Consumer Behavior 2nd Edition By Kardes – Test Bank

$20.00

Pay And Download
Complete Test Bank With Answers
 
 
Sample Questions Posted Below

 

 

 

 

  1. Without memory, we cannot physically function in society.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

True

 

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. In classical conditioning, better results occur when the unconditioned stimulus comes immediately after the conditioned stimulus.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

 

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. When an association between an unconditioned stimulus and a conditioned stimulus is learned, the conditioned stimulus presented alone will elicit a conditioned response similar to the original unconditioned response.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. According to classical conditioning, simply pairing one stimulus that spontaneously evokes certain meanings and feelings with another stimulus can cause a transfer of these meanings and feelings from one to the other.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

True

 

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. In an advertisement using classical conditioning, the product represents the conditioned stimulus.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

True

 

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. Classical conditioning is more effective for older, familiar brands than for newer, less familiar brands.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. Research has shown that customers who pay by credit card in a restaurant leave smaller tips than those who pay by cash.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

1

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

 

  1. The mere presence of credit card symbols causes people to spend more money, even when they pay in cash.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

1

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

 

  1. Exposing people to a large amount of information is not sufficient to produce learning.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. According to the discussion in your readings about sparkling wine and champagne, sparkling wine can only be called champagne if it is made in the champagne region of France.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

True

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Multicultural and Diversity Understanding

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Learning under operant conditioning is faster under partial reinforcement but more persistent under continuous reinforcement.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

1

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. According to operant conditioning, eliminating shipping cost, expediting paperwork, and shortening delivery time are examples of negative reinforcement.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

True

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. As comprehension increases, memory performance decreases.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. “Women who look younger use Oil ofOlay” is an example of a claim that implies more than is actually stated.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

 

  1. Misleading advertising practices are unfair because consumers must form inferences to comprehend most advertising claims.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Ethical and Legal Understanding and Reasoning Abilities

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. Research has shown that corrective advertising is typically quite effective at changing consumers’ beliefs.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

 

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Ethical and Legal Understanding and Reasoning Abilities

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. All thinking and reasoning occurs in short-term memory.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Once information is transferred into long-term memory it remains there permanently and cannot be forgotten.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Short-term memory has a capacity of 5 to 9 units.
  2. True
  3. False

 

 

ANSWER:

POINTS:

True

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Transience is the inability to forget things one wants to forget.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

 

1

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.15.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. The passage of time is primarily responsible for consumers forgetting advertising messages.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer CB&C Model Promotion CB&C Model Strategy

Bloom’s: Knowledge

 

 

  1. Depth-of-processing research shows that memory performance degrades with effort.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Thinking about cleaning bathroom made Sandra think about washing her bathroom rugs, and then that made her think about buying a new rug for the kitchen. This “stream of thinking” is show how blocking works.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

1

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.15.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Analytic:- BUSPROG:  Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. The priming effect has a powerful influence in experimental settings but it is uncommonly found day-to-day life.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

1

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. In associative networks, when new associations compete with old associations, this is called the encoding-specificity principle.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

I

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. As discussed in your readings, the best way to combat a marketplace rumor is to deny it publicly and vigorously.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer CB&C Model Promotion CB&C Model Strategy

Bloom’s: Knowledge

 

 

  1. Retroactive interference occurs when information learned earlier blocks memory for information learned later.
  2. True
  3. False

 

 

ANSWER:

POINTS:

False

I

 

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. The encoding-specificity principle suggests that if you studied while listening to the radio, you should probably be listening to the radio right now to do well on this test.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

True

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. The more familiar a neutral product becomes, the more a consumer will like the product. This is called the truth effect.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. As familiarity of a product claim increases, belief in that claim decreases.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. 3 Repeating an advertisement over and over again decreases its believability.
  2. True
  3. False

 

 

ANSWER: POINTS:

DIFFICULTY:

False

I

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. is the process of acquiring new information and knowledge for application to future behavior. a. Classical conditioning
  2. Learning
  3. Association principle d. Memory retrieval
  4. Blocking

 

ANSWER:                            b

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. is a learning theory centered on creating associations between meaningful objects or ideas (stimuli) to elicit the desired responses.
  2. Classical conditioning b. Instmmentalleaming c. Operant conditioning d. Persistence
  3. Blocking

 

ANSWER:                             a

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. In Pavlov’s famous classical conditioning experiment, the dog food served as the:
  2. unconditioned stimulus b. conditioned stimulus
  3. unconditioned response d. conditioned response
  4. None of the above is correct.

 

 

ANSWER: POINTS:

DIFFICULTY:

a

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. In advertisements using classical conditioning, the brand serves as the:
  2. unconditioned stimulus b. conditioned stimulus
  3. unconditioned response d. conditioned response
  4. None of the above is correct.

