第6章课后习题答案

REVIEW QUESTIONS

1.Describe the id, ego, and superego and tell how they work together according

to Freudian theory.

The id is entirely oriented toward immediate gratification—it is the “party

animal” of the mind. The superego is the counterweight to the id. This system is essentially the person’s conscience. It internalizes society’s rules

(especially as parents teach them to us and works to prevent the id from

seeking selfish gratification. Finally, the ego is the system that mediates

between the id and the superego. It is in a way a referee in the fight between

temptation and virtue.

(10 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 8)

2.What is motivational research? Give an example of a marketing study that

used this approach.

In the 1950s, a perspective called motivational research attempted to use

Freudian ideas to understand the deeper meanings of products and

advertisements. This approach was largely based on psychoanalytic

(Freudian) interpretations, with a heavy emphasis on unconscious motives. A basic assumption is that socially unacceptable needs are channeled into

acceptable outlets.Motivational research for the American Red Cross did find that men (but not women) tend to drastically overestimate the amount of blood taken from them during a donation. The Red Cross counteracted the fear of

loss of virility by symbolically equating the act of giving blood with

fertilization: “Give the gift of life.”

(10 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 2)

3.Describe three personality traits relevant to marketers.

Some specific traits that are relevant to consumer behavior include:

innovativeness (the degree to which a person likes to try new things);

materialism (amount of emphasis placed on acquiring and owning products);

self-consciousness (the degree to which a person deliberately monitors and

controls the image of the self that is projected to others), and need for

cognition (the degree to which a person likes to think about things and by

extension expands the necessary effort to process brand information). Another trait relevant to consumer behavior is frugality. Frugal people deny

short-term purchasing whims, choosing instead to resourcefully use what they already own.

(5 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 8)

4.List three problems that arise when we apply trait theory to marketing

contexts.

The use of standard personality trait measurements to predict product choices has met with mixed success at best. In general, marketing researchers simply

have not been able to predict consumers’ behaviors on the basis of measured

personality traits. These are some explanations for these equivocal results:

?Many of the scales are not sufficiently valid or reliable; they do not adequately measure what they are supposed to measure, and their

results may not be stable over time.

?Personality tests are often developed for specific populations (e.g., mentally ill people); these tests are then “borrowed” and applied to the

general population where their relevance is questionable.

?Often the tests are not administered under the appropriate conditions;

people who are not properly trained may give them in a classroom or at

a kitchen table.

?The researchers often make changes in the instruments to adapt them to their own situations, in the process deleting or adding items and

renaming variables. These ad hoc changes dilute the validity of the

measures and also reduce researchers’ ability to compare results across

consumer samples.

?Many trait scales are intended to measure gross, overall tendencies

(e.g., emotional stability or introversion); these results are then used to

make predictions about purchases of specific brands.

?In many cases, a number of scales are given with no advance thought about how these measures should be related to consumer behavior. The

researchers then use a “shotgun approach,” following up on anything

that happens to look interesting.

(20 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 8)

5.Define a brand personality and give two examples.

A brand personality is the set of traits people attribute to a product as if it

were a person. Marlboro may be viewed as rugged and outdoorsy. Many of

the most recognizable figures in popular culture are spokescharacters for

long-standing brands, such as the Jolly Green Giant, the Keebler Elves, or

Charlie the Tuna.

(5 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 8)

6.Define psychographics, and describe three ways marketers can use it.

When marketers combine personality variables with knowledge of lifestyle

preferences, they have a powerful lens with which to focus on consumer

segments. We call this approach psychographics, which involves the “use of

psychological, sociological, and anthropological factors . . . to determine how the market is segmented by the propensity of groups within the market—and

their reasons—to make a particular decision about a product, person,

ideology, or otherwise hold an attitude or use a medium.” Psychographic

studies can take several different forms:

? A lifestyle profile looks for items that differentiate between users and nonusers of a product.

? A product-specific profile identifies a target group and then profiles these consumers on product-relevant dimensions.

? A general lifestyle segmentation places a large sample of respondents into homogenous groups based on similarities of their overall

preferences.

? A product-specific segmentation tailors questions to a product category.

For example, in a study done specifically for a stomach medicine, the

item “I worry too much” might be rephrased as “I get stomach

problems if I worry too much.” This allows the researcher to more finely

discriminate between users of competing brands.

(15 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)

7.What are three specific kinds of AIOs?

