is
generally high-in&ol&ement in nature"
/he cognitive approach to learning encompasses the mental acti&ities of humans as they or) to sol&e
problems, cope ith comple! situations, or function effecti&ely in their en&ironment" Cogniti&e learning
includes iconic rote learning 2generally lo in&ol&ement), vicarious learning/modeling 2lo or high
in&ol&ement), and analytical reasoning 2generally high in&ol&ement)"
Stimulus generalization is one ay of transferring learning by generali*ing from one stimulus situation
to other, similar ones" Stimulus discrimination refers to the opposite process of learning.responding
differently to somehat similar stimuli" /he ability of consumers to differentiate and generali*e is
critical for successful brand positioning and le&erage"
3nce learned, information is retrie&ed from long-term memory for use in e&aluations and decisions"
4etrie&al failures or etinction of a learned response represents a reduction in mar)eting effecti&eness"
4etrie&al depends on strength of initial learning, memory interference, and the response en&ironment"
Strength o! learning depends on si! basic factors5 importance, message in&ol&ement, reinforcement,
mood, repetition, and dual coding" "mportance refers to the &alue that the consumer places on the
information to be learned.greater importance increases learning and retrie&al" Message involvement is
the degree to hich the consumer is interested in the message itself.the greater the message
in&ol&ement, the greater the learning and retrie&al" #ein!orcement is anything that increases the
li)elihood that a response ill be repeated in the future.the greater the reinforcement, the greater the
learning and retrie&al" Mood is the temporary mental state or feeling of the consumer" Learning and
memory appear to be greater in positi&e mood conditions" #epetition refers to the number of times that
e are e!posed to the information or that e engage in a beha&ior" 4epetition increase learning and
memory, but can also lead to wearout" $ual coding in&ol&es creating multiple complementary pathays
to a concept in long-term memory" 6ual coding increases learning and retrie&al"
Memory inter!erence occurs hen consumers ha&e difficulty retrie&ing a specific piece of information
because other related information in memory gets in the ay" 7 common form of memory interference
is due to competiti&e ad&ertising" Competiti&e interference increases ith increased ad&ertising clutter"
8ut, it can be reduced by a&oiding competiti&e clutter, strengthening learning, reducing similarity to
competitor ads, and pro&iding retrie&al cues"
/he response environment can also be critical to retrie&al" Matching the response en&ironment to the
learning en&ironment, or matching the learning en&ironment to the response en&ironment can enhance
the ease and li)elihood of retrie&al"
%rand image, a mar)et segment or indi&idual consumer1s schematic memory of a brand, is a ma9or
focus of mar)eting acti&ity" &roduct positioning is a decision by a mar)eter to attempt to attain a
defined and differentiated brand image, generally in relation to specific competitors" 7 brand image that
matches a target mar)et1s needs and desires ill be &alued by that mar)et segment" :uch a brand is
said to ha&e brand e'uity because consumers respond fa&orably toard it in the mar)et" 0n addition,
these consumers may be illing to assume that other products ith the same brand name ill ha&e some
of the same features" 0ntroducing ne products under the same name as an e!isting product is referred
to as brand leverage or brand etension"
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Chapter 09 - Learning, Memory, and Product Positioning
LEC!$RE !IP# AN& AI&#
1) 7 good ay to illustrate semantic memory is to pro&ide a handout to the class such that one-third of
the class recei&es a piece of paper ith a brand name at the top, one-third recei&es a product
category, and one-third recei&es a ;need< such as hungry or lonesome" =i&e students three or four
minutes to rite don all the ords and phrases that come to mind hen they see the )ey ord"
>a&e se&eral students ith each type of ord rite their lists on the blac)board" 6iscussion can
center on the similarities and differences beteen indi&iduals and beteen types of )ey ords"
#) 7 good ay to underscore the importance of understanding the learning process for the student is to
describe ad&ertisements as ;learning situations encapsulated"< 0n effect, many ads try to sho the
&ieer an entire learning process5 hat the problem is, cues as to ho brand purchase can sol&e the
problem, appropriate reinforcement, and satisfaction e&aluation" 0n other ords, ho consumers
;learn< to be satisfied by the purchase of a brand"
