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Consumer Behavior - Comprehension, Memory and Cognitive Learning

The document discusses comprehension, memory and cognitive learning. It defines comprehension and lists factors that influence it such as characteristics of the message and message receiver. It also compares and contrasts the different memory stores in the multiple store theory of memory which includes sensory, workbench and long-term memory. Finally, it names and describes four mental processes that can assist in remembering things such as repetition, dual coding, meaningful encoding and chunking.

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48 views3 pages

Consumer Behavior - Comprehension, Memory and Cognitive Learning

The document discusses comprehension, memory and cognitive learning. It defines comprehension and lists factors that influence it such as characteristics of the message and message receiver. It also compares and contrasts the different memory stores in the multiple store theory of memory which includes sensory, workbench and long-term memory. Finally, it names and describes four mental processes that can assist in remembering things such as repetition, dual coding, meaningful encoding and chunking.

Uploaded by

writingbecomesatherapy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 4: Comprehension, Memory and Cognitive Learning

1. Define the concept of comprehension and list the main factors that influence what
gets comprehended. Discuss an example of each factor.

Comprehension is the way people cognitively assign and understand things they comprehend.

Factors affecting Consumer Comprehension:

Characteristics of the Message:

 Physical Characteristics
 Simplicity – Complexity

 Congruity – incongruity

 Figure – ground

 Message Source

Characteristics of the Message Receiver:

 Intelligence – well-educated consumers could easily comprehend a message than that of


the less-educated ones
 Prior Knowledge – consumers have preference to things with prior knowledge

 Involvement – highly involved consumers tend to pay more attention to messages.

 Familiarity / Habituation – process by which continuous exposure to a stimulus affects


the comprehension of, and response to, the stimulation

 Expectations – beliefs of what will happen in some future situations

 Physical limits – can influence comprehension; deaf could not comprehend audio
messages

 Brain Dominance – hemispheric lateralization; left or right brain dominance. Left brain
deal with verbal processing (words), while Right brain tend to favor images for
communication.
Characteristics of the Environment (information-processing situation):

 Information intensity – amount of information available for a consumer to process within


a given environment
 Framing – a phenomenon in which the meaning of something is influenced (perceived
differently) by the information environment

 Prospect Theory – suggests that a decision or argument can be framed in


different ways and that the framing affects risk-assessment consumers
make

 Priming – cognitive process in which active concepts frame thoughts and


therefore affect both value and meaning

 Timing – refers to both amount of time the consumer has to process the message and the
POINT of tine at which the consumer receives the message

2. Compare and contrast the different memory stores in the multiple store theory of
memory.

Multiple Store Theory is the theory that explains memory as utilizing three different storage
areas within the human brain. It includes Sensory, Workbench and Long-term. Sensory Memory
is the area in memory where a consumer stores thing exposed to one of the 5 senses. Workbench
Memory is the storage area in the memory system where information is stored, and it is being
processed and encoded for later recall. It involves encoding which is the process by which
information is transferred from workbench to long term memory for permanent storage and
retrieval which is the process by which information is transferred back into workbench for
additional processing when needed. And lastly, Long-term Memory is the repository for all
information that a person has encountered.

3. Name and describe the four mental processes that can assist in remembering things
and discuss an example of how you can use each to perform better on an exam in
this class.

The four mental processes that can assist in remembering things are: (1) Repetition which is a
single mechanism in which a thought is kept alive in short term memory by mentally repeating
the thought. I can use this to perform better on an exam in class by repeating important terms and
meaning to retain it in my mind. (2) Dual coding, this occurs when 2 different sensory traces are
available to remember something. I can use this to perform better on an exam in class by reading
the modules and at the same typing or writing down important notes I need to remember. (3)
Meaningful encoding that occurs when information from long term memory is placed on the
workbench and attached to the information on the workbench in a way that the information can
be recalled and used late. I can use this to perform better on an exam in class by recalling the
past lessons that I have read and reviewed before the quiz. And lastly, (4) Chunking which is the
process of grouping stimuli by meaning so that multiple stimuli can become a single memory
unit. I can use this to perform better on an exam in class by reciting the past details and
information I can still remember and grouping each piece into a large whole.

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