APPLY
8-1. Think of a behavior someone does that is inconsistent with his or her attitudes (e.g.,
attitudes toward cholesterol, drug use, or even buying things to make them stand out or
attain status). Ask the person to elaborate on why he or she does the behavior, and try to
identify the way the person has resolved dissonant elements.
Students should be able to generate many diverse examples of this type of consumer
behavior. Assume you are a high school student who is health conscious but who may
(25 minutes, Chapter Objective 4, AACSB: Reflective Thinking)
8-2. Devise an attitude survey for a set of competing automobiles. Identify areas of
competitive advantage or disadvantage for each model you include.
The semantic-differential scale often is used to describe a consumer’s beliefs about
on a series of scales. For example:
My travel agent is:
Very efficient 1—2—3—4—5—6—7 Very inefficient
Semantic-differential scales also may be used to compare the images of competing
brands, as in the next example:
Honda Accords have good interior features.
Toyota Camry’s have good interior features.
Chevrolet Malibu’s have good interior features.
(90 minutes, Chapter Objective 5, AACSB: Analytic Skills)
8-3. Construct a multi-attribute model for a set of local restaurants. Based on your findings,
suggest how restaurant managers can improve an establishment’s images via the
strategies described in this chapter.
The multi-attribute models that students develop for a set of local restaurants should
include:
A number of product attributes—characteristics of the restaurants, such as price, type
Beliefs regarding specific restaurants (in terms of attributes).
Although there likely will be some common elements in the models developed, students
should be encouraged to think about how each model is reflective of the individual
(75 minutes, Chapter Objective 5, AACSB: Analytic Skills)
8-4. Locate foreign ads at sites like japander.com in which celebrities endorse products they
do not pitch on their home turf. Ask friends or classmates to rate the attractiveness of
each celebrity, then show them these ads and ask them to rate the celebrities again. Does
the star’s “brand image” change after it is paired with cheesy ads? Based on these results,
what advice would you give to a manager who has to choose among endorsement offers
for a famous client?
Student responses should address how messages build credibility and source
attractiveness. Students may also recognize the application of Classical Conditioning,
(20 minutes, Chapter Objective 8, AACSB: Reflective Thinking)
8-5. Why would a marketer consider saying negative things about his or her product? When is
this strategy feasible? Can you find examples of it?
The use of two-sided arguments is effective when the audience is well educated and not
loyal to the product. These conditions exist for many new product introductions and
brand extensions. When the advertised product is complex, something negative can be
said about the minor attribute without producing an overall negative effect, as long as
(15-20 minutes, Chapter Objective 9, AACSB: Reflective Thinking)
8-6. Collect ads that rely on sex appeal to sell products. How often do they communicate
benefits of the actual product?
Students will be able to find examples of products that use sex appeal in almost any
magazine, but magazines targeted toward men or women are the best sources. NOTE: Be
(30 minutes, Chapter Objective 9, AACSB: Reflective Thinking)
8-7. Observe the process of counter-argumentation by asking a friend to talk aloud while
watching a commercial. Ask him to respond to each point in the ad or to write down
reactions to the claims made. How much skepticism regarding the claims can you detect?
Students will enjoy this project. You might encourage a student to videotape a few ads
15 minutes, Chapter Objective 9, AACSB: Reflective Thinking)
8-8. The chapter discusses the important problem of medication adherence. How can
healthcare marketers strengthen the link between intentions and behavior to boost the rate
at which people actually take their prescribed medications? Devise a communications
strategy to increase the adherence rate.
The responses and communication strategy will be different for each student. Students
should address the inconsistency between attitudes and behaviors. The theory of
reasoned actions indicates there is a difference between intentions and behaviors. The
(5 minutes, Learning Objective 5, AACSB: Reflective Thinking)
8-9. Make a log of all the commercials shown on a network channel shows during a 2-hour
period. Assign each to a product category and decide whether each is as drama or
argument. Describe the types of messages the ads use (e.g., two-sided arguments) and
keep track of the types of spokespeople who appear (e.g., TV actors, famous people,
animated characters). What can you conclude about the dominant forms of persuasive
tactics marketers currently employ?
The instructor might want to encourage students to work in pairs to better manage the
recording of 10- and 15-second commercials. One person could write about one
(150 minutes, Chapter Objective 9, AACSB: Ethical Understanding and Reasoning Abilities
8-10. Collect examples of ads that rely on the use of metaphors or resonance. Do you feel these
ads are effective? If you were working with the products, would you feel more
comfortable with ads that use a more straightforward, “hard-sell” approach? Why or why
not?
