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Chapter 6
Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
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b. drive
c. commitment
d. involvement
Answer: d
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
4. Most learning theorists agree that in order for learning to occur, certain
basic elements must be present including:
a. motivation.
b. reinforcement.
c. cues.
d. all of these.
Answer: d
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
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Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
8. The factor that increases the likelihood that a specific response will occur in
the future as a result of particular cues or stimuli defines:
a. response.
b. learning.
c. involvement.
d. reinforcement.
Answer: d
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
3
Topic: Ch6 – Consumer learning and involvement
12. Early classical theorists regarded all organisms, human and animal, as
relatively _____ entities that could be taught certain behaviours through repetition.
a. passive
b. active
c. intelligent
d. involved
Answer: a
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
13. Ivan Pavlov was the first theorist to describe the ________ theory as a
learning model. According to his theory, learning occurs when a stimulus that is
paired with another stimulus that elicits a known response serves to produce the
same response when used alone.
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
4
a. behavioural learning
b. classical conditioning
c. observational
d. stimulus generalisation
Answer: b
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
14. If you usually listen to the 6 o’clock news while smelling dinner as it is being
prepared, you would tend to associate the news with dinner, and eventually the
sound of the 6 o’clock news alone might cause your mouth to water even if dinner
was not being prepared. This is known as:
a. instrumental conditioning.
b. classical conditioning.
c. conditional learning.
d. behavioural learning.
Answer: b
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
15. ______ theorists believe that people learn as a result of exposure to stimuli
and reaction to those stimuli.
a. Behavioural
b. Cognitive
c. Rational
d. Most
Answer: a
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
16. Life insurance commercials, warning husbands that in the event of their
sudden death their wives will be left penniless widows, rely on _______ to
encourage the purchase of life insurance.
a. response
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
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b. learning
c. involvement
d. negative reinforcement
Answer: d
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
19. The creation of a strong association between the conditioned stimulus (CS)
and unconditioned stimulus (US) is called:
a. repetition.
b. optimal combination.
c. optimal conditioning.
d. repeated conditioning.
Answer: c
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
6
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
20. Which of the following is not one of the three basic concepts derived from
classical conditioning?
a. Repetition.
b. Stimulus discrimination.
c. Stimulus generation.
d. Stimulus generalisation.
Answer: c
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
22. Ben drives to work at the same time every morning listening to the radio.
Each morning he hears the same radio commercial for home appliances and after a
week of hearing the ad, he is able to completely block the ad out when it comes on.
This is an example of:
a. reminder advertising.
b. highly dogmatic consumer.
c. advertising wearout.
d. repetition.
Answer: c
Difficulty: 1
AACSB: Application of Knowledge
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
7
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
8
26. The classical conditioning principle that encourages firms to make a product
which is as similar to the leading brand as legally possible is:
a. conditioned response.
b. stimulus variance.
c. stimulus generalisation.
d. repetition.
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
27. When Omo washing liquid came out with an Omo sensitive liquid, the new
product was an example of:
a. leading line extension.
b. product category extension.
c. classification extension.
d. product form extension.
Answer: d
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
28. _____ is our ability to make the same responses to slightly different stimuli.
a. Stimulus discrimination
b. Stimulus generation
c. Stimulus generalisation
d. Classical conditioning
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
9
d. stimulus generation.
Answer: c
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
31. _____ is the practice of marketing a whole line of company products under
the same brand name.
a. Corporate marketing
b. Family branding
c. Capital branding
d. Licensing
Answer: b
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
32. Campbell’s soup company continues to add new food products to its product
line under the Campbell’s brand name. This is known as:
a. corporate marketing.
b. family branding.
c. capital branding.
d. licensing.
Answer: b
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
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Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
34. Licensing is a marketing strategy that operates under the principle of:
a. stimulus discrimination.
b. stimulus recognition.
c. stimulus generalisation.
d. stimulus generation.
Answer: c
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
35. When a famous celebrity’s name is used on perfumes in return for a fee, this
is known as:
a. capital marketing.
b. licensing.
c. family branding.
d. product form marketing.
