2022-09-07 MCB lecture 2 marketing, goals and learning
Marketing: creating value (depends on consumer goals) and satisfying consumers
How? Understanding how consumers work and what they want and need/ what they value.
- Society/ macro level: “the group of consumers”. Everyone is the same.
- Household/ meso level: from a groups perspective. studentenhuis, gezin.
Market segmentation/ consumer differentiation: divide in more groups.
- Individual level: psychological theories of how consumers work. Psychology of consumers.
Learning
= everything you know about products, brands, services, & markets is learned. A permanent change in behavior.
Learning: the activity or process of acquiring knowledge or skill by studying, practicing, or experiencing something.
Finding out whether you are liking or not. It is a relatively permanent change. Thus not involved in inborn or innate
behaviors. “A relatively permanent change in behaviour, knowledge, or thinking skills that occurs through studying,
practicing, or experiencing” stored in memory.
Behaviorist model: you can only observe behavior. Learning as a response to changes in our environment.
Stimulus in the environment (brand with a positive experience, buy again) black box can’t be studied response
behavior
- Classical conditioning (Zie hoofdstuk 4 uit het boek)
o High-order conditioning: pairing of two conditioned stimuli. The pairing of CSl and CS2 may occur
before or after the first conditioned stimulus (CS 1) is paired with an unconditioned stimulus (US).
Advertisement: song + brand.
o First-order conditioning: conditioned stimulus acquires motivational importance by being paired
with an unconditioned stimulus, which is intrinsically aversive or rewarding. Pairing of unconditioned
and conditioned stimulus. (vrouwen + sportautos)
- Operant conditioning: the changing of behaviour through reinforcement following a desired respond. (je
familie vind het ijs niet lekker dus jij ook niet; het uitgeven van samples door een bedrijf)
Cognitive model: can scientifically study internal behavior. Internal mental process.
Input in the environment mediational process what we can observe. Mental event output behavior
- Observational learning
- Incidental learning
- Information processing: how communications are received by the consumer and then interpreted, stored in
the memory, and later retrieved in a logical and sequential fashion.
Conditioned & unconditioned examples
Conditioned stimulus: A hotel concierge begins to respond every time he hears the ringing of a bell. Because the bell
has become associated with the sight of customers needing assistance, the bell has become a conditioned stimulus.
Unconditioned stimulus: if the smell of your favorite food makes you feel hungry or a cold breeze makes you shiver.
Unconditioned response: if the smell of food is the unconditioned stimulus, the feeling of hunger in response to the
smell of food is the unconditioned response
Conditioned response: Being conditioned to say you're welcome when someone says thank you.
Conditioned stimulus: tony chocolonely logo is chocolate
Conditioned response: I want to eat tony chocolonely
,Memory influences how much information you want to collect (only look at the price or also looking at the brand?).
Memory influences which brand to search for. (A brand or going for the
cheaper one?)
Memory influences what features to examine (quality signals,
ingredients)
Together they influence the purchase decision.
You buy the product and experience it and like it or not. It goes to your memory.
Goals
Desired end-states.
Internal representations (individual level of consumers) of desired states
(outcomes, event, processes)
Goals are related to emotions and attitudes.
The goals you want to reach, influences your emotions. (Hinder the goals
negative emotions)
Attitudes: if products and services help to reach goals, consumers like it more.
Relation of goals and learning:
One type of goals is a learning goal. Mastering new skill-knowledge. In this course you have a goal to learn more
about consumers.
Performance goal: I want to pass this course and graduate. Are about demonstrating our abilities or hiding our
inability.
- Performance approach: perceiving an upcoming exam as a positive challenge.
- Performance avoidance: tending to think of upcoming exams as a threat.
Learning goals: influence behavior in special ways. Reflect our desire to learn something new or acquire new skills.
- Learning goals influence variety seeking: consumers are more open to new products when they have a
learning goal. Becoming an expert in food by trying different products.
You can reach one goal with multiple means.
Goal setting (zie hieronder) goal striving (trying to achieve that goal) goal attainment (the goal is reached) or
goal disengagement (try to reach the goal multiple times and find out that they are not able to reach it. Stop being
engaged with this goal.)
Goal setting
- Expectancy-value theory: feasibility (expectancy; influenced by person aspects, openness to experience) x
desirability (value; influenced by situation aspects organic stores nearby). How much you want to reach a
goal.
Feasibility (expectancy): how easy is it to act sustainably?
Desirability (value): how important is it to act sustainably?
Inzet, wil om het goal te halen.
- Fantasy theorie: when you fantasize, it becomes a goal (it would be great if…). This is only possible if positive
fantasies about the future are mentally contrasted with the
current situation.
- Goal system theory: interconnected means and goals that can mutually activate each other cognitively.
Buying concert tickets with a goal to have fun. Or your goal is to be prosocial.