Make sure students review the section of the text that describes how metaphors and
resonance are used in advertising before they go in search of ads. Encourage the students
(30 minutes, Chapter Objective 9, AACSB: Reflective Thinking)
8-11. Create a list of current celebrities whom you feel typify cultural categories (e.g., clown,
mother figure, etc.). What specific brands do you feel each could effectively endorse?
Students should be encouraged to think carefully about a variety of product categories to
do this project. Listing celebrities, their characteristics, brand characteristics, and
(20 minutes, Chapter Objective 8, AACSB: Reflective Thinking)
8-12. Conduct an “avatar hunt” by going to e-commerce websites, online video game sites, and
online communities like the Sims or Cybertown that let people select what they want to
look like in cyberspace. What seem to be the dominant figure people are choosing? Are
they realistic or fantasy characters? Male or female? What types of avatars do you believe
would be most effective for each these different kinds of websites and why?
This should be a fun exercise that students will enjoy. Hopefully, students will draw from
Specifically, encourage students to incorporate principles of source attractiveness as they
consider what types of avatars would be most effective for various websites and products.
(40 minutes, Chapter Objective 8, AACSB: Reflective Thinking)
CASE STUDY TEACHING NOTES
Chapter 7 Case Study: Shampoo Buying: A “Bad Hair” Day?
Summary of Case
The hair care aisle of a typical drugstore has more than 200 choices for shampoo. The packages
promote a myriad of benefits including repair, protection, hydration, control, and nourishment.
How does a consumer make the match between his or her needs and the brand benefits? It’s not
easy to choose, and therefore not a surprise that many shoppers spend about 20 minutes in this
aisle when they select a shampoo brand.
Suggestions for Presentation
Have the students list as many shampoo brands that they can think of.
Suggested Answers for Discussion Questions
CS 8-1. Describe Cream Silk’s promotion within the context of the multiattribute model:
Which attribute(s) were central to the promotion and how does the model explain what
they company was trying to accomplish with the “Human Hair Quartet?” What
limitations might this model have for predicting consumer’s attitudes and purchases
behavior towards Cream Silk? (Hint: Take a look at the Theory of Reasoned Action.)
Cream Silk core benefit is the strength it gives hair, one problem with hair care products
(10 minutes, Chapter Objectives 8 and 9, AACSB: Reflective Thinking
CS 8-2. In contrast to the Cream Silk promotion, Old Spice used its characteristically
quirky approach to persuade men to try its hair care products. The integrated campaign
“That’s the Power of Hair,” incorporated a popular Huey Lewis tune, an interactive Web
site, and funny ads featuring animated hair. Discuss the type of message appeal an d the
Elaboration Likelihood Model route each campaign used.
Consumers like funny, uplifting ads, that will appeal to men because the word strong is
(10 minutes, Chapter Objective 8, AACSB: Reflective Thinking)
Additional Support Material
STUDENT PROJECTS
Individual Projects
1. Have students explain the consistency, balance, and Fishbein theories to a friend, and then
ask the friend to analyze two of his or her recent experiences that seem to confirm or
disconfirm one or more of these theories. Report the findings to the class.
To be able to explain it to a friend, the student must understand each of the theories and
be able to differentiate between the theories. Thus, this is a useful exercise for reinforcing
(15 minutes, Chapter Objective 5, AACSB: Reflective Thinking and Communication Abilities
2. In this project, students should identify one specific example for each of the three
hierarchies of the ABC model. For each, they should give details as to the application of
each component.
Students should select one CAB example, one ABC example, and one BAC example to
(15 minutes, Chapter Objective 2, AACSB: Reflective Thinking)
3. It is time for true confessions. Describe three instances when your purchase behavior was
inconsistent with an attitude toward the product or service you were buying. Explain why
this happened. Share this with the class, asking them if they agree with the explanation or
whether they have other notions.
Students may provide examples where outside influences intervened, they did not have the
(10 minutes, Chapter Objective 5, AACSB: Reflective Thinking and Communication Abilities)
4. Have students prepare an example of the Fishbein model and present the findings to the
class.
Students should identify attributes that are important to attitude formation, ask the
respondents to note the importance of each attribute, and then ask the respondents to rate
(30 minutes, Chapter Objective 5, AACSB: Analytic Skills and Communication Abilities
5. Ask one of your students to interview three people and have each respondent identify an
advertisement that they have a positive attitude toward and an ad to which they have a
negative attitude. Be sure to inquire to find out how their attitudes toward the ads
influence their attitudes toward the products and likelihood of purchase.
