978-1337407588 Chapter 6 Solution Manual Part 2

subject Type Homework Help
subject Pages 9
subject Words 4510
subject Authors Carl Mcdaniel, Charles W. Lamb, Joe F. Hair

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Chapter 6: Consumer Decision Making
1
TRUE/FALSE
1. If a consumer enjoyed the PSL during the 2015 season, then they will also enjoy it during the
2016 season.
PTS: 1 OBJ: LO: 6-1 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
2. If a customer wants nutritional facts about the new Chili Mocha, they should do an internal
information search on Starbucks’ website.
PTS: 1 OBJ: LO: 6-2 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
3. The perceived value of Starbucks coffee could be either utilitarian or hedonic depending on
the customer.
PTS: 1 OBJ: LO: 6-1 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
4. On Maslow’s hierarchy of needs, a Pumpkin Spice Latte best satisfies the safety level.
PTS: 1 OBJ: LO: 6-9 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
5. A consumer will purchase the new Chili Mocha only after engaging in extensive decision
making.
PTS: 1 OBJ: LO: 6-4 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
MULTIPLE CHOICE
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Chapter 6: Consumer Decision Making
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1. Which of the following is an example of consumer behavior?
a. purchasing a PSL
b. drinking a PSL
c. tweeting a picture of their PSL purchase
d. All of these are examples of consumer behavior.
PTS: 1 OBJ: LO: 6-1 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
2. Pumpkin Spice Latte fanatics could be considered a(n) __________ of coffee enthusiasts.
a. reference group
b. subculture
c. social class
d. opinion leader
behavior. An opinion leader is an individual who influences the opinions of others.
PTS: 1 OBJ: LO: 6-6 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
3. A person’s co-workers belong in their __________ membership group.
a. aspirational
b. non-aspirational
c. primary
d. secondary
PTS: 1 OBJ: LO: 6-7 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
4. A consumers decision making is influenced by their __________.
a. gender
b. age
c. lifestyle
d. personality
e. All of these
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Chapter 6: Consumer Decision Making
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PTS: 1 OBJ: LO: 6-8 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
5. If a customer remembers only the good taste of the PSL and not the sugar headache it gave
them the last time they had one when ordering their next one, they are experiencing __________.
a. perception
b. selective exposure
c. selective distortion
d. selective retention
PTS: 1 OBJ: LO: 6-9 TOP: AACSB: Reflective Thinking
KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge
Great Ideas for Teaching Chapter 6
James S. Cleveland, Sage College of Albany
Discussion Board Topics to Encourage Participation
Discussion board questions provided to students to encourage them to engage in thinking and
writing about the content of the Principles of Marketing course usually take the form of a
provocative statement to which students are asked to respond. An example of this would be “All
PR is good PR.”
Discussion topics such as this one are abstract and often require that the instructor provide an
I have developed, therefore, a series of discussion board questions to use with experienced, adult
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Chapter 6: Consumer Decision Making
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Each question has three parts:
First, there is a sentence or two from the students’ textbook introducing the topic. By using
Second, there is a reference to text pages students should review before proceeding. Since
Third, there is a request for the students to think about or remember some specific situation
Here are additional such discussion board questions developed for Chapter 6 of MKTG11. Each
is written to fit the same text cited above but could easily be rewritten and revised to fit another
text.
Series A
1. All consumer buying decisions generally fall along a continuum of three broad categories:
routine response behavior, limited decision making, and extensive decision making.
2. Review this process in section 6-4 of your text.
3. Then describe a purchase you have made that involved extensive decision making in terms
of the five stages of the consumer decision-making process.
Series B
1. Culture is the essential character of a society that distinguishes it from other cultural
groups.
2. Review the components of American culture in section 6-5 of your text.
3. Then describe how one or more of these cultural components resulted in recent purchases
you made.
Mark Andrew Mitchell, Coastal Carolina University
Cognitive Dissonance and the University Experience
The selection of an institution for higher education or the selection of particular degree programs
within that institution is a decision of considerable involvement for most individuals. The choice
of one alternative (college or university of discussion) over another alternative institution can
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Chapter 6: Consumer Decision Making
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Given the level of involvement of the college or university decision, some individuals may feel
this psychological discomfort at some point in their academic careers. The challenge for
Purpose of the Project
The purpose of the project is to provide students with the opportunity to integrate marketing
theory with marketing practice. Simply put, students analyze the concept (cognitive dissonance)
and its presence on their particular campus, and offer creative marketing solutions for
consideration by university administrative personnel. The institution is used as the focal point of
the project in the interest of building the students’ sense of belonging and commitment to their
institution.
The inclusion of this project in a Marketing course provides the following outcomes: (1) the
realization of an institutional desire for operational and management effectiveness, (2) the
provision of experiential learning outcomes, (3) the realization of the learning objectives for the
course, and (4) student participation in the strategic planning processes of the institution.
Student Applications
This application can be administered in a Principles of Marketing course or a specialized
Consumer Behavior course. The project is developed with the students over the life of the term
with the final output delivered to university administrative personnel for consideration. The
project may be done on an individual group basis depending on the nature of the audience or
desires of the instructor.
Suggested Focus Areas
The following focus areas are suggested as contributors to the problem of cognitive dissonance
on a college or university campus:
1. Freshman students during their first-year experience
2. Students transferring from other institutions
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Chapter 6: Consumer Decision Making
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Note: The above list is meant to be illustrative and not exhaustive. The students should consider
all aspects of the undergraduate experience and provide direct actions for dealing with the
presence of cognitive dissonance on a college or university campus.