Most contemporary psychographic research attempts to group consumers

according to some combination of three categories of variables—activities,

interests, and opinions—known as AIOs. Using data from large samples,

marketers create profiles of customers who resemble each other in terms of

their activities and patterns of product usage.

(5 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)

8.What is VALS2, and how do marketers use it?

One well-known segmentation system is The Values and Lifestyles (VALS?)

System, developed at Strategic Business Insights. The original VALS? system was based on how consumers agreed or disagreed with various social issues

such as abortion rights. After about 10 years, SBI discovered that the social

issues it used to categorize consumers were not as predictive of consumer

behavior as they once had been. SBI searched for a more powerful way to

segment consumers, and the company discovered that certain lifestyle

indicators such as “I like a lot of excitement in my life” were better predi ctors of purchase behavior than the degree to which a person agreed or disagreed

with a social value. The current VALS2? system uses a battery of 39 items

(35 psychological and four demographic) to divide U.S. adults into groups,

each with distinctive characteristics. Marketers use this typology to target

segments that are in their target audience.

(20 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)

9.Alcohol drinkers vary sharply in terms of the number of drinks they may

consume, from those who occasionally have one at a cocktail party to regular imbibers. Explain how the 80/20 rule applies to this product category.

According to text, the 80/20 rule s tates that only 20 percent of a product’s

users account for 80 percent of the product sold. For this question, alcohol

drinkers vary according to the number of drinks consumed. Consumers may

be heavy, moderate, or light users. Applying the 80/20 rule, we assume that

80 percent of the alcohol is drunk by 20 percent of the drinkers (who

constitute the heavy-drinker segment). What does this mean with respect to

advertising? What are the legal and ethical considerations of marketing to

these “heavy drinkers”?

(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking, Course Learning Outcome 8)

10.Define consumer addiction and give two examples.

Consumer addiction is a physiological or psychological dependency on products or services. These problems of course include alcoholism, drug addiction, and

cigarettes—and many companies profit from addictive products or by selling

solutions.

(10 minutes, Chapter Objective 3, AACSB: Reflective Thinking, Course Learning Outcome 1)

11.What is an example of a consumed consumer?

Consumed consumers are people who are used or exploited, willingly or not, for commercial gain in the marketplace. Examples include prostitutes and organ

donors.

(5 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 1)

12.What is shrinkage, and why is it a problem?

S hrinkage is the industry term for inventory and cash losses from shoplifting and employee theft. This is a massive problem for businesses that is passed on to

consumers in the form of higher prices. About 40 percent of the losses can be attributed to employees rather than shoppers. Shopping malls spend $6 million annually on security, and a family of four spends about $300 extra per year

because of markups to cover shrinkage.

(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking, Course Learning Outcome 1)

13.Define anti-consumption, and provide two examples of it.

Anticonsumption is defined by events in which products and services are

deliberately defaced or mutilated. Anticonsumption can range from relatively mild acts like spray-painting graffiti on buildings and subways to serious

incidences of product tampering or even the release of computer viruses that can bring large corporations to their knees.

(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking, Course Learning Outcome 1)

CONSUMER BEHAVIOR CHALLENGE

Discussion Questions

1.The Chinese culture has a unique way of dealing with shoplifters: When a

merchant catches one, he demands a stiff fee as a penalty. Some

storekeepers post a traditional slogan: “Steal one, fine 10.” Some Chinese

shopkeepers have adopted this practice, though it is not clear this deterrent

is legal in the U.S.A. For example, in a Chinese grocery store in New York

City, suspected shoplifters caught by the store’s security guards or staff

members have their identification seized. Then, they are photographed

holding up the items they are accused of trying to steal. Finally, workers at

the store threaten to display the photographs to embarrass them, and to call the police — unless the accused thieves hand over money. Some store

owners share their photographs with other stores, or post them in other

store branches they own. Is this an effective and ethical response, and is it

likely to deter shoplifting?

Students are likely to have different opinions about whether this response is

likely to deter shoplifting and regarding whether this is legal and ethical.

Some students may share policies from their own retail experiences where

the shoplifter is not accused or approached to avoid potential liability issues

and/or false accusations. Some may question whether it is appropriate to

execute justice within the store rather than letting the police and judicial

system handle it.