Answer: b
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
11
36. The product imitator hopes that the consumer will ______, whereas the
market leader wants the consumer to ______ among similar stimuli.
a. discriminate; select
b. generalise; discriminate
c. select; generalise
d. none of the above
Answer: b
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
12
b. the more likely the consumer is to discriminate.
c. the more likely the consumer will generalise.
d. none of the above.
Answer: b
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
41. _____ learning theorists believe that learning occurs through a trial-and-
error process, with habits formed as a result of rewards received for certain
responses or behaviours.
a. Classical conditioning
b. Behavioural
c. Instrumental conditioning
d. Cognitive
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
13
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
43. When a learned response is no longer reinforced to the point at which the
link between the stimulus and the expected reward is eliminated, it has reached the
point of:
a. decay.
b. extinction.
c. being forgotten.
d. reassessment.
Answer: b
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
44. If a consumer is no longer satisfied that her hair is silky smooth after using
a brand of shampoo, the link between the stimulus (shampoo) and the response
(silky smooth hair) is no longer reinforced. This is an example of:
a. extinction.
b. being forgotten.
c. reassessment.
d. change of consumer’s preferences.
Answer: a
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
45. Marketers can overcome consumer forgetting through _____, and can
combat extinction through _____.
a. enhanced customer satisfaction; learning
b. repetition; enhanced customer satisfaction
c. learning; trial
d. none of the above
Answer: b
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
14
46. A critical component of instrumental conditioning is:
a. understanding customer needs.
b. punishment.
c. reinforcement.
d. repetition.
Answer: c
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
47. In order to teach her son to say ‘please’, a mother gives her son 50 cents
every time he says ‘please’ when asking for something. The mother is employing:
a. negative reinforcement.
b. instrumental conditioning.
c. classical conditioning.
d. stimulus generalisation.
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
48. When a learning schedule is spread out over a period of time, a firm would
be employing:
a. classical learning.
b. massed learning.
c. distributed learning.
d. conditioned learning.
Answer: c
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
15
d. conditioned learning.
Answer: b
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
50. When individuals observe the behaviour of others, remember it and imitate
it, the method of learning that is being employed is:
a. distributed learning.
b. massed learning.
c. classical learning.
d. vicarious learning.
Answer: d
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
51. Some researchers argue that because instrumental learning theory views
behaviour as a result of _______ rather than cognitive processes, it is applicable
only to products that have little personal relevance or importance to the consumer.
a. emotional processes
b. behavioural processes
c. thought manipulation
d. environmental manipulation
Answer: d
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
16
Topic: Ch6 – Consumer learning and involvement
53. The focus on cognitive learning is not on the stimulus but rather on one’s:
a. mental processing of information.
b. knowledge.
c. interaction with the environment.
d. vicarious learning.
Answer: a
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
55. ‘Observational learning’ and ‘vicarious learning’ are both different names for:
a. shaping.
b. reinforcement .
c. modelling.
d. recognition.
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
56. _____ theorists believe that people learn through mental processes.
a. Behavioural
b. Cognitive
c. Affective
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
17
d. Involvement
Answer: b
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
58. The _____ is the stage of real memory in which information is processed
and held for just a brief period.
a. sensory store
b. temporary store
c. short-term store
d. long-term store
Answer: c
Difficulty: 1
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
18
d. sensory store.
Answer: d
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
60. The amount of information available for delivery from short-term storage to
long-term storage depends on the amount of _____ it is given.
a. processing
b. attention
c. rehearsal
d. capacity
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
61. When consumers are presented with too much information, called _______,
they may encounter difficulty in encoding and storing it.
a. overcapacity
b. information overload
c. information overflow
d. bombardment
Answer: b
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
19
Difficulty: 3
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
63. The total package of associations brought to mind when a cue is activated is
called:
a. activation.
b. encoding.
c. a schema.
d. chunking.
