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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 Consumers͛
Attitudes Are Changed.
5. To Understand How Consumers͛ Attitudes Can Lead to
Behavior and How Behavior Can Lead to Attitudes.

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 2
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å The attitude ͞object͟


å Attitudes are a learned predisposition
å Attitudes have consistency
å Attitudes occur within a situation

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å Tricomponent Attitude Model


å Multiattribute Attitude Model
å The Trying-to-Consume Model
å Attitude-Toward-the-Ad Model

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| (   The knowledge and


perceptions that are
å Cognitive acquired by a
å Affective combination of direct
experience with the
å Conative attitude object and
related information
from various sources

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| (   A consumer͛s
å Cognitive emotions or feelings
about a particular
å Affective product or brand
å Conative

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The likelihood or
å Cognitive tendency that an
å Affective individual will
undertake a specific
å Conative action or behave in a
particular way with
regard to the attitude
object
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 13
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å Explain your attitude toward your


college/university based on the tricomponent
attribute model.
å Be sure to isolate the cognitive, affective, and
conative elements.

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å 
 )   ) å Attitude is function of
   the presence of certain
å 
 )   ) beliefs or attributes.
 
  å Useful to measure
å  $) )   ) attitudes toward

  product and service
categories or specific
brands.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 16
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å 
 )   ) å Is the attitude toward
   behaving or acting with
å 
 )   ) respect to an object,
 
  rather than the attitude
å  $) )   ) toward the object itself

  å Corresponds closely to
actual behavior

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å 
 )   ) å Includes cognitive,
   affective, and conative
å 
 )   ) components
 
  å Includes subjective
å  $) )   ) norms in addition to

  attitude

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å Now use the theory of reasoned action to


describe your attitude toward your
college/university when deciding on which
school to attend.

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POTENTIAL PERSONAL IMPEDIMENTS
ͻ ͞I wonder whether my hair will be longer by the time of my wedding.͟
ͻ ͞I want to try to lose two inches off my waist by my birthday.͟
ͻ ͞I͛m going to try to get tickets for the Rolling Stones concert for our anniversary.͟
ͻ ͞I͛m going to attempt to give up smoking by my birthday.͟
ͻ ͞I am going to increase how often I run two miles from three to five times a week.͟
ͻ ͞Tonight, I͛m not going to have dessert at the restaurant.͟

POTENTIAL ENVIRONMENTAL IMPEDIMENTS


ͻ ͞The first 1,000 people at the baseball game will receive a team cap.͟
ͻ ͞Sorry, the car you ordered didn͛t come in from Japan on the ship that docked
yesterday.͟
ͻ ͞There are only two cases of chardonnay in our stockroom. You better come in
sometime today.͟
ͻ ͞I am sorry. We cannot serve you. We are closing the restaurant because of an
electrical problem.͟

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å How attitudes are learned


Ú Conditioning and experience
Ú Knowledge and beliefs

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å Sources of influence on attitude formation


Ú Personal experience
Ú Influence of family
Ú Direct marketing and mass media
å Personality factors

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Changing the Basic Motivational Function

Associating the Product with an Admired Group or Event

Resolving Two Conflicting Attitudes

Altering Components of the Multiattribute Model

Changing Beliefs about Competitors͛ Brands

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Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 39
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å What products that


you purchase
associate themselves
with an Admired
Group or Event?
å When does it
personally influence
your purchasing?

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å Altering Components of the Multiattribute
Model
Ú Changing relative evaluation of attributes
Ú Changing brand beliefs
Ú Adding an attribute
Ú Changing the overall brand rating
å Changing Beliefs about Competitors͛
Brands

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Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 53
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Cognitive Dissonance
Attribution Theory
Theory
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å Self-Perception Theory
Ú Foot-in-the-Door Technique
å Attributions toward Others
å Attributions toward Things
å How We Test Our Attributions
Ú Distinctiveness
Ú Consistency over time
Ú Consistency over modality
Ú Consensus

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 55
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.

Copyright © 2010 Pearson Education, Inc. Publishing as


Prentice Hall

Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall Chapter Eight Slide 56