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LEARNING & MEMORY
CONSUMER LEARNING
Van Tran - Adapted from Peter & Olson, McGraw-Hill Education
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2. MEMORY
Short-term memory is used to hold information
while being analysed and interpreted.
Usually referred as working memory or thinking.
• Capturing the meaning (concept) and the sensory
representations of the ideas, feelings, and objects
(imagery)
• Short-lived (need rehearsal)
• Limited capacity (need chunking)
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SESSION 3
Long-term memory is used to store an unlimited
amount of permanent memory which can be
retrieved when in use.
Explicit memory
Semantic: basic knowledge and feelings about a
concept.
Episodic: sequence of events in which a person
participated.
Implicit memory
Procedural: how an action is carried out
Van Tran - Adapted from Hawkins, McGraw-Hill Education
International School of Business - University of Economics HCMC
Learning is any change in the content or
organization of long-term memory or
behavior, and is the result of information
processing.
These processes are highly interrelated.
Van Tran - Adapted from Hawkins, McGraw-Hill Education
28 May 2019 International School of Business - University of Economics HCMC 2
2. MEMORY
How bits of information is stored in long-term memory?
How to make sure that the long-term memory stay long-term?
Schema (Schematic memory or knowledge structure)
A complex web of associations of a concept,
object, or event.
• Concepts, events, and feelings are stored in
nodes.
• Associative links connect various concepts to
form the complete meaning assigned to an
item
Example schema of a product: Product characteristics,
usage situations, episodes, affective reactions.
Van Tran - Adapted from Hawkins, McGraw-Hill Education
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 2. MEMORY 3. LEARNING

What’s next with all those memories stored? Learning can be done differently for different individuals based on their level of involvement

So that they can be taken out (retrieved) and used when needed.
High-involvement learning
Accessibility is the likelihood and ease with which
The consumer is motivated to
information can be recalled from long-term memory. Hey! process or learn the material.
I’m hungry!
Can be influenced by:
Low-involvement learning
• Rehearsal (action), repetition (thinking), or
elaboration. The consumer has little or no
motivation to process or learn
• The strength and number of incoming linkages with the material.
the effect of multiple retrieval pathways.

Van Tran - Adapted from Hawkins, McGraw-Hill Education Van Tran - Adapted from Hawkins, McGraw-Hill Education
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LEARNING THEORIES: Conditioning 3. LEARNING: Classical conditioning

Conditioning Classical conditioning

A set of procedures that marketers can use to increase the chances that an association The process of using an established relationship
between two stimuli is formed or learned. between one stimulus and response to bring about the
learning of the same response to a different stimulus.

Usually a response of positive brand feelings and beliefs

Rehearsal or Repetition can help enhance this process.
Response/
Stimulus Outcomes
behaviour

Classical conditioning Operant conditioning

Van Tran - Adapted from Hawkins, McGraw-Hill Education Van Tran - Adapted from Hawkins, McGraw-Hill Education
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 3. LEARNING: Operant conditioning 3. LEARNING: Cognitive learning

Operant conditioning Cognitive learning all mental activities as humans work to

(Instrumental conditioning) solve problems or cope with situation: learning ideas,
concepts, attitudes, and facts that contribute to ability to
Involves rewarding desirable behaviors with solve problems without direct experience or reinforcement.
a positive outcome that serves to reinforce
the behavior. Iconic rote learning learning a concept or the association
between two or more concepts without conditioning. (Obtaining
Much effort is spent on ‘shaping’ response.
mere information)

Vicarious learning or modeling individuals learn about the

outcomes of the response by observing the outcomes of others’
behavior or imagining the outcomes of different actions.
(Observation)

Analytical reasoning individuals engage in creative thinking to

restructure and recombine existing and new information to form
new associations and concepts. (Analogical reasoning)

Van Tran - Adapted from Hawkins, McGraw-Hill Education Van Tran - Adapted from Hawkins, McGraw-Hill Education
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When does each type of learning apply? 4. FACTORS: To increase strength of learning

Increased perceived importance

(value of information to be learned)

Get consumers to involved with the message

(incongruity, rhetoric, incomplete message,
interestingness, scent, suspense, self-references)

Create a positive moods with the information

(TV program, commercials)

Ensure the repetition of reinforcement

(Positive & negative)

Optimize exposure repetition

(timing, advertising wearout)

Maximize dual coding that enables multiple retrieval pathways

(themes, images, sounds)

Van Tran - Adapted from Hawkins, McGraw-Hill Education Van Tran - Adapted from Hawkins, McGraw-Hill Education
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 4. FACTORS: To reduce memory interference

Avoid competing advertising

(pay for exclusivity or optimize recency plan)

Strengthen initial learning

(previous suggestions)

Reduce similarities to competing ads

Provide external retrieval cues/ recallable

response environment
(impressive brand name, point-of-purchase)

Van Tran - Adapted from Hawkins, McGraw-Hill Education

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