2. Learning Objectives
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 2
1. To Understand What Attitudes Are, How They Are
Learned, as Well as Their Nature and Characteristics.
2. To Understand the Composition and Scope of
Selected Models of Attitudes.
3. To Understand How Experience Leads to the Initial
Formation of Consumption-Related Attitudes.
4. To Understand the Various Ways in Which
Consumers’ Attitudes Are Changed.
5. To Understand How Consumers’ Attitudes Can Lead
to Behavior and How Behavior Can Lead to Attitudes.
3. What Is Your Attitude Toward the Product Advertised? What Is
Your Attitude Toward the Ad Itself? Are the Two Attitudes
Similar or Different?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 3
4. You May Have Liked the Product but
Disliked the Ad or Vice Versa
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 4
5. Attitude
A learned
predisposition to
behave in a
consistently
favorable or
unfavorable manner
with respect to a
given object.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 5
6. What Are Attitudes?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 6
• The attitude “object”
• Attitudes are a learned predisposition
• Attitudes have consistency
• Attitudes occur within a situation
7. What Information Does This Ad Provide to Assist
Consumers in Forming Attitudes Toward
the Saturn Vue Hybrid?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 7
8. It is Stylish, Safe, and
Good for the Environment
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 8
9. Structural Models of Attitudes
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 9
• Tricomponent Attitude Model
• Multiattribute Attitude Model
• The Trying-to-Consume Model
• Attitude-Toward-the-Ad Model
10. A Simple Representation of the Tricomponent
Attitude Model - Figure 8.3
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide10
11. The Tricomponent Model
Components
• Cognitive
• Affective
• Conative
The knowledge and
perceptions that are
acquired by a
combination of direct
experience with the
attitude object and
related information
from various sources
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide11
12. The Tricomponent Model
Components
• Cognitive
• Affective
• Conative
A consumer’s
emotions or feelings
about a particular
product or brand
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide12
13. The Tricomponent Model
Components
• Cognitive
• Affective
• Conative
The likelihood or
tendency that an
individual will
undertake a specific
action or behave in a
particular way with
regard to the attitude
object
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide13
14. Multiattribute
Attitude
Models
Attitude models that
examine the
composition of
consumer attitudes
in terms of selected
product attributes or
beliefs.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide14
15. Multiattribute Attitude Models
• The attitude-toward-
object model
The attitude-toward-
behavior model
Theory-of-reasoned-
action model
•
•
• Attitude is function of
the presence of certain
beliefs or attributes.
Useful to measure
attitudes toward
product and service
categories or specific
brands.
•
Types
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide15
16. Multiattribute Attitude Models
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide16
• The attitude-toward-
object model
The attitude-toward-
behavior model
Theory-of-reasoned-
action model
•
•
• Is the attitude toward
behaving or acting with
respect to an object,
rather than the attitude
toward the object itself
Corresponds closely to
actual behavior
•
Types
18. Multiattribute Attitude Models
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide18
• The attitude-toward-
object model
The attitude-toward-
behavior model
Theory-of-reasoned-
action model
•
•
• Includes cognitive,
affective, and conative
components
Includes subjective
norms in addition to
attitude
•
Types
19. A Simplified Version of the Theory of
Reasoned Action - Figure 8.5
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 20
20. Theory of
Trying to
Consume
An attitude theory
designed to account
for the many cases
where the action or
outcome is not certain
but instead reflects
the consumer’s
attempt to consume
(or purchase).
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 20
21. Selected Examples of Potential Impediments
That Might Impact Trying - Table 8.7
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 21
22. Attitude-
Toward-the-
Ad Model
A model that proposes
that a consumer forms
various feelings (affects)
and judgments
(cognitions) as the result
of exposure to an
advertisement, which, in
turn, affect the
consumer’s attitude
toward the ad and
attitude toward the
brand.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 22
23. A Conception of the Relationship Among
Elements in an Attitude-Toward-the-Ad Model
- Figure 8.6
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 23
24. Issues in Attitude Formation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 24
• How attitudes are learned
– Conditioning and experience
– Knowledge and beliefs
25. How Does a Favorably Known Brand Name Impact the
Formation of Consumer Attitudes
Toward a New Product?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 25
26. There is Stimulus Generalization From the Lean
Cuisine Brand Names to the New Product.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 26
27. Issues in Attitude Formation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 27
• Sources of influence on attitude formation
– Personal experience
– Influence of family
– Direct marketing and mass media
• Personality factors
28. How Does a Cents- Off Coupon Impact
Consumers’ Attitudes?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 28
29. New Customers Will Try the Product,
Existing Customers will be Rewarded.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 29
30. Strategies of Attitude Change
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 30
31. Changing the Basic Motivational Function
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 31
32. Why and How Does This Ad Appeal to
the Utilitarian Function?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 32
33. The Product is Green and Works as
Well or Better than Other Products.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 33
34. Which Lifestyle- Related Attitudes Are
Expressed or Reflected in This Ad?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 34
35. Healthy Eating and Snacking Lifestyle
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 35
36. How Does This Ad Provide Information to Establish
or Reinforce Consumer Attitudes?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 36
37. It Raises the Question About UVA Rays and
then Provides Information on Sun Protection.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 37
38. How Is Fiji Water’s Link to an Environmental Cause
Likely to Impact Consumers’
Attitudes Toward Its Product?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 38
39. They Might Have a More Favorable Attitude.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 39
40. Attitude Change