%) 8efore class, ascertain the price of se&eral items students ould commonly purchase at a nearby
store such as the course te!tboo), pen, soft drin), -uart of mil), or noteboo)" 0n class, as) the
students ho much these items cost" /his can lead to a discussion of hy some students ha&e
learned the prices of some items hile others ha&e not"
') /he concept of imagery, one of the general characteristics of learning brought out in the chapter,
pro&ides an interesting and useful application of learning to direct mar)eting practice" 8rand names,
logos, brand symbols, pac)age design, and ad copy and layout all use the concept of imagery
hea&ily" Pic) a product such as automobiles and as) students hich brand names ha&e high imagery
potential and hich do not"
() ?!tinction can be illustrated by as)ing for the names of recent defeated &ice presidential candidates,
losers of recent super bols or @orld :eries, and the name of the author of the te!tboo) used in the
basic mar)eting class"
+) 7ssign andAor prepare one or more of the C8 P4?:: >0=>L0=>/: articles for class discussion"
CB PRE## 'IG'LIG'!#( IN)CLA## &I#C$##ION AR!ICLE#
7rticle 1
C" @oodyard, ;Lifestyles of the 4ich and Brugal, :tarring >yundai,< (S) *oday+ Co&ember 1', #00D,
p 17 and 8"
Highlights: /he fact that >yundai has come out ith a lu!ury model 2=enesis) under their >yundai
nameplate" 0t is a lot of car for the money coming in at E10 to E#0) less than its competitors such as
Le!us" >o it is trying to mo&e brand aay from its roots se&eral decades ago as ;cheap, not-alays-
reliable heels for college studentsF< >yundai a&oids the high costs of separate dealerships, but ris)s
consumers not buying the brand stretch and being put off in shorooms buying a lu!ury car ne!t to
someone buying an entry-le&el auto"
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Chapter 09 - Learning, Memory, and Product Positioning
Use in Discussion: =reat for use as an add-on to the >yundai case in hich one focus group
respondent indicated that they had ;or)ed too hard to on a >yundai"< Can ha&e students discuss
pros and cons of this strategy and hat it ill ta)e to ma)e it or)" >yundai is ban)ing on a segment
of consumers ho ant a ;premium machine for the rich and frugal ho appreciate the finer things but
don1t li)e to sho off"< May ha&e students consider ho big this segment is"
7rticle #
:" /hompson, ;Purina Counts on Bitness Bren*y =oing to the 6ogs,< )dvertising )ge, May %1, #00',
p" 1+"
Highlights: Bact that Purina is repositioning its 6og Cho in terms of being nutritious for the dog" 0n
reaction to 2a) changes in consumer psychographics in terms of dogs G more ;health-concerned< dog
oners, and 2b) increased competition in premium brands going after nutrition"
Use in Discussion: Can highlight the costs and ris)s of repositioning" 6og Cho essentially is mo&ing
a bit into the ;premium< territory and spending some E#%M to do so" 7t the same time, they already
ha&e Pedigree hich is a premium dog food, hich they are also repositioning along the nutrition
attribute"
7rticle %
L" >a&erty, ;6on1t Blush Hour 7d 6on the :uper 8ol,< )dvertising )ge, Ianuary #D, #00D, p" 1
and %D"
Highlights: /he fact that ith all the clutter, lesser-)non brands may get lost in all the hoopla of the
:uper 8ol" 8rands spend millions on ads on the :uper 8ol, but research shos that this ad&ertising
often gets misattributed to the mar)et leader or ma)es no brand connection at all" ?!amples include
that beer ads ere misattributed to the leader 8udeiser, hile an 7meri-uest ad hich made the 7d
Meter top 10 generated no brand recall at all"
Use in Discussion: $ey here is that brand needs to be the focal point around hich ad&ertising builds
associations" :tronger learning and a&oidance of mista)es that increase ad&ertising interference 2see
chapter 9 for discussion) are )ey elements here" 7nother point is that high le&els of ad e!penditure to
buy high le&els of e!posure are useless unless consumers ma)e 2learn) the lin)age beteen the brand
and the attributes being ad&ertised"
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Chapter 09 - Learning, Memory, and Product Positioning
IN!ERNE! E*ERCI#E#
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1) Lisit one of the folloing @eb sites" ?&aluate the site in terms of its application of learning
principles"
a) "chipotle"com
b) "motorola"com
c) "dior"com
d) "9oltenergy"com
:tudents should loo) for &arious approaches including use of hea&y amounts of information 2high-
in&ol&ement learning), repetition, reinforcement, imagery, shaping, etc" 4ecently the 6ior site
played Pat 8enatar1s Li!e is a battle!ield song 2unconditioned stimulus) hile shoing runay
&ideo of the current fashion collection 2conditioned stimulus)" /he collection as consistent ith