(25 minutes, Chapter Objective 3, AACSB: Ethical Understanding and Reasoning Abilities and Multicultural and Diversity Understanding, Course Learning Outcome 1) 2.Geodemographic techniques assume that people who live in the same

neighborhood have other things in common as well. Why is this assumption

made, and how accurate is it?

Although members of the U.S. culture share a common national identity,

unique climates, cultural influences, and resources have shaped purchase and consumption patterns of different regions. For example, a student from

Minnesota going to a university in the South quickly recognizes that the

regional drink is iced tea or Coke rather than hot chocolate or pop. Similarly,

the easterner will have a very different attitude toward space and crowding

than residents of Texas or New Mexico. Just as we have come to realize that

cultural differences between countries are significant, regional differences

are recognized as influential (e.g., different names for the same thing—pop,

soft drink, soda, soda pop, soda water, coke, tonic).

(10 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)

3.Behavioral targeting techniques give marketers access to a wide range of

information about a consumer when they tell them what websites he visits. Do you believe this “knowledge power” presents any ethical problems with

regard to consumers’ privacy? Should the go vernment regulate access to such information? Should consumers have the right to limit access to these data?

Students are likely to have varied responses to this question. Some may view

this as big brother/big company snooping on their lives. Others will view it as part of the public domain. The instructor should encourage students to

examine both sides of the argument. The instructor should bring in the

government involvement in such matters of privacy. How do they feel about their university or college sharing information collected about them with

outside entities? Should this information be sold? Should students have the

right to know to whom the information was given or sold? Should the campus (or off-campus) bookstores be allowed to share or sell information about

students? What type of information must a university or college legally keep

confidential and not sell or distribute (without permission)? How has

information from the Internet changed our view on what information we will provide and what will not be supplied?

(20 minutes, Chapter Objective 2, AACSB: Ethical Understanding and Reasoning Abilities, Course Learning Outcome 8)

4.Should organizations or individuals be allowed to create websites that

advocate potentially harmful practices? Should hate groups such as al-Qaeda

be allowed to recruit members online? Why or why not?

This is a question for the class that is bold and wants to explore controversial issues. On the one hand, is the principle of free speech as guaranteed by the

Constitution? Current law extends this principle to almost all avenues of the

Internet. However, recent federal legislation strongly and firmly prohibited

hate crimes. An interesting way to approach the dilemma posed in this

question is to have a debate or invite a response from a member of a local or regional ACLU office. This always sparks controversy. Please remember that

this question must be handled carefully and at all costs must not be used

offensively. Set some ground rules on this one.

(25 minutes, Chapter Objective 3, AACSB: Ethical Understanding and Reasoning Abilities, Course Learning Outcome 1)

5.An entrepreneur made international news when he set up a website to

auction the egg cells of fashion models to the highest bidder (minimum bid:

$15,000). The site was targeted to people who wanted to have very

attractive babies because they believed this would maximize their chances of succeeding in our society. Is the buying and selling of humans just another

example of consumer behavior at work? Do you agree that this service is

simply a more efficient way to maximize the chance of having happy,

successful children? Should this kind of marketing activity be allowed? Would you sell your eggs or sperm on a website?

This question should spark discussion revolving around various ethical issues.

One issue is that of the consumed consumer. Is the selling of all or part of a

human being an acceptable practice if that person has given their consent? In such a case, is the person truly being exploited for commercial gain? Both

sides of this issue will emerge as some students will adamantly profess that

such practices are morally wrong while others will view this as a perfectly

acceptable way for consumers to become suppliers, thereby exercising their

rights as participants in the free enterprise system.

Another issue that should emerge is that of the emphasis that society places

on physical beauty. Again, some will contend that this is simply a cultural

value that has come about naturally and that there is nothing wrong with it.

Others will focus more on the role that marketing has played in “artificially”

increasing the importance of physical characteristics as a value.

A third issue that students may identify is somewhat related to the previous.

Does marketing foster incorrect perceptions of how to achieve happiness?

Numerous examples might arise such as owning products with a high-status

image, engaging in leisure activities, or even consuming various food and

beverage items. Although numerous promotions may imply that purchasing

such products leads to happiness, the example given in this question is much

more blatant.

(20 minutes, Chapter Objective 3, AACSB: Ethical Understanding and Reasoning Abilities, Course Learning Outcome 1)

Application Questions

1.Construct a brand personality inventory for three different brands within a

product category. Ask a small number of consumers to rate each brand on

ten different personality dimensions. What differences can you locate? Do

these “personalities” relate to the advertising and packaging strategies used

to differentiate these products?