Answer: c
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
65. It has been found that advertising messages are most effective when they
combine the product’s attributes with the benefits. This aids the process of
information _____ within a consumer.
a. confusion
b. encoding
c. storage
d. retrieval
Answer: d
Difficulty: 2
AACSB: Application of Knowledge
Topic: Ch6 – Consumer learning and involvement
Copyright © 2014 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
– 9781442561533/Schiffman/Consumer behaviour/6e
20
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ASSOCIATION
250. Concept. The principle of association is the fundamental
law of vegetation. Indeed, association is vegetation, for the individual
passes into vegetation, strictly speaking, at the moment when other
individuals of the same kind or of different kinds become grouped
with it. It is then (and the same statement necessarily holds for
vegetation) the coming together and the staying together of
individuals and, ultimately, of species. A concrete instance will
illustrate this fact. In the development of the blowout formation of
the Nebraska sand-hills (Redfieldia-Muhlenbergia-anemium),
association begins only when the first plant of Redfieldia flexuosa is
joined by other plants that have sprung from it, or have wandered in
over the margin of the blowout. Henceforth, whatever changes the
blowout formation may undergo, association is a settled
characteristic of it until some new and overwhelming physical
catastrophe shall destroy the associated individuals. It will readily be
seen that association does not depend upon particular individuals,
for these pass and others take their place, but that it does depend
essentially upon number of individuals.
Association involves the idea of the relation of plants to the soil, as
well as that of plants to each other. It is synonymous with vegetation
only when the two relations are represented, since there may be
association such as that of a parasite with its host, which does not
constitute vegetation. But it will be seen that the relation of the
parasite to the host is practically identical with the relation of the
plant to the soil or stratum, and the two concepts mentioned above
become merged in such a case. From this it follows that association
results in vegetation only when the two ideas are distinct. The
concept of association contains a fact that is everywhere significant
of vegetation, namely, the likeness or unlikeness of the individuals
which are associated. In the case of parasite and host, this unlikeness
is marked; in vegetation, all degrees of similarity obtain. As will be
evident when the causes which lead to association are considered,
alternate similarity and dissimilarity of the constituent individuals or
species is subordinate as a feature of vegetation only to the primary
fact of association.
Since association contains two distinct, though related, ideas, it is
of necessity ambiguous. It is very desirable that this be avoided, in
order that each concept may be clearly delimited. For this reason, the
act or process of grouping individuals is termed aggregation, while
the word association is restricted to the condition or state of being
grouped together. In a word, aggregation is functional, association is
structural; the one is the result of the other. This distinction makes
clear the difference between association in the active and passive
sense, and falls in with the need of keeping function and structure in
the foreground.
251. Causes. In considering the causes which produce
association, it is necessary to call in evidence the primary facts of the
process in concrete examples of this principle. These facts are so
bound up in the nature of vegetal organisms that they are the veriest
axioms. Reproduction gives rise immediately to potential, and
ultimately, in the great majority of cases, to actual association. The
degree and permanence of the association are then determined by
the immobility of the individuals as expressed in terms of attachment
to each other or to the stratum, such as sheath, thallus, haustoria,
holdfasts, rhizoids, roots, etc. The range of immobility is very great.
In terrestrial plants, mobility is confined almost entirely to the
period when the individual lies dormant in the seed, spore, or
propagative part, which is alone mobile. In aquatic spermatophytes,
the same is true of all attached forms, while free floating plants such
as Lemna are mobile in a high degree, especially during the
vegetative period. Among the algae and hydrophilous fungi, attached
forms are mobile only in the spore or propagative condition, while
the motile forms of the plancton typify the extreme development of
mobility. The immediate result of reproduction in an immobile
species is to produce association of like individuals, while in the case
of a mobile species reproduction may or may not lead immediately to
association. We may lay down the general principle that immobility
tends to maintain the association of the individuals of the same
generation, i. e., the association of like forms, while mobility tends to
separate the similar individuals of one generation and to bring unlike
forms together. With the mobile algae, separation of the members of
each generation is the rule, unless the individuals come to be
associated in a thallus, or are grouped in contact with the
substratum. Flowering plants that are relatively immobile, especially
in the seed state, drop their seeds beneath and about the parent
plants, and in consequence dense association of the new plants is the
rule. In very many cases, however, this primitive tendency is largely
or completely negatived by the presence of special dissemination
contrivances, which are nearly, if not quite, as effective for many
terrestrial plants as the free floating habit is for algae. From this
point, the whole question of mobility belongs to migration, just as
the adjustment between the parent plants and their offspring, or
between plants established and the mobile plants to be established,
belongs to competition.