Favorable attitudes toward an ad often will result in favorable attitudes toward the
product, especially in cases where the consumer does not have direct experience with the
(45 minutes, Chapter Objectives 3 and 5, AACSB: Reflective Thinking)
6. Have students produce an example of some type of promotion used for each of the
principles of reciprocity, scarcity, authority, consistency, liking, and consensus.
Reciprocity – we are more likely to give if we receive. Students may create an ad that
shows gift-giving, note the direct response technique where a research company includes
Scarcity – items are more attractive when they are not available. Students may note
Authority – we believe authoritative sources more readily than non-authoritative sources.
Consistency – people try not to contradict themselves in terms of what they say and do
about an issue. Students may note the foot in door technique, where the salesperson gets
Liking – we agree with those we like/admire. Students may note the attractiveness of
Consensus – We consider what others do before we decide what to do. Students may
(30 minutes, Chapter Objective 5, AACSB: Reflective Thinking and Communication Abilities
7. Have students conduct a simple content analysis by examining either print or broadcast
ads. They may find such ads in real sources such as magazines, newspapers, or by
watching television. They may also find such ads online at websites that maintain archives
of advertisements. Students should view numerous ads and analyze which of the following
message appeals appear to be used: (a) emotional, (b) rational, (c) sex, (d) humorous, and
(e) fear. Does the medium or specific media vehicle have an effect on which appeals are
used most commonly? After conducting this analysis, have students explain which
appeal(s) is most powerful. Most persuasive? Most credible?
This extensive project may be appropriate as an individual project outside of class.
Students should receive enough time to complete the content analysis and a general idea
(90 minutes, Chapter Objective 6, AACSB: Reflective Thinking)
8. Bring in a number of print or television ads that rely on the use of metaphors or resonance
(or have your students do it). Have the students discuss the ads in groups. What are their
initial reactions to the ads? How effective do they think they are? Do they think some
other approach would be more convincing? Why?
This exercise will reinforce the concepts of metaphors and resonance and provide students
(40 minutes, Chapter Objective 9, AACSB: Reflective Thinking and Analytic Skills)
Group Projects
1. Give the class a list of eight or ten common generic products (e.g., cars, peanut butter,
detergent, toothpaste, gasoline, toilet paper, microwave dinners, a professional football
team, an airline, and a soft drink) and ask them to list their favorite brand(s) of the
product. See if those who are participating know how they developed their brand
preference and how the products’ attributes are related to their attitudes toward the
product(s).
This exercise will provide the opportunity for students to discuss differences in the
(30 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
2. Divide the class into teams and have each team come up with a set of about ten
descriptive words that could be used to positively or negatively describe a specific
consumer good (e.g., a stereo, car, expensive clothing, etc.). Send students out to
interview a friend who owns this product. Determine the length of time the respondent
has owned the product and then have the respondent evaluate the product according to
some criteria determined by the class. See if the people who more recently purchased the
product have a more positive attitude toward it than those who have owned it for a longer
period.
Students will analyze the length of the relationship with the product relative to the
attitudes associated with the product. In some cases, recent consumers may have a
(60 minutes, Chapter Objective 3, AACSB: Analytic Skills)
3. Ask a group of students to think about restaurants they like and do not like to patronize.
Have them design a multi-attribute model for three of these restaurants, making sure both
spectrums are included. Have students make suggestions of how the managers could
improve the restaurants’ images by following the strategies and tactics found in this
chapter.
Student measurement should include the importance of the attributes as well as the
beliefs about the attributes. Ways to change the attitudes may include adding an
(30 minutes, Chapter Objective 5, AACSB: Reflective Thinking)
4. Bring in a number of print or television ads that use celebrity endorsers (or have students
do it). Have students get into groups to discuss how effective they think the ads are. By
evaluating the spokesperson as either “good” or “poor,” determine whether the class likes
the celebrity. Do they find the ads believable or contrived? Probe to find out why they
feel this way.
This is a critical thinking exercise where students make judgments about the effectiveness
(15 minutes, Chapter Objective 8, AACSB: Reflective Thinking)
5. Have student groups collect ads that demonstrate the literary devices of allegory,
metaphor, simile, and resonance. Have them discuss the effectiveness of such with the
class.