the music in that clothing as bold, mostly blac) color and con&eyed a &ery poerful but feminine
fashion image 2the desired conditioned response)"
#) Lisit se&eral company @eb sites until you find one that you feel ma)es particularly effecti&e use of
one or more of the learning theories e ha&e co&ered and one that ma)es &ery little use of these
principles" 6escribe each and 9ustify your selections"
/his is a useful e!ercise because it forces students to go beyond 9ust loo)ing at sites and into
e&aluating them based on beha&ior principles"
%) ?&aluate the folloing three @eb sites in terms of their ability to createAsupport a good brand image
and product position"
a) "minicooper"org
b) "toyota"comAyarisA
c) "bm"com
/his is a useful and fun e!ercise" :tudents should first discuss the appropriate or li)ely desired
image and then e!amine the sites for consistent and inconsistent elements" Bor e!ample, the Mini
Cooper site fits its image as both a ;green< and ;fun< car" 0ts tag line is ma!imi*e you fun and
minimi*e your impact" 0t allos you to build your on car, but also has fun areas ith games and
donloads"
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Chapter 09 - Learning, Memory, and Product Positioning
RE"IE+ ,$E#!ION#
1) @hat is learning,
Learning is any change in the content or organi*ation of long-term memory andAor beha&ior"
#) @hat is memory,
Memory is the total accumulation of prior learning e!periences"
%) 6efine short-term memory and long-term memory,
:hort-term memory or or)ing memory is that portion of total memory that is currently acti&ated or
in use" Long-term memory is that portion of total memory de&oted to permanent information
storage"
') 6iscuss the nature of short-term memory in terms of its endurance and capacity-
:/M has a limited capacity to store information and sensations and is short li&ed in nature"
() @hat is maintenance rehearsalM
/his is the continual repetition of a piece of information in order to hold it in current memory for
use in problem sol&ing or transferal to long-term memory"
+) @hat is meant by elaborative activities,
/he use of pre&iously stored e!periences, &alues, attitudes, beliefs, and feelings to interpret and
e&aluate information in or)ing memory as ell as to add rele&ant pre&iously stored information"
,) @hat is meant by imagery in wor.ing memoryM
/his in&ol&es concrete sensory representations of ideas, feelings, and ob9ects" 0magery processing
in&ol&es the recall and mental manipulation of sensory images, including sight, smell, taste, and
tactile sensations"
D) @hat is semantic memory,
0t is the basic )noledge and feelings e ha&e about and ob9ect or e&ent"
9) >o does a schema differ from a script,
:chema, often referred to as schematic memory or a )noledge structure, is a comple! eb of
associations lin)ing a &ariety of concepts and episodes to a particular ob9ect or e&ent" 7 script is a
memory of ho an action se-uence should occur"
10) @hat is episodic memory and ho does it relate to !lashbulb memory,
/his is the memory of a se-uence of e&ents in hich a person participated" /hese personal
memories of e&ents such as a first date, graduation, or learning to dri&e, can be -uite strong"
Blashbulb memories are &i&idly detailed and highly enduring o&er timeN they contain specific
situational detailN they are held ith a high degree of confidence, and are percei&ed as special and
different from other ordinary or mundane e!periences" 7s such, they are a type of episodic
memory"
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Chapter 09 - Learning, Memory, and Product Positioning
11) 6escribe low-involvement learning- >o does it differ from high-involvement learningM
7 lo-in&ol&ement learning situation is one in hich the consumer has little or no moti&ation to
learn the material" >igh-in&ol&ement learning occurs in situations here the indi&idual is highly
moti&ated to learn the material" Lo-in&ol&ement learning can in&ol&e the same processes as
high-in&ol&ement learning, but classical conditioning, iconic rote learning, and modeling are most
common" 4epetition appears to be particularly important in lo-in&ol&ement situations 2iconic rote
learning)" 3perant conditioning and analytical reasoning are common learning processes in high-
in&ol&ement situations"
1#) @hat do e mean by cognitive learning+ and ho does it differ from the conditioning theory
approach to learningM
Cogniti&e learning encompasses all the mental acti&ities of humans as they or) to sol&e problems
or cope ith situations" 0t in&ol&es learning ideas, concepts, attitudes, and facts that contribute to
our ability to reason, sol&e problems, and learn relationships ithout direct e!perience or