Suggested Outline
The following outline is offered to guide the preparation of the documents and/or presentation to
be made available to university personnel for consideration and implementation:
1. Illustrate your understanding of the concept of cognitive dissonance. (What problems are
you addressing?)
2. Briefly discuss why a college or university should be concerned with the presence of
cognitive dissonance within its student population. (Why are you concerned?)
Tom Hicky, Oswego State University of New York
Learning Through Competitive Case Presentation
I have applied the following process to the case in my Consumer Behavior course and referred to
the process as a “competitive case presentation.”
Students are formed into two consulting management teams and present the same case to me, as
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Chapter 6: Consumer Decision Making
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Barbara-Jean Ross, Louisiana State University
Laura A. Williams, Tulane University
**Communicating Consumer Behavior: An Exercise Using Personal Consumption
Journals
In consumer behavior, it is vital that upon completion of the course students have acquired a
sound understanding of how consumers search for, purchase, and use products and services.
The purpose of this chapter is to describe the use of consumption journals. This exercise enables
Exercise Overview
This exercise is designed to be an incremental three-part assignment. The first part requires
students to maintain a personal consumption journal. In the second part, each student is told to
Consumption Journal
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Chapter 6: Consumer Decision Making
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Each student is responsible for maintaining a consumption journal that describes the products
An example journal entry template should be provided to the students when the assignment is
introduced.
Date:
Place of Purchase:
The length of time that students are required to maintain consumption journals is at the discretion
of the instructor, but four submissions should be the minimum as students begin to understand
and appreciate the assignment only around the fourth submission.
10-Product List
After the third submission of the consumer journal, students should be instructed to review their
consumption behavior and to create a list of 10 products or services they own and/or regularly
Advertisement Analysis
Once the 10-item product list is complete, each student should select two of the items on the list
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Chapter 6: Consumer Decision Making
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Benefits to Students
The consumption journals allow students to immediately begin to understand the relevance of
behavior theory and principles to justify their points. This exercise allows students to
demonstrate an understanding of segmentation, motivation, personality, psychographics,
Via the journal entries, the 10-product list, and advertisement analysis, students learn about their
Anita Jackson, Central Connecticut State University
Reference Group: Lecture Alternative and Class Participation Exercise
Instructions: The students are instructed to come to the next class displaying some symbol that
On the day of the class, the students ask to find their reference group peers among the other
Begin with a series of questions and follow with an open discussion of the material. Sometimes
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Chapter 6: Consumer Decision Making
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1. What type of reference group do you represent (formal or informal)? Explain.
2. What type of social influence does the group have on its members (normative or
informational)? Explain.
3. Why do group members conform to the standards of the group (cultural pressure, fear of
deviance, commitment)? Explain.
4. Do group size, unanimity, expertise, or sex differences cause greater or lesser conformity
within the group? Explain.
5. Next ask the spokesperson for each of the groups to define how the group influences
consumption of its members (informational, utilitarian, value expressive).
5a) After the spokesperson has expressed his or her view, ask if there is a difference of
opinion within the group. This can lead to a discussion of the social power of the
group and whether members conform to the dictates of the group by private
agreement or by surveillance.
6. Now ask if there is agreement or disagreement with any of the positions that have been
expressed by the group s spokespersons. Allow an open discussion for several minutes.ʼ
7. Ask if the spokesperson is the opinion leader of the group. Answers will vary and leave
room for further discussion on the topic of opinion leadership.
8. Then ask the spokesperson: Did the comments of your group change your perception of
your position within the group? This allows you to discuss group opinion and social power
of the group.
9. Next, ask what types of power the group has on its members (referent power, information
power, legitimate power, expert power, reward power, or coercive power). Make sure that
you link this to conformity.
There are usually students who do not have similar symbols and cannot find a reference
group within the class.
10. If you have independents within the class, ask if they avoid groups because of their power
structure. This allows the class to discuss the need for uniqueness or freedom.
A discussion of social comparison theory is a good idea at this point.
11. Finally, ask the students if word-of-mouth information from a group they belong or aspire
to has more influence on them than word of mouth from a stranger.
This exercise covers most of the material on reference group influences. It also involves
the students, and they feel free to open up in class.
Al Rosenbloom, Benedictine University
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Chapter 6: Consumer Decision Making
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Fit to Be Tied: Understanding the Concept of Involvement
Teaching Objectives
1. To reinforce, through an in-class activity, the concept of “levels of involvement”
2. To demonstrate how levels of involvement relate to other marketing variables, especially
segmentation
All introductory marketing texts introduce the concept of levels of involvement in their chapters
on consumer behavior. Generally, texts treat levels of involvement as being either high or low. I
expand on this with the following mini-lecture.
Henry Assael has further developed the concept of involvement by correlating levels of
involvement with decision making. He creates a matrix as follows:
High Limited Decision Making Complex Decision Making
Extent of Information
Search
Inertia Brand Loyal
Low
Low
High
Levels
of Involvement
Assael further describes each cell. Complex decision making is complicated, is high risk,
involves an extensive information search, and results in the “best” decision for the consumer.
Complex decision making results in brand loyalty through habit. Brands serve as shortcuts,
In-Class Activity
This activity divides students into teams and asks them to create profiles of consumers who fall
into each box of the Assael matrix. Students are given a common product—in this case, a man’s
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Chapter 6: Consumer Decision Making
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The exercise works best with the following beginning statement: “Think about a consumer who
is buying a tie that is described by your cell in the matrix. First, develop a mental picture of who
Activity Learning Points
1. Consumers can—and often do—see a common product in very different ways. Inductively
this demonstrates that there are different market segments for ties.
2. Different marketing strategies are required to reach consumers in different matrix cells.
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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