Stanley J. Shapiro
Kenneth B. Wong,
Queens School of Business
William D. Perreault,
University of North Carolina
E. Jerome McCarthy,
Michigan State University
| Adoption process | The steps individuals go through on the way to accepting or rejecting a new idea.
(See Refer to page(s) 181)
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| Attitude | A person's point of view toward something.
(See Refer to page(s) 168)
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| Belief | A person's opinion about something.
(See Refer to page(s) 168)
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| Cues | Products, signs, ads, and other stimuli in the environment.
(See Refer to page(s) 168)
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| Culture | The whole set of beliefs, attitudes, and ways of doing things of a reasonably homogeneous set of people.
(See Refer to page(s) 174)
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| Drive | A strong stimulus that encourages action to reduce a need.
(See Refer to page(s) 161)
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| Economic buyers | People who know all the facts and logically compare choices in terms of cost and value received, to get the greatest satisfaction from spending their time and money.
(See Refer to page(s) 160)
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| Economic needs | Needs concerned with making the best use of a consumer's time and money, as the consumer judges it.
(See Refer to page(s) 160)
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| Expectation | An outcome or event that a person anticipates or looks forward to.
(See Refer to page(s) 170)
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| Extensive problem solving | The type of problem solving consumers use for a completely new or important need-when they put much effort into deciding how to satisfy it.
(See Refer to page(s) 180)
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| Learning | A change in a person's thought processes caused by prior experience.
(See Refer to page(s) 165)
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| Limited problem solving | When a consumer is willing to put some effort into deciding the best way to satisfy a need.
(See Refer to page(s) 180)
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| Low-involvement purchases | Purchases that have little importance or relevance for the customer.
(See Refer to page(s) 181)
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| Needs | The basic forces that motivate a person to do something.
(See Refer to page(s) 161)
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| Opinion leader | A person who influences others.
(See Refer to page(s) 174)
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| Perception | How we gather and interpret information from the world around us.
(See Refer to page(s) 165)
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| Personal needs | An individual's need for personal satisfaction unrelated to what others think or do.
(See Refer to page(s) 163)
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| Physiological needs | Biological needs such as the need for food, drink, rest, and sex.
(See Refer to page(s) 163)
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| Reference group | The people to whom an individual looks when forming attitudes about a particular topic.
(See Refer to page(s) 174)
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| Reinforcement | Occurs in the learning process when the consumer's response is followed by satisfaction-that is, reduction in the drive.
(See Refer to page(s) 168)
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| Response | An effort to satisfy a drive.
(See Refer to page(s) 168)
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| Routinized response behaviour | When consumers regularly select a particular way of satisfying a need when it occurs.
(See Refer to page(s) 180)
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| Safety needs | Needs concerned with protection and physical well-being.
(See Refer to page(s) 163)
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| Selective exposure | Our eyes and minds seek out and notice only information that interests us.
(See Refer to page(s) 165)
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| Selective perception | People screen out or modify ideas, messages, and information that conflict with previously learned attitudes and beliefs.
(See Refer to page(s) 165)
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| Selective retention | People remember only what they want to remember.
(See Refer to page(s) 165)
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| Social class | A group of people who have approximately equal social position as viewed by others in the society.
(See Refer to page(s) 172)
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| Social needs | Needs concerned with love, friendship, status, and esteem-things that involve a person's interaction with others.
(See Refer to page(s) 163)
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| Wants | Needs that are learned during a person's life.
(See Refer to page(s) 161)
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2002 McGraw-Hill Higher Education