reinforcement" Cogniti&e learning can range from &ery simple information ac-uisition 2iconic rote
learning) to comple!, creati&e problem sol&ing 2as in analytical reasoning)" Unli)e conditioning
theory, it does not re-uire any form of conditioning 2reards or unconditioned stimuli)"
1%) 6istinguish beteen learning &ia classical conditioning and that occurs &ia operant conditioning"
Classical conditioning refers to the process of using an e!isting relationship beteen a stimulus and
response to bring about the ;learning< of the same response to a different stimulus that consistently
appears ith the original stimulus" 3perant conditioning 2or instrumental learning) differs in that
the learner must first engage in the desired beha&ior and then recei&e an appropriate reard"
1') @hat is iconic rote learning, >o does it differ from classical conditioningM 3perant
conditioningM
0t is the learning of an association beteen to concepts in the absence of conditioning" /hat is, the
association is formed ithout a direct reard 2operant conditioning) or pairing the stimulus ith an
unconditioned response 2classical conditioning)"
1() 6efine modeling"
Modeling 2or &icarious learning) relates to ho consumers do not need to e!perience reards or
punishments directly to learn" 0nstead, they can obser&e the outcomes of others1 beha&iors and
ad9ust their on accordingly" :imilarly, they can use imagery to anticipate the outcome of &arious
courses of action"
1+) @hat is meant by analytical reasoningM
7nalytical reasoning is the most comple! form of cogniti&e learning, in&ol&ing indi&iduals1
engaging in creati&e thin)ing to restructure and recombine e!isting information as ell as ne
information to form ne associations and concepts" 0nformation from a credible source that
contradicts or challenges one1s e!isting beliefs ill often trigger reasoning"
1,) 6escribe analogical reasoning"
7nalogical reasoning allos consumers to use an e!isting )noledge base to understand a ne
situation or ob9ect" /he use of analogy is a form of analytical reasoning"
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Chapter 09 - Learning, Memory, and Product Positioning
1D) @hat is meant by stimulus generalization, @hen do mar)eters use itM
3ften referred to as the ;rub-off-effect,< once e ha&e learned a particular response that or)s for
us, e are able to capitali*e on that learning by transferring it to similar learning situations or
stimuli 2generali*ing)" /his is particularly useful to mar)eters in branding, here the use of a family
brand allos consumers to learn product -uality and performance &ia stimulus generali*ation"
19) 6efine stimulus discrimination" @hy is it importantM
:timulus discrimination 2or differentiation) refers to the process of learning to respond differently to
somehat similar stimuli" 6iscrimination is important because it is the process by hich buyers
strengthen their attachment to a particular brand and thus become brand loyal"
#0) ?!plain etinction and retrie&al failure and hy mar)eting managers are interested in them"
?!tinction 2associated ith conditioned learning) and retrie&al failure 2associated ith cogniti&e
learning) is the process of forgetting that hich has been learned and occurs for &arious reasons
including lac) of reinforcement or memory interference" 0t is important to mar)eting managers
because they do not ant consumers to forget their brand names or positi&e attributes but they
sometimes do ant them to forget bad e!periences ith the brand or store"
#1) @hat factors affect the strength of learningM
:trength of learning is enhanced by si! factors5 importance, message in&ol&ement, mood,
reinforcement, repetition, and dual coding" =enerally, learning ill come about more rapidly, and
last longer, the more important the material to be learned, the more moti&ation to learn, the more
fa&orable mood to learn, the more reinforcement recei&ed during the process, the greater the number
of stimulus repetitions 2or practice) that occurs, and the more imagery the material contains"
##) >o does self-referencing relate to strength of learningM
:elf-referencing is a message in&ol&ement strategy used to highlight a brand1s personal rele&ance to
the consumer" Bor e!ample, ads using nostalgia appeals hich encourage the consumer to
remember past personal e!periences can be &ery poerful"
#%) @hat is memory interference and hat strategies can mar)eters use to deal ith itM
Memory interference occurs hen consumers ha&e difficulty retrie&ing a specific piece of
information because other related information in memory gets in the ay 2e"g", competiti&e ads)"
Mar)eters use a number of strategies to decrease competiti&e interference, including a&oiding
competing ad&ertising, strengthening initial learning, reducing similarity to competing ads, and