, Buttom-up priming of goals: activating the goals by starting with the means. Stronger percistence and
improved performance due to the increased accessibility of the goal in question. You want to be healthy
fietsen langs de sportschool ik wil meer sporten.
Concert tickets -> have fun and be prosocial.
Top-down priming of goals: I want to have fun and be prosocial I am going to buy concert tickets.
Goal shielding: Concert tickets have fun no university degree. Je belemmert andere doelen met het
doel dat je plezier wilt maken tijdens het concert.
Goal attainment
- Goal setting theory: discusses which types of goals have optimal effects on performance. Concrete and
challenging goals tend to be superior. People only perform better if they possess the necessary abilities and
means to solve a task and feel like they do, commit to the current goal, and receive feedback about their
performance. This theory assumes that individuals proportionally adjust their efforts to unfinished
goals and only invest as much effort as they deem required.
- The rubicon model of action phases: provides a theoretical distinction between motivation and volition by
postulating specific cognitive characteristics for motivational (goal setting) and volitional (goal realization)
phases. The process of goal striving is divided into four phases:
a) deliberating different wishes until one is selected to become a goal
intention
(b) planning the realization of a selected goal intention
(c) acting toward goal realization
(d) evaluating the results
Weighing and evaluation are motivational phases.
Planning and acting are volitional phases.
- Implementation intentions: when the goal is formulated. A strategy of self-regulation. Mental links between
a opportunity and an action. Specify implementation intentions: what, how, where etc. if X happens, I will do
Y. If I have an hour free time, I will go for a run.
If you have a lot of goals: Implementation intentions difficult to reach all goals reduced commitment
(no motivation) reduced success.
Goal disengagement
In order to successfully realize goals, we also need the ability to disengage from problematic goals, which can mean
to abandon them completely or at least adjust them
to a certain extent. Disengaging from a goal can be a lengthy process and an incisive experience to the individual.
People differ with regard to how quickly they disengage from (subjectively) unrealistic goals (goal disengagement)
and commit to alternative goals (goal reengagement). Goal disengagement can shield us from further failures while
reengagement can rekindle our enthusiasm.
Process of goal disengagement: focussen op een nieuw goal en het proces opnieuw beginnen.
Goal re-engagement: set a new goal after goal disengagement.
Artikel
Process-oriented theories discuss the dynamic interaction between relevant factors over time during the various
phases between goal setting and goal attainment or disengagement.
Non-process-oriented theories subscribe to a static view of the individual factors that contribute to goal setting and
striving.
The central claim of expectancy-value theory is that the desirability (value) and feasibility (expectancy) of a goal
determine which goals an individual selects and how much they commit to the selected goals
- Personal and situational determinants: e.g. different people perceive external rewards differently
depending on their personal preferences or values.
, - Common expectancy-value models do not specify how expectancy (or feasibility) and value (or desirability)
interact.
Unconscious goal setting: goals can be set without involvement of conscious assessment when goal-related concepts
are linked with positive affect.
Equifinality: the same goal can be reached with more than one means.
Multifinality: the same means can help us with reaching multiple goals.
If a means is associated with more than the goal, each individual associative pathway that transmits activation is
weaker than in cases in which a means is only linked to a single goal.
Goals have an impact on how we feel. Some goals are less beneficial to our performance and well-being than others.
Abstract goals feel more meaningful, on the other hand, but are usually more difficult to achieve because they tend
to consist of several subordinate goals and require goaloriented behavior across different situations and over an
extended period of time. Pursuing more abstract goals is associated with higher levels of stress.
Promotion focus: People whose behavior is based on their conception of ideal self. Aims at establishing positive
states. (personal growth, learning something new, financial gain)
Prevention focus: strive to avoid negative states (failure, rejection, financial loss).
Approach goals: try to achieve something positive. Indicate higher satisfaction with
their social relationships.
Avoidance goals: try to avoid something negative. This is detrimental to performance. Predict negative
communication patterns (arguments with partner). Sensitize people for negative stimuli.
2022-09-09 MCB lecture 3 attitudes
Attitudes: a person’s evaluation of an object. Predictors of consumer behavior.
Functional perspective: attitude stores in Constructive perspective: we develop an
memory remember use it attitude in a situation.
Stable thing Temporary
Saved in memory Dependent on context/situation
Serve general functions Serve specific goals
The goals you have in your life, may influence
your attitude
Goals attitude
(children no sports car, but a family car)
Expectancy-value model
Theory of planned behaviour
ABC model of attitudes
Attitudes never change Attitudes always change
Strong attitudes don’t change. They are stable Weak attitudes don’t change (depend on
context or situation)
Attitude change = change in memory Attitude change = different set of info activated
representation. (Wist je dat…) depending on the situation.
PAST model: it is an attitude that is stored in
your memory and stay there.
Other names for functional perspective: Other names for constructive perspective:
Stable-entity perspective Constructionist view
File-drawer perspective In-the-moment evaluation
Stable perspective
