AWA: Academic Writing at Auckland

John Miller emphasised the importance of studying consumer behaviour, arguing that “Knowing who your customers are is great, but knowing how they behave is […] better” (Newman, 2016). To holistically understand consumers, marketers should be aware of internal and external factors affecting consumer behaviour. One factor, claimed to impact consumer behaviour, is learning. This essay examines why learning theories have been considered relevant in consumer behaviour theory, and explores whether their relevance continues, given changing consumption patterns. The essay proposes that, despite shifting consumption patterns,
learning theories are and remain relevant for marketers to effectively promote offerings and communicate brand value to consumers. To argue this, the essay will define learning and explore major learning theories before discussing their relevance in consumer behaviour theory.

Learning is an extensive concept, without one universal definition. Whilst psychologists view learning as the relatively permanent change in behaviour, resulting from experiences (Watson, 1913), marketers perceive it as the acquisition of purchase information, consumption knowledge and experiences, applicable to future behaviour (Quester, Pettigrew, Kopanidis, Rao Hill& Hawkins, 2014). Besides suggesting distinct definitions for learning, theorists also hold varying views on how learning occurs. On the one hand, behavioural theorists assume learning to occur in response to environmental factors (Nord& Peter, 1980). Also being known as stimuli-response theories, behavioural approaches focus on the inputs and outputs of the learning process (Rothschild& Gaidis, 1981). This approach to learning encompasses the two sub-theories of classical and operant conditioning. On the other hand, cognitive theories assume learning to be a complex, internally occurring mental process (Quester et al., 2014). In the following, these learning theories and their marketing implications will be explored in detail.

To begin with, conditioning theories of learning will be expounded. These behavioural theories emphasize the associative nature of learning, suggesting that individuals learn by drawing mental connections between stimuli and their responses (Quester et al., 2014). Classical conditioning, pioneered by Ivan Pavlov, is one associative learning theory. According to Pavlov, so-called unconditioned stimuli (UCS) naturally trigger responses (Guthrie, 1930). These unconditioned responses (UCR) do not require prior learning. However, repeatedly associating a new stimulus with an UCS, the new stimulus is conditioned (CS), giving rise to a now conditioned response (CR) (Guthrie, 1930). Elaborating on this, classical conditioning can be defined as the process of using the entrenched association between a stimulus and its natural response to evoke the association of the same response to a distinct stimulus (Quester et al., 2014). Anchor uses classical conditioning to promote its Protein Plus Yogurt. The yogurt’s packaging is predominantly black. Commonly, black (UCS) is associated with strength (UCR) (Bourn, 2010). Using black packaging (CS), the attribute of strength is transferred to the Protein Plus Yogurt (CR). Thus, consumers learn that the additional protein in Anchor’s yogurt will make them feel strong and powerful. This example shows that a key marketing application of classical conditioning lies in evoking or reinforcing desired product or brand images.

A second behavioural learning theory is operant conditioning. It regards learning as an instrumental process, whereby individuals draw an association between their behaviour, in response to a stimulus, and resulting behavioural consequences (Nord& Peter, 1980). Operant conditioning assumes that behaviours are reinforced through rewards, yet, discouraged through
punishments (Estes, 1972). Thus, strictly speaking, operant conditioning is a response-reinforcement model rather than a stimulus-response paradigm (Peter& Nord, 1982). Marketers commonly integrate operant conditioning into their marketing strategy, attempting to enforce desired consumer behaviour through rewards and discourage undesired behaviour through sanctions. Hubbards, for instance, used operant conditioning to promote its breakfast cereal, BranOla. To introduce the product, samples were distributed in supermarkets. This sampling strategy rests on the idea that the pleasant cereal taste would reinforce consumers’ BranOla consumption and ultimately enhance the probability of them regularly purchasing the product. Thus, operant conditioning is another means for marketers to shape consumer decisions.  

