(See related pages)
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| Analogical reasoning | occurs when a consumer uses an existing knowledge base to understand a new situation or object. (See page(s) 324) |
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| Brand equity | the value consumers assign to a brand above and beyond the functional characteristics of the product. (See page(s) 342) |
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| Brand image | the schematic memory of a brand. (See page(s) 337) |
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| Brand leverage | often termed, family branding, brand extensions, or umbrella branding, refers to marketers capitalizing on brand equity by using an existing brand name for new products. (See page(s) 342) |
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| Classical conditioning | the process of using an established relationship between a stimulus and response to bring about the learning of the same response to a different stimulus. (See page(s) 320) |
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| Cognitive learning | encompasses all the mental activities of humans as they work to solve problems or cope with situations. (See page(s) 323) |
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| Concepts | abstractions of reality that capture the meaning of an item in terms of other concepts. (See page(s) 334) |
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| Conditioning | learning based on the association of a stimulus (information) and response (behavior or feeling). (See page(s) 319) |
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| Decay curve | illustrates a commonly found rate of forgetting for advertising. (See page(s) 331) |
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| Elaborative activities | the use of previously stores experiences, values, attitudes, beliefs, and feelings to interpret and evaluate information in working memory as well as to add relevant previously stored information. (See page(s) 334) |
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| Episodic memory | the memory of a sequence of events in which a person participated. (See page(s) 335) |
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| Explicit memory | characterized by the conscious recollection of an exposure event. (See page(s) 333) |
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| Extinction | or forgetting occurs when the reinforcement for the learned response is withdrawn, the learned response is no longer used, or the individual is no longer reminded of the response. (See page(s) 330) |
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| High-involvement learning | a situation in which the consumer is motivated to process or learn the material. (See page(s) 317) |
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| Iconic rote learning | the association between two or more concepts in the absence of conditioning. (See page(s) 323) |
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| Imagery | involves concrete sensory representations of ideas, feelings, and objects. (See page(s) 334) |
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| Implicit memory | involves the nonconscious retrieval of previously encountered stimuli. (See page(s) 333) |
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| Incidental exposure | occurs when an individual, though not consciously or deliberately, is exposed to an ad. (See page(s) 318) |
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| Learning | any change in the content or organization of long-term memory or behavior. (See page(s) 317) |
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| Long-term memory | an unlimited, permanent storage. (See page(s) 335) |
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| Low-involvement learning | a situation in which the consumer has little or no motivation to process or learn the material. (See page(s) 317) |
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| Maintenance rehearsal | the continual repetition of a piece of information in order to hold it in current memory for use in problem solving or transferal to long-term memory. (See page(s) 334) |
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| Modeling | occurs when consumers observe the outcome of others’ behaviors and adjust their own accordingly. (See page(s) 324) |
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| Operant conditioning | or instrumental learning differs from classical conditioning primarily in the role and timing of reinforcement. (See page(s) 321) |
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| Perceptual mapping | takes consumers’ perceptions of how similar various brands or products are to each other and relates these perceptions to product attributes. (See page(s) 340) |
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| Product positioning | a decision by a marketer to try to achieve a defined brand image relative to competition within a market segment. (See page(s) 339) |
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| Product repositioning | a deliberate decision to significantly alter the way the market views a product. (See page(s) 340) |
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| Pulsing | frequent (close together) repetitions used any time it is important to produce widespread knowledge of the product rapidly. (See page(s) 330) |
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| Punishment | any consequence that decreases the likelihood that a given response will be repeated in the future. (See page(s) 327) |
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| Reasoning | individuals engage in creative thinking to form new associations and concepts. (See page(s) 324) |
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| Reinforcement | anything that increases the likelihood that a given response will be repeated in the future. (See page(s) 326) |
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| Schema | or schematic memory is a complex web of associations. (See page(s) 336) |
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| Scripts | memory of how an action sequence should occur. (See page(s) 337) |
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| Semantic memory | the basic knowledge and feelings an individual has about a concept. (See page(s) 335) |
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| Shaping | the process of encouraging partial responses leading to the final desired response. (See page(s) 321) |
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| Short-term memory | has a limited capacity to store information and sensations. (See page(s) 334) |
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| Stimulus discrimination | the process of learning to respond differently to similar but distinct stimuli. (See page(s) 332) |
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| Stimulus generalization | often referred to as the rub-off effect, occurs when a response to one stimulus is elicited by a similar but distinct stimulus. (See page(s) 331) |
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| Vicarious learning | occurs when consumers observe the outcomes of others’ behaviors and adjust their own accordingly. (See page(s) 324) |