pro&iding e!ternal retrie&al cues"
#') @hy is it useful to match the retrie&al and learning en&ironmentsM
4esearch indicates that indi&iduals are better able to recall learned material if the situation in hich
they need to recall it is similar to the situation in hich they learned it"
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Chapter 09 - Learning, Memory, and Product Positioning
#() @hat is a brand image, @hy is it importantM
8rand image refers to the schematic memory of a brand" 0t contains the target mar)et1s
interpretation of the product1s attributes, benefits, usage situations, users, and
manufacturerAmar)eter characteristics" 0t is hat e thin) of and feel hen e hear or see a brand
name" Company image and store image are similar e!cept they apply to companies and stores rather
than brands" Consumers tend to prefer brands and outlets ith images that meet their needs and
e!pectations"
#+) @hat is product positioning, #epositioning,
Product positioning is a decision by a mar)eter to try to achie&e a defined brand image relati&e to
competition ithin a mar)et segment" /hat is, mar)eters decide that they ant the members of a
mar)et segment to thin) and feel in a certain ay about a brand" /his is generally e!pressed in
relation to a competiti&e brand or a usage situation" /he term product positioning is most
commonly applied to decisions concerning brands but it is also used to describe the same decisions
for stores, companies, and product categories"
Product repositioning refers to a deliberate decision to significantly alter the ay the mar)et &ies a
product" /his could in&ol&e its le&el of performance, the feelings it e&o)es, the situations in hich
it should be used, or e&en ho uses it" 4epositioning can be &ery difficult and costly, re-uiring
consumers to unlearn old associations and replace them ith ne ones, ta)ing years to accomplish"
#,) @hat is perceptual mapping,
Perceptual mapping offers mar)eting managers a useful techni-ue for measuring and de&eloping a
product1s position" /his in&ol&es mapping ho consumers percei&e the similarity and dissimilarity
beteen a set of competing brands or products" /he closer to brands are in a perceptual map, the
more they are percei&ed to be similar" /he farther aay any to brands are in the map, the more
dissimilar they are percei&ed to be" /he dimensions of the perceptual map are used to understand
the attributes consumers use to compare brands"
#D) @hat is brand e'uity,
8rand e-uity is the &alue consumers assign to a brand abo&e and beyond any specific functional
characteristics of the product" /hus, there is a halo effect associated ith the reputation of the brand
such that it has added &alue or meaning to consumers"
#9) @hat does leveraging brand e'uity mean,
8rand le&erage refers to mar)eters capitali*ing on brand e-uity" /his can be achie&ed ith family
branding, brand e!tensions, and umbrella branding, as ell as licensing a brand name for other
mar)eting promotions" /he degree to hich le&eraging brand e-uity or)s depends upon the degree
of stimulus generali*ation"
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Chapter 09 - Learning, Memory, and Product Positioning
&iscussion ,uestions
%0) >o ould you determine the best product position for the folloing5
a) 7 candidate for student body president at your uni&ersity
b) 7 cell phone targeting children
c) 7 local animal shelter
d) 7 line of poer tools targeting omen
e) 7 brand of toothpaste
/he essential first step is a definition of the target mar)et and its needs" /hen, one needs to
determine if high- or lo-in&ol&ement learning is most li)ely" Most image de&elopment occurs in a
lo-in&ol&ement situation" 0conic rote learning and classical conditioning ould be the main factors
in most lo-in&ol&ement ad&ertising campaigns" 4easoning ould be a good approach if a
high-in&ol&ement approach ere selected" 7ll aspects of the mar)eting mi! must be consistent ith
the desired product image"
%1) 0s lo-in&ol&ement learning really idespreadM @hich products are most affected by lo-
in&ol&ement learningM
Lo-in&ol&ement learning is probably &ery idespread, but this is difficult to document" Products
that are hea&ily ad&ertised, and in hich most people ha&e little interest, are most li)ely to be
affected by lo-in&ol&ement learning" 3ne could argue that much supposedly lo-in&ol&ement
learning actually occurred under fairly in&ol&ing conditions" /he learned material is retained and the
situation in hich it as first learned is forgotten"
%#) 7lme! and Company introduced a ne coffee-fla&ored li-ueur in direct competition ith >iram
@al)er1s tremendously successful $ahlua brand" 7lme! named its ne entry $amora and pac)aged