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 40
• Altering Components of the Multiattribute
Model
– Changing relative evaluation of attributes
– Changing brand beliefs
– Adding an attribute
– Changing the overall brand rating
• Changing Beliefs about Competitors’
Brands
41. How Is This New Benefit Likely to Impact
Consumers’ Attitudes Toward the Product?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 41
42. The Consumer Will Have a More Positive
Attitude Overall from the New Attribute.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 42
43. How Is the Absence of an Ingredient Likely to
Lead to a Favorable Attitude Toward a
Product?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 43
44. When It Was An
Unfavorable Attribute
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 44
45. Which Attitude Change Strategy Is
Depicted in This Ad?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 45
46. Changing the Overall Brand Rating
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 46
47. How Is Valvoline’s Attempt to Change Attitudes
Toward a Competing Brand Likely to Impact Attitudes
Toward Its Own Brand?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 47
48. By Showing Better Wear Protection
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 48
51. Behavior Can Precede or Follow
Attitude Formation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 51
52. Issues in Attribution Theory
• Self-Perception Theory
– Foot-in-the-Door Technique
• Attributions toward Others
• Attributions toward Things
• How We Test Our Attributions
– Distinctiveness
– Consistency over time
– Consistency over modality
– Consensus
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 52
54. Learning Objectives
1. To Understand the Role of the Message’s Source in
the Communication Process.
2. To Understand the Role of the Message’s Audience
(Receivers) in the Communication Process.
3. To Learn About Advertising Media and How to Select
the Right Media When Sending Promotional
Messages Targeting Selected Consumer Groups.
4. To Learn How Understanding Consumers Enables
Marketers to Develop Persuasive Messages.
5. To Understand How Marketers Measure the
Effectiveness of Their Promotional Messages.
Chapter Nine Slide 2
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
55. Which Type of Communication Is Featured in This Ad,
and What Strategic Concept Does It Get Across?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 5
56. Nonverbal Used for Positioning
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 5
58. The Source as the Initiator
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 58
59. The Source -
Impersonal and Interpersonal Communications
• Source Credibility
• Reference Groups
– Normative
– Comparative
– Membership
– Symbolic
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 59
60. • Informal Sources
– Opinion leaders
• Word of Mouth and
eWOM
– Two-way communication
– Social networks
– Brand communities
– Message boards and
Blogs
The Source
Informal Sources and Word of Mouth
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 60
61. • Buzz Agents
• Viral Marketing
• Tackling negative
rumors
The Source
Word of Mouth – Strategic Applications
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 61
62. Discussion Questions
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 62
• How have informal
sources affected your
decision as a consumer?
• Which informal sources
are the most powerful?
Why? When?
63. • Institutional
advertising
• Publicity
• Endorsers
The Source
Credibility of Formal Sources
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 63
64. Discussion Questions
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 64
• Who do you consider credible spokespeople?
• Why?
• Can you think of certain ads with credible
spokespeople?
• Ads with spokespeople who are NOT credible?
65. Why Are Consumers Likely to
Perceive This Ad as Credible?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 65
66. A Glamorous Celebrity Endorser is More Likely to be
Perceived as a Credible Source, Especially for a
Hedonistic Product.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 66
67. Credibility of Formal Sources
Endorser Effectiveness
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 67
68. Credibility of Formal Sources
Other Credibility Sources
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 68
69. The Receivers as the Target Audience
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 69
• Personal characteristics and motives
• Involvement and congruency
• Mood
• Barriers to communication
– Selective exposure to messages
– Psychological noise
71. Media (Channel)
• Mass Media
• Nontraditional (New) Media is:
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 71
72. The Shift From Traditional
To Nontraditional Advertising - Figure 9.5
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 72
73. Nontraditional Media
• Out-of-home and On-the-go
– Advertising screens in buildings and transit
– Digital billboards on roads
– Ambient advertising (in new places)
• Online and Mobile
– Includes consumer-generated media
– Narrowcast messages
• Interactive TV (iTV)
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 73
74. Media (Channel)
• Congruence with message
– Addressable advertising
– Branded entertainment
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 74
75. Designing Persuasive Communications
•
•
•
Message Structure
and Presentation
Resonance Message
framing
One-Sided versus Two-
Sided Messages
Order Effects
•
•
•
Wordplay
Used to create a double
meaning when used
with a relevant picture
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 75
76. Which Advertising Technique Is Used in
Each Ad, and How So?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 76
78. Designing Persuasive Communications
•
•
•
Message Structure
and Presentation
Resonance
Message framing
One-Sided versus Two-
Sided Messages
Order Effects
•
•
•
Positive framing
Negative framing
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 78
79. Designing Persuasive Communications
•
•
•
Message Structure
and Presentation
Resonance Message
framing
One-Sided versus Two-
Sided Messages
Order Effects
•
Depends on nature of the
audience and nature of
competition
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 79
80. Designing Persuasive Communications
•
•
•
Message Structure
and Presentation
Resonance
Message framing
One-Sided versus Two-
Sided Messages
Order Effects
•
•
•
•
•
Primacy
Recency
Order of benefits
Brand name
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 80
81. Advertising Appeals
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 81
•
•
•
•
•
•
•
•
Comparative
Fear
Humor
Abrasive
Sex
Audience participation
Timely
Celebrities
82. Which Advertising Appeal Is Shown in
Each Ad, and Why Is It Used?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 82
83. Comparative - It Has Positive Effects On Brand
Attitudes, Purchase Intentions, and Purchases
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 83
84. Which Two Advertising Appeals Are
Shown in This Ad?