If association were determined by reproduction and immobility
alone, it would exhibit areas dissimilar in the mass of individuals, as
well as areas dissimilar in the kinds of individuals. Some areas would
be occupied by plants of a single species, others by plants of several
or many species. This tendency of association to show differences is,
however, greatly emphasized by the fact that vegetation is
fundamentally attached to and dependent upon a surface that
exhibits the most extreme physical differences. For this reason, new
differences in association appear, due not only to the morphological
differentiation of vegetation forms, but also to the changes in the
degree and manner of association produced directly by the different
habitats. Association might then be defined as a grouping together of
plant individuals, of parents and progeny, which is initiated by
reproduction and immobility, and determined by environment. It is a
resultant of differences and similarities. In consequence, association
in its largest expression, vegetation, is essentially heterogeneous,
while in those areas which possess physical or biological
definiteness, habitats and vegetation centers, it is relatively
homogeneous. This fundamental peculiarity has given us the concept
of the formation, an area of vegetation, or a particular association,
which is homogeneous within itself, and at the same time essentially
different from contiguous areas, though falling into a phylogenetic
series with some and a biological series with others. From its nature,
the plant formation is to be considered the logical unit of vegetation,
though it is not, of course, the simplest example of association.
252. Aggregation. As indicated under the causes of association,
the process by which groups of individuals are formed depends
entirely upon reproduction and migration. In short, aggregation is
merely a corollary of movement. The simplest example of this
process occurs in forms like Gloeocapsa, Tetraspora, and others,
where the plants resulting from fission are held together by means of
a sheath. Though called a colony, such a group of individuals is a
family in the ordinary sense. Practically the same grouping results in
the case of terrestrial plants, especially spermatophytes, when the
seeds of a plant mature and fall to the ground about it. The relation
in both instances is essentially that of parent and offspring, although
the parent soon disappears in the case of annuals, while among the
algae its existence is regularly terminated by fission. The size and the
density of the family group are determined by the number of seeds
produced, and by their mobility. These are further affected by the
height and branching of the plant, and by the position of the seeds
upon it. The disseminules of immobile species fall directly beneath
the parent, and the resulting group is both uniform and definite. A
similar arrangement is caused likewise by offshoots. An increase in
mobility brings about a decrease of aggregation, since the
disseminules are carried away from the parent plant. Perfectly
mobile forms rarely produce family groups for this reason. It is
evident, however, that mobile perennials sometimes arrange
themselves in similar fashion in consequence of propagation by
underground parts. Consequently, it is possible to state the law of
single aggregation, viz., that immobility promotes the grouping of
parent and offspring, and mobility hinders it.
If all species were immobile, the family group would be
characteristic of vegetation. Since the great majority are more or less
mobile, aggregates of this sort are the exception rather than the rule.
Mobility not only decreases the number of offspring in the family
group, but it also spreads disseminules broadcast to enter dissimilar
groups. It leads directly to mixed aggregation, by which individuals
of one or more species invade the family group. Once established, the
newcomers tend also to produce simple groups, thus causing an
arrangement corresponding essentially to a community. Such
collections of family groups are extremely variable in size and
definition. This arises in part from the nature of simple aggregation,
and in part from the varying mobility of different species. Mobility
alone often produces similar communities by bringing together the
disseminules of different plants, each of which then becomes the
center of a mixed group. In the case of permobile species, several
disseminules of each may be brought together. The resulting area,
though larger, is practically the same. At present, it is difficult to
formulate the law for this method of grouping. It may be stated
provisionally as follows: mixed aggregation is the direct result of
mobility, and the greater the mobility the more heterogeneous the
mixture.
The constitution of all the major areas of a formation is to be
explained upon the basis of aggregation by the two methods
described. The relative importance of family groups and
communities differs for every formation, and the exact procedure in
each can be obtained only by the detailed study of quadrats. The
problem is further complicated by competition and reaction,
particularly in closed vegetation. For this reason, aggregation can be
studied most satisfactorily in a new or denuded area, where these
processes are not yet in evidence.
Kinds of Association
MIGRATION