it in a bottle similar to that of $ahlua, using a pre-Columbian label design" /he ad copy for $amora
reads5 ;0f you li)e coffee.you1ll lo&e $amora"< ?!plain 7lme!1s mar)eting strategy in terms of
learning theory"
8asically, this is learning-&ia-stimulus generali*ation" /hey appear to ant consumers to generali*e
the positi&e aspects of $ahlua to their brand 2one could argue that they ant consumers to mista)e
their brand for $ahlua)" Ma)e sure students point out ho 7lme! is bringing about generali*ation
2signify name, bottle shape, etc"), and the ethical problems ith such a strategy"
%%) 6escribe the brand images the folloing ;brands< ha&e among students on your campus"
a) 8lac)berry :mart Phone
b) Hour student go&ernment
c) Coca-Cola Oero
d) /oyota Prius hybrid
e) /he United @ay
f) Legan
/he discussion of brand images is alays an interesting discussion among students" @hile there
ill be agreement across most students on most brands, you may find discrepancies among your
class relati&e to the di&ersity of the students" Bor e!ample, geographic differences in students
usually is a factor in differing images"
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Chapter 09 - Learning, Memory, and Product Positioning
%') 0n hat ays, if any, ould the brand images you described in response to the pre&ious -uestion
differ ith different groups, such as 2a) middle-aged professionals, 2b) young blue-collar or)ers,
2c) high school students, and 2d) retired couplesM
7ssign students different brands from Kuestion %% and specific segments outlined abo&e" 7rrange
presentations by brand such that discussion can re&ol&e around ho different product positioning
could e!ist for different target segments" 3b&iously their ill be sharp differences in ho these
;products1 are &ieed by different groups" Push for the causes of these differences and mar)eting
insights suggested by them" 0t is important to note that there ill be differences in ho the product
is percei&ed 7C6 ho the same perception is &alued" /hat is, some may see their student
go&ernment as fair and open for idea discussion and others as closed-mined and dictatorial"
%() @hat role does dual coding play in the learning processM
6ual coding in&ol&es storing the same information in different ays resulting in more internal
pathays 2associati&e lin)s) for retrie&ing information" /his, in turn can increase learning and
memory"
%+) 4espond to the -uestions in Consumer 0nsight 9-1"
7 flashbulb memory occurs hen a brand encounter creates a highly &i&id and enduring episodic
memory" :tudents ill ha&e &arying opinions and e!periences" =et them to elaborate on brands for
hich they ha&e a flashbulb memory and then e!plain the type of brand and the purchase occasion"
8y getting numerous students in&ol&ed, you may be able to categori*e additional dri&ers of
flashbulb memories or confirm those discussed in the insight" 0t can be interesting to see ho
students feel these influence brand purchases"
%,) ?&aluate the 0llustrations 9-1 through 9-( in light of their apparent ob9ecti&es and target mar)et"
"llustration /-05 /he :HCC ad uses an image-rich name that con&eys much of the product1s
function" /he &isual in the ad clearly, symbolically, shos the product1s primary benefit" /he te!t
e!pands on this theme ith, ;Hou tal), :HCC listens"< /his ad should help trigger elaborati&e
acti&ities that ill allo consumers to define this as a ne and useful product"
"llustration /-15 /he Cissan ad assumes high-in&ol&ement learning hile the Campbell1s ad is based
on lo-in&ol&ement learning" 7lthough there is e!tensi&e te!t 2Cissan), the ad has a catchy
headline" /he fact that its topic is li)ely to be &ery high in&ol&ement for a )ey part of its target
audience means that the detail ill li)ely or)" /he Campbell1s ad triggers positi&e emotions and
should be effecti&e at inducing learning in a lo-in&ol&ement situation"
"llustration /-25 /he :enseo ad is designed to induce trial, the first step in shaping"
"llustration /-35 /he Merc) ad challenges consume beliefs regarding the sources of bad cholesterol,
thus triggering analytical reasoning on behalf of the consumer"
"llustration /-45 /he 6ayKuil ad uses reinforcement to strengthen learning by promising to relie&e
sinus pain and pressure"
%D) >o ould you teach teenagers an eating script that in&ol&ed consistently ashing one1s hands
firstM 7 script for use of seat beltsM
/his ma)es a good ritten assignment 2though it is hard to grade - 0 ould go passAno pass) or in-
class discussion -uestion 2but it re-uires some time to thin))" Birst, hat ill moti&ate them to
beha&e in this manner - fear of deathAin9ury, possible fines, loo)ing li)e a 9er) if they don1t, etc"
3nce this is decided, the learning approach can be specified"
9-11