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 84
85. Humor and Fear Appeal
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 85
86. Types of Celebrity Appeals
Table 9.6
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 86
87. Discussion Questions
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Nine Slide 87
• You are a marketer for your
college/university.
– How could you use comparative advertising?
– Do you think it would be effective?
91. Chapter Outline
Copyright 2007 by Prentice Hall 14 - 91
• The Imperative to Be Multinational
• Cross-Cultural Consumer Analysis
• Alternative Multinational Strategies
• Cross-Cultural Psychographic
Segmentation
92. The Imperative to Be
Multinational
Copyright 2007 by Prentice Hall 14 - 92
• Global Trade Agreements
– EU
– NAFTA
• Acquiring Exposure to Other Cultures
• Country-of-origin Effects
93. Table 14.1 The World’s Most
Valuable Brands
1. Coca-Cola
2. Microsoft
3. IBM
4. GE
5. Intel
6. Disney
7. McDonald’s
8. Nokia
9.Toyota
10.Marlboro
Copyright 2007 by Prentice Hall 14 - 93
94. Most of these
brands offer
different Web
sites for each
country.
weblink
Copyright 2007 by Prentice Hall 14 - 94
95. Country of Origin Effects:
Negative and Positive
Copyright 2007 by Prentice Hall 14 - 95
• Many consumers may take into consideration
the country of origin of a product.
• Some consumers have animosity toward a
country
– People’s Republic of China has some animosity to
Japan
– Jewish consumers avoid German products
– New Zealand and Australian consumers boycott
French products
102. Cross-Cultural Consumer
Analysis
Copyright 2007 by Prentice Hall 14 - 102
• The greater the
similarity between
nations, the more
feasible to use
relatively similar
marketing strategies
• Marketers often speak
to the same “types” of
consumers globally
Issues
• Similarities and
differences among
people
• The growing global
middle class
• The global teenage
market
• Acculturation
103. Table 14.2
Comparisons of Chinese and American
Cultural Traits
Chinese Cultural Traits
• Centered on
Confucian doctrine
• Submissive to
authority
• Ancestor worship
• Values a person’s
duty to family and
state
American Cultural
Traits
• Individual
centered
• Emphasis on
self- reliance
• Primary
faith in
rationalism
Copyright 2007 by Prentice Hall 14 - 103
104. Cross-Cultural Consumer
Analysis
Copyright 2007 by Prentice Hall 14 - 104
• Growing in Asia,
South America, and
Eastern Europe
• Marketers should
focus on these
markets
Issues
• Similarities and
differences among
people
• The growing global
middle class
• The global teenage
market
• Acculturation
105. Cross-Cultural Consumer
Analysis
Copyright 2007 by Prentice Hall 14 - 105
• There has been growth
in an affluent global
teenage and young adult
market
• They appear to have
similar interests,
desires, and
consumption behavior
no matter where they
live.
Issues
• Similarities and
differences among
people
• The growing global
middle class
• The global teenage
market
• Acculturation
106. The iPod has
global appeal
to the young
market.
weblink
Copyright 2007 by Prentice Hall 14 - 106
107. Cross-Cultural Consumer
Analysis
Copyright 2007 by Prentice Hall 14 - 107
• Marketers must
learn everything that
is relevant about the
usage of their
product and product
categories in foreign
countries
Issues
• Similarities and
differences among
people
• The growing global
middle class
• The global teenage
market
• Acculturation
109. Are Global Brands Different?
Copyright 2007 by Prentice Hall 14 - 109
• According to a survey – yes.
• Global brands have:
– Quality signal
– Global myth
– Social responsibility
110. Multinational Reactions to Brand
Extensions
Copyright 2007 by Prentice Hall 14 - 110
• A global brand does not always have
success with brand extentions
• Example Coke brand extension – Coke
popcorn
– Eastern culture saw fit and accepted the
brand extension
– Western culture did not see fit
111. Adaptive Global Marketing
Copyright 2007 by Prentice Hall 14 - 111
• Adaptation of advertising message to
specific values of particular cultures
• McDonald’s uses localization
– Example Ronald McDonald is Donald
McDonald in Japan
– Japanese menu includes corn soup and
green tea milkshakes
• Often best to combine global and local
marketing strategies