The first thing students will have to do to answer this question is to establish

the ten personality dimensions. They are free to construct these as they

choose; however, the material in the chapter offers some suggestions. The

differences will be the result of differences observed. It will be easier for them if they choose products from a brand category with which they are familiar.

(Many times students will know more about the brand than what is shown in the advertisement.) Be sure the students demonstrate “how” personalities

relate to the advertising and packaging used by the marketer to differentiate these products.

(60 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 8)

https://www.360docs.net/doc/9a3338779.html,pile a set of recent ads that attempt to link consumption of a product

with a specific lifestyle. How does a marketer usually accomplish this goal?

Students should be able to find a variety of advertisements to represent the

link of product consumption with specific lifestyle. Examples include luxury

cars, cruises, polo, and golf linked to an affluent lifestyle; used cars and

furniture, small apartments, stereos, and books linked to the university

student lifestyle; Miller beer linked to the young, single, sports-fanatic male

lifestyle.

(30 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)

3.Political campaigns may use psychographic analyses. Conduct research on

the marketing strategies used in a recent, major election. How did the

campaigning segment voters in terms of values? Can you find evidence that

communications strategies were guided by this information?

Students should recognize the power of psychographic analyses in defining

target consumers and positioning political candidates for office. They should

search for campaign literature that is designed for different targets and that

might even contradict each other, looking for obvious and subtle differences.

This type of polling data is difficult to get because it is closely guarded by the

candidates and their pollsters, but often just by viewing the ads one can

identify the target audience. The students might also like to comment on

recent political scandals that have been rampant in Washington. What do

these scandals (and the ability to retain public confidence during or after the

scandal) tell us about values? What data were students able to get from the

most recent presidential election? Comment on the communications

strategies used by the two candidates.

(15 minutes, Chapter Objective 2, AACSB: Analytic Skills, Course Learning Outcome 8)

4.Construct separate advertising executions for cosmetics products that target

the Believer, Achiever, Experiencer, and Maker VALS2 types. How would the

basic appeal differ for each group?

Students should review the information in the text before trying to design

advertising campaigns for the various VALS2 types.

?Believers—strong principles, favor proven brands

?Achievers—career-oriented, avoid risk, self-discovery

?Experiencers—impulsive, young, offbeat, love risk

?Makers—action-oriented, self-sufficiency, do-it-yourselfers

(30 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)

CASE STUDY TEACHING NOTES

Chapter 6 Case Study: Zipcar Creates a Rental Car Culture

Summary of Case

Zipcar is a simple, fun service that rents cars by the hour. Cars can be reserved online or through a mobile app. The Zipcar website is described as clever, fun and conversational. Zipsters (Zipcar renters) are described as individuals “who believe in cost-effective transportation solutions that are good for the planet and easy on the wallet.” Zipcar wants to rent cars and transform urban life by making it more rewarding, sustainable and affordable.

Suggestions for Presentation

This case can be used to illustrate many of the concepts from this chapter. However, most specifically, this case was designed to use as a teaching tool for the two concepts identified in the discussion questions: brand personality and lifestyles. This case can be made very fun and relevant by including current news items, pictures, and ads. The instructor might also wish to arrange for some students who have used Zipcars to talk about their motivations for use and what it means to him/her to be a “Zipster”.

Suggested Answers for Discussion Questions

https://www.360docs.net/doc/9a3338779.html,pare the brand personality of Zipcar to Avis or Hertz.

What are the traits that people (students) attribute to this product? If you

have Zipcar users in the class, they may ascribe very personal characteristics

to Zipcar. However, there will be some general personality traits likely to

emerge: intelligent, cool, hip, flexible, efficient are a few/

(10 minutes, Chapter Objective 1, AACSB: Reflective Thinking, Course Learning Outcome 8)

2.How would you describe the psychographic profile of a typical Zipster?

Students may offer up that there are many identifiable lifestyles, but should

note open-minded city dwellers with an interest in the environment and

efficiency are described in the case. If students use the VALS2 typology, they

may select the Innovators because they are concerned about social issues,

but they may also note that someone with strong ideals about protecting the environment (Thinkers, Believers) and/or someone young and hip who lives in an urban environment and is willing to take risks (Experiencers) may be

desirable segments for the Zipster as well.

(15 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 8)