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Consumer learning

Arnould et al. (2001) defined consumer learning as any process that changes a consumers

memory and behavior as a result of information processing. Kim and Biocca (1997) find that

rich, interactive and engaging presentations of information enhance consumer learning. Lavidge

and Steiner (1961) first established a research tradition that has investigated consumer learning

from three dimensions (cognitive, affective and conative), and that has accumulated a rich

history of research. However, hierarchical models of effects have posited that the process is

sequential beginning with cognition, proceeding through affects, and concluding with conation.

Maclnnis and Jaworski (1989) have provided an integrative framework that includes antecedents

to learning, information processing, and consequences of this process. The cognitive dimension

determines the extent to which information about products enhances consumer comprehension

(Maclnnis and Jaworski (1989). The affective dimension, on the other hand, identifies whether or

not consumer attitudes are influenced by particular stimuli (McKenzie et al. 1989). In terms of

cognitive processes, Kempf and Smith (1998) have claimed that product trials enhance consumer

comprehension about products. Furthermore, prior marketing research has demonstrated that an

important influence on the consumer task is the nature of the product (McCabe and Nowlis

2001). That is, the attributes of products affect consumers' tasks of searching for and acquiring

information and making decisions about their purchases (Levin et al. 2003). Consumers can

experience products in three ways: directly, indirectly, and virtually (Li et al. 2003). Moreover,

there is other evidence that consumers can learn, retain and act on information via unconscious

and implicit learning processes (Krishnan and Chakravarti 1999). Keller (1993) views brand

knowledge as a brand node that is linked to its respective associations: product attributes and

benefits, user imagery as well as affective associations. Now a days, consumer learning is


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enhances through social media groups. There are many types of group that define different types

of collaboration between individuals. According to taxonomy of groups, the most formal types of

groups are teams where individuals collaborate to deliver a specific and well-defined task.

Communities are informal groups of people that develop a shared way of working together to accomplish some

activity ( Andriessend, E., Soekijad, M., 2001). According to Martion et al. (1993)identifies six distinct

concept of learning as follows-

Gaining knowledge.

Increase in memorizing and reproducing.

Learning as the acquisition of facts or procedures.

Understanding the meaning.

Learning as an interpretative process aimed at the understanding of reality.

Learning as personal change.

J. Lave, and E. Wenger (1990) argue that learning is a function of the activity, context and

culture in which it occurs (situated learning theory), where social interaction is critical. The

situated learning concepts have descended from Vygotskys social development theory, which

also claims that the social interaction plays a fundamental role in the development of cognition

(L. S. Vygotsky, 1978). So social media groups play an important role in customer learning.

On the basis of learning theories instrumental conditioning works when a consumer is rewarded

or punished for a purchase decision. If someone buy a candy bar and it tastes good that is

reinforcing. If it tastes bad one will not likely buy it again. A good product experience reinforces

repeat buying. This comes after customer satisfaction with desired products. According to

classical conditioning theory when a stimulus is paired with another stimulus that elicits a known


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response that serves to produce the same response when used alone. Applying the same theory

Coca-Cola successfully create brand loyalty.

The semantic differential technique reveals information on three basic dimensions of attitudes:evaluation, potency (i.e. strength) and activity.

Evaluation is concerned with whether a person thinks positively or negatively about theattitude topic (e.g. dirtyclean, and ugly - beautiful).

Potency is concerned with how powerful the topic is for the person (e.g. cruel kind, and

strong - week).

Activity is concerned with whether the topic is seen as active or passive (e.g. activepassive).

Using this information we can see if a persons feeling (evaluation) towards an object isconsistent with their behavior. For example, a place might like the taste of chocolate(evaluative) but not eat it often (activity). The evaluation dimension has been most used by

social psychologists as a measure of a persons attitude, because this dimension reflects the

affective aspect of an attitude.

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