Look for students to understand what each of the concepts is and differences between the
(30 minutes, Chapter Objective 9, AACSB: Reflective Thinking)
6. Have groups of students take a common consumable product and apply a fear appeal to
promoting the product. Have the students critique the effort with respect to the material
presented in the chapter on using fear appeals. Have them do the same for applying a
humor appeal to a commonly serious product.
Students should recognize that moderate fear appeals are most effective; consumers shut
down or avoid attending to high fear appeals, and low fear appeals do not motivate a
(20 minutes, Chapter Objective 9, AACSB: Reflective Thinking,)
eLAB
Individual Assignments
1. Go to www.levistrauss.com. Levi Strauss used to dominate the jeans market. It was a
mainstay product for youth in the ’50s, ’60s, and ’70s. Something happened in the ’80s
and ’90s, however, that caused the youth to begin shifting their attention to other brands
and different ways of dressing. What did attitudes have to do with this shift? How should
the company best deal with these changes? Using yourself as an example, tell Levi’s what
they must do to secure your business again. If you are already a customer, explain what
the company must do to keep your business.
The trip to the website is important if the student is not a customer or is not familiar with
Levi Strauss products. The things the students will want Levis to do to earn their business
(15 minutes, Chapter Objectives 3 and 4, AACSB: Reflective Thinking)
2. Visit www.levistrauss.com and click on the “citizenship” link. Read their statements and
policies regarding environment, community, diversity, etc. What is the students’ attitude
toward the policies of Levi Strauss? Can they apply the ABC model and explain? What is
their level of commitment to their attitude toward Levi Strauss Company?
The students’ attitudes toward the company, based on its corporate responsibility
practices, may be different from their attitudes toward the products it makes. Students are
(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
3. Go to www.dropzone.com. Apply the ABC model of attitudes to the activity of
skydiving. Which of the three hierarchies is most applicable? What modifications could be
made to this website?
Students may have different opinions about which model of attitudes would be used to
form an attitude toward the activity of skydiving. Because it involves a high level of risk,
students may feel consumers will follow the standard learning hierarchy, which is used to
(20 minutes, Chapter Objective 3, AACSB: Reflective Thinking)
4. Visit www.izod.com. Is a multi-attribute model a good one to apply to this product to
explain how attitudes are formed? Why or why not? Suggest an alternative model.
Izod products may be expensive, so even if a consumer has a positive attitude toward the
(15 minutes, Chapter Objective 5, AACSB: Reflective Thinking)
5. Go to www.ge.com. Pick a product from the huge portfolio of General Electric. This
product should be one that you do not use or do not have a negative attitude. Design a
brief advertising campaign that would persuade you to use the product. Explain the
process that you went through and the principles from the chapter you used in your
campaign.
Students should address the attributes about which they have negative beliefs in the
(15 minutes, Chapter Objective 5, AACSB: Reflective Thinking)
6. Go to www.floss.com. We all know that we should floss our teeth more often. Why don’t
we? With the help of this website, create a series of arguments that could get consumers to
floss more often. Which products would seem to be best positioned to get consumers the
most results from their increased flossing? Explain your choice.
Students should recognize the sources of resistance and may consider using two-sided
arguments to overcome those sources of resistance. Look for students to provide a
(15 minutes, Chapter Objective 8, AACSB: Reflective Thinking)
Group Assignments
1. Go to www.lego.com. Once your group visits this site, they will recognize how far
Danish toymaker Lego has come from the days when they only made plastic blocks.
Today, the company is into robotics in a big way. That is right—robotics. Assume that
Lego has made a functioning personal assistant robot. What attitudes must be identified,
formed, or changed for this product to be successful? Be complete in your appraisal.
Lastly, what features should the robot have?
Look for students to apply the principles of persuasion and attitude change in their
(25 minutes, Chapter Objectives 9 and 10, AACSB: Reflective Thinking)
2. Have groups of students go to www.moveon.org. As a group, they should spend some
time reviewing the material on this Web page. Each student will likely have different
attitudes. However, the task here is to apply either the principle of cognitive consistency
or cognitive dissonance. How is either applicable to the experience of having gone to this
site?
Students are open to information that is consistent with existing attitudes and look for
(45 minutes, Chapter Objective 4, AACSB: Reflective Thinking)
3. Go to http://www.theaxeeffect.com. Go to the various links for the website of Axe body
spray. Analyze the content in terms of message appeals.
Axe uses sex appeals. Because of a heavy use of sexual innuendos, students may identify
(45 minutes, Chapter Objective 9, AACSB: Analytic Skills)