A final learning approach is suggested by cognitive theories. These regard learning as an active, mental process and assume that individuals learn to reason, solve problems or establish mental relationships “without direct experience or reinforcement” (Quester et al., 2014, sec.2). Cognitive learning theory finds application in Water Is Life’s marketing strategy. One of the charity’s adverts deals with limited clean water access in Haiti. The ad does not explicitly address this problem. Instead, it features Haitians who present First World problems like “I hate it when my phone charger won’t reach my bed” (Werman, 2012, para. 1). Thus, the ad encourages consumers to consciously think about and compare the triviality of their problems against the severity of other people’s struggles. This indirect appeal to the issue of insufficient global water supply is supposed to stimulate consumers active thinking about the irrelevance of their problems to encourage donations to Water Is Life. Hence, through cognitive learning, marketers can enhance consumers’ mindful engagement with marketing messages.

As one can see, learning theories are commonly integrated into marketing practice. This
raises the question of why learning theories have been considered important within consumer behaviour theory. Firstly, one can argue that learning theories have considerable implications for marketing promotions. A common promotional objective is to persuade consumers to make purchases. To be convinced of making purchases, consumers firstly need to learn about product attributes, e.g. product price or value proposition. However, how consumers learn marketing information varies. Krugman (1965) suggests that learning of marketing information depends on the level of consumer involvement. Depending on their perceived interest in the purchase decision, consumers learn marketing information passively or actively. Andrews and Shimp (1990) refer to the elaboration likelihood model to explain this phenomenon. The theorists find that in high-involvement situations, characterized by high monetary value or significant purchase risk, consumers take a central route to information processing. Here, marketing information are consciously processed. Contrarily, a peripheral route is taken in low-involvement situations (Andrews& Shimp, 1990). Where risk or purchase price are low, individuals commonly detect cues passively rather than actively processing information. Based on these findings, major learning theories can be linked to high-or low involvement situations. Generally, classical conditioning supports the promotion of low-involvement products, like Anchor’s Protein Plus Yogurt. Here, black colour functions as a visual cue to passively inform consumers about the association between protein yogurt and strength. Contrarily, the promotion of high-involvement products commonly rests on cognitive learning theory. Insurance adverts, e.g., often show high amounts of written text and thus require consumers to actively process provided information. Finally, Peter and Nord (1982) suggest that operant conditioning is suitable for the promotion of both, high-and low-involvement products. Concludingly, an understanding of learning theories can help marketers to effectively develop promotional messages in alignment with consumer involvement.

Secondly, learning theories are relevant for effective brand management. Particularly, a sound understanding of learning theory helps marketers to build brand equity. Brand equity reflects the total value and level of consumer attachment assignable to a brand (Wood, 2000). Keller (1993) argues that brand equity is shaped by consumers’ knowledge about unique brand attributes. This knowledge initially needs to be acquired through learning. Further, consumers’ brand preferences and attitudes towards brands are the result of learning (Novak, n.d.). Hence, “equity endowments come from […] consumer learning” (Erdem et al., 1999, p.302). To inform consumers about brand value, principles of distinct learning theories can be used. Hollister Co., e.g., uses classical conditioning in its branding strategy. Hollister’s logo shows a seagull image. Commonly being associated with the ocean (UCR), the seagull image (UCS) is used to present Hollister (CS) as a beachy surfer label (CR). Informing consumers about this brand image would have been of particular importance when Hollister first entered the market, to effectively compete against established surf apparel brands like Rip Curl. However, to effectively build brand equity, marketers should ensure that consumers memorize communicated brand value. Memory and learning are two interrelated concepts. The central role of memory in learning lies in recalling acquired information (Savage, 2018). Following the principles of the dual-store model of memory, learned information can be retained temporarily (short-term memory) or permanently (long-term memory) (Horton& Mills, 1984). To sustainably build brand equity, marketers should ensure that learned brand attributes enter consumers’ long-term memory. This is because consumers, who permanently recall learned brand attributes, are more likely to make repeated purchases and show a lower tendency for brand switching (Bhasin, 2018). Consequently, a sound knowledge of learning theories helps to communicate brand value to consumers. Yet, to sustainably build brand equity, marketers’ understanding of learning theories should be complemented with knowledge of consumer memory.

