Page 95 - DMGT506_CONSUMER_BEHAVIOUR

Consumer Behaviour

Notes Behavioural learning theories have been criticised for adopting a mechanistic view of consumers,
putting too much emphasis on external stimuli and ignoring important internal psychological
processes. Cognitive learning approach has dominated the field of consumer behaviour in
recent years. Learning that takes place as a result of mental activity is termed as ‘cognitive
learning’. Cognitive theorists do not endorse the view that learning is based on repetitive trials
leading to the development of links between stimuli and responses because consumer behaviour
typically involves choices and decision-making. According to their view, learning is an intellectual
activity based on complex mental processes involving motivation, perception, formation of
brand beliefs, attitude development and change, problem solving and insight. Even sudden
learning may also result when someone is faced with a problem. Typically, though, we are most
likely to look for reliable information, indulge in analysis, evaluate what we learn and try to
make a balanced decision. As we acquire more experience and familiarity with different products
and services, our cognitive ability and learning increases to compare various product attributes
improves.
Rom J Markin, Jr compares the cognitive and the behaviourist orientation:
“The behaviourist is inclined to ask, “What has the subject learned to do?” The cognitivist, on the other
hand, would be inclined to ask, “How has the subject learned to perceive the situation?” The cognitivist is
interested in examining a learning situation in terms of such factors as motivation, the perceived goals, the
overall nature of the situation and the beliefs, values and personality of the subject – in short, the range of
the subject’s psychological field. The cognitivist opposed to the behaviourist, contends that consumers do
not respond simply to the stimuli but instead act on beliefs, express attitudes and strive towards goals.”
(Rom J Markin, Jr, Consumer Behaviour: ‘A Cognitive Orientation’. McMillan, 1974)
Much earlier, Wolfgang Kohler’s work in the 1920s with apes has furnished important insight
into cognitive learning. One of his experiments was with a chimpanzee, placed in a cage with a
box and a bunch of bananas was hanging from the top of the cage, which was beyond the
chimpanzee’s reach. After several failed attempts to get the bananas, the chimp placed the box
under the banana bunch and jumped from the box top to get it. In this experiment, chimpanzee’s
learning was not based on trial-and-error. It was a direct outcome of cognitive activity that led
to sudden insight into problem solution. Some critics may point out that reaching the bananas
rewarded the chimpanzee, however, what is important in this experiment is the problem solving
approach that was the result of focused thinking. In many cases there seems to be no visible
reward, as happens when a student solves a complex problem of mathematics. Einstein’s several
complex theories related to light and space etc. were the result of his intellectual ability.

In case of cognitive learning theory, the concept of closure (the reader may refer to the topic
‘Perception’) is important and is considered as the reinforcing factor. When faced with a problem,
most individuals do not give up and are motivated to solve it. The feeling of incompleteness
causes tension and solving the problem leads to closure and the reduction of tension, which
causes reinforcement. Reinforcement is an acknowledged component of cognitive learning as
there must be awareness of goal accomplishment for learning to occur. In case of instrumental
conditioning, the respondent becomes aware of the reward only after eliciting the behaviour.
Cognitive learning theory is quite relevant in understanding the consumer decision process in
situations of high-involvement purchases. In case of complex buying behaviour (extensive
problem solving), the consumer becomes aware of a need, indulges in information search and
evaluates available alternatives to satisfy the need (motivated or goal oriented purposive
behaviour), buys a product or service that she/he believes will most likely result in satisfying
the need (insight) and makes post-purchase evaluation to ascertain the degree of satisfaction
(goal achievement).

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