Overall, it has been identified that learning theories are relevant in marketing, with regards to marketing promotions and brand management. However, the origins of some learning theories date back to the 19^th century. Since then, societal consumption patterns have changed.  Therefore, the relevance of learning theories within contemporary consumer behaviour theory should be questioned. For instance, marketers should consider that consumers’ self-perception has evolved over time. Self-perception describes how individuals view themselves, based on their knowledge of their “attitudes[..]and other internal states” (Bem, 1972, p.2). Generally, individuals have acquired a greater awareness of themselves as consumers. Especially Generation Z consumers appear conscious of the impacts of their consumption behaviour and thus show scepticism towards brands (Levine, 2019). Being more aware of commercial activities around them, consumers have acquired greater abilities to block marketing stimuli. Research, indicates that 40% of British consumers actively ignore brands’ social media posts or ads (Hobbs, 2016). Hence, consumers appear less willing to learn marketing information and less likely to integrate them into their decision-making processes. One could hence refute the relevance of learning theories to marketing on the grounds that, based on their evolving self-perception, consumers have acquired a greater ability to avoid learning marketing information.

Whilst it is true that consumption patterns have changed, consumers’ evolving self-concept does not appear to terminate the relevance of learning theory to marketing. Generation Z consumers and other self-reflective individuals will continue to consume. Consumers’ need to learn about marketing offerings thus endures. Hence, learning theories have not become irrelevant. Instead, there is a need for marketers’ knowledge of learning theories and corresponding marketing strategies to evolve parallel to changing consumption patterns. In response to consumers’ enhanced brand scepticism, marketers should seek ways to make consumer learning a more authentic experience. On social media, micro-influencers present one opportunity to tackle consumers’ unwillingness to learn marketing information. Influencers inform consumers about marketing offerings. Yet, large influencers often lack authenticity. Contrarily, micro-influencers, with small audiences, appear more credible and thus enhance consumer engagement (Wisenberg Brin, 2018). Therefore, consumers appear more prone to learn information provided by micro-influencers. Hence, micro-influencers could help to overcome consumers’ unwillingness to learn marketing information. These influencers could refer to the principles of major learning theories to effectively stimulate consumer learning.

Overall, learning theories are relevant to consumer behaviour theory. This is because an understanding of learning theories helps marketers to effectively inform consumers about value propositions offered by products or brands. Thus, learning theories have considerable implications for marketing promotions and brand management. Yet, evolving consumption patterns have challenged the role of learning theories in marketing, creating the need for marketers’ knowledge of learning theories to evolve parallel to changing consumption patterns.

Self-designed advert

The advert promotes Hubbards BranOla, a cereal blending Granola with Bran. Using classical conditioning, the ad intends to convince consumers of the complementary qualities of Bran and Granola and aims at promoting BranOla as suitable for health-conscious Kiwis.

Bran and Granola are usually sold separately. Yet, featuring a couple, the ad signifies that these two ingredients harmonize when being mixed. Couples (UCS) represent togetherness (UCR). Letting a couple present BranOla, the product (CS) is associated with togetherness and consumers learn that Bran and Granola go well together (CR). To target health-conscious Kiwis, the advert features Hannah and Beauden Barrett. As a rugby player, Beauden Barrett (UCS) stands for fitness (UCR). Hannah Barrett (UCS) is also known to be passionate about health (UCR). Thus, using the Barrett couple as celebrity endorsers, BranOla (CS) is associated with health/well-being (CR). Finally, to make BranOla appealing for Kiwis, the ad features NZ brand ambassadors. Being NZ born, Hannah and Beauden Barret (UCS) are associated with NZ (UCS). This helps to present BranOla (CS) as a product for Kiwis (CS).

The ad is likely to succeed, as its underlying learning theory is aligned to consumers’ level of involvement. BranOla is a low-involvement product. Classical conditioning supports the promotion of these products. As consumers likely show little engagement in cereal purchases, conditioning consumer through visual cues is suitable to shape their learning of BranOla.

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