 

 

ANSWER: POINTS:

DIFFICULTY:

b

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. For better results, the should immediately precede the           in classical conditioning. a. unconditioned stimulus; conditioned stimulus
  2. conditioned stimulus; unconditioned stimulus c. unconditioned stimulus; conditioned response d. conditioned response; unconditioned response
  3. unconditioned response; conditioned response

 

 

ANSWER: POINTS:

DIFFICULTY:

b

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. In classical conditioning, when the conditioned stimulus is presented after the unconditioned stimulus, this is called:
  2. pre-exposure effect b. forward conditioning c. delayed conditioning
  3. backward conditioning
  4. operant conditioning

 

 

ANSWER: POINTS:

DIFFICULTY:

d

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

 

  1. Which of the following could not serve as an unconditioned stimulus in an advertisement?
  2. Puppies
  3. A laughing baby c. A song
  4. A view of a beautiful sunset on the beach
  5. All of the above could apply.

 

ANSWER:                             e

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

  1. Which of the following about classical conditioning is false?
  2. Pavlov illustrated classical conditioning with a dog, some food, and a bell.
  3. In advertising, the unconditioned response is some feeling toward the unconditioned stimulus. c. It is crucial for advertisers to pick unconditioned stimuli that appeal to the target market.
  4. Conditioning can occur after only one pairing of the unconditioned and conditioned stimuli.
  5. Pairing the unconditioned stimulus with the conditioned stimulus leads to stimulus generalization.

 

ANSWER:                             d

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

 

  1. From a learning perspective, coupons, trading stamps, loyalty programs, and rebates are all examples of?
  2. Transformational promotion b. Positive reinforcement
  3. Indirect comparative advertising d. Priming effect
  4. Rote learning

 

ANSWER:                            b

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer CB&C Model Promotion CB&C Model Strategy

Bloom’s: Comprehension

 

  1. 4 According to operant conditioning, eliminating shipping cost, expediting paperwork, and shortening delivery time are examples of what?
  2. Positive reinforcement b. Conditioned response
  3. Negative reinforcement d. Partial reinforcement
  4. Extinction

 

ANSWER:                             c

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer CB&C Model Promotion CB&C Model Strategy

Bloom’s: Comprehension

 

 

  1. In operant conditioning, is the absence of a reward, and decreases the probability of a response. a. positive reinforcement
  2. conditioned response
  3. negative reinforcement d. partial reinforcement
  4. extinction

 

ANSWER:                             e

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. Which of the following about operant conditioning is false?
  2. In operant conditioning the stimulus follows the response.
  3. Learning via operant conditioning is more persistent under conditions of partial reinforcement. c. Extinction is the absence of a reward.
  4. Learning is faster under conditions of continuous reinforcement.
  5. Positive reinforcement encourages the probability of a response while negative reinforcement discourages the probability of a response.

 

ANSWER:                             e

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. Which of the following is an example of a comparison omission?
  2. Tylenol may relieve minor arthritis pain.
  3. Women who look younger use Oil ofOlay.
  4. Ann & Hammer baking soda absorbs more refrigerator odors.
  5. Don’t you want your family to be protected with AFLEC insurance?
  6. Be fresh all day; use Degree Deodorant.

 

ANSWER:                             c

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

  1. An advertisement for Campbell’s soup showed a bowl of soup with the meat and vegetables bursting above the broth. In reality, the product doesn’t normally do this, potentially misleading consumers. In this case, Campbell’s may be required by the Federal Trade Commission to:
  2. air corrective advertising b. recall the product
  3. offer a rebate on the product d. issue an apology
  4. offer a coupon for the product

 

ANSWER:                             a

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Ethical and Legal Understanding and Reasoning Abilities

AACSB Reflective Thinking Skills

CB&C Model Promotion

CB&C Model Strategy

Bloom’s: Comprehension

 

 

  1. Short-term memory has a capacity of , and long-term memory has a capacity of                                                                    . a. 7 ± 2 units; 60,000 units
  2. 60,000 units; 7 ± 2 units c. 5-9 units; unlimited units d. unlimited units; 5-9 units
  3. unlimited units; unlimited units

 

 

ANSWER: POINTS:

DIFFICULTY:

c

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. Which of the following statements regarding short-term memory is false?
  2. Something stored in short-term memory can last from just minutes up to about 18 hours. b. Short-term memory is capable of holding approximately 5 to 9 units.
  3. Short-term memory benefits from rehearsal.
  4. All thinking and reasoning occurs in short-term memory.
  5. Short-term memory is sometimes called working memory.

 

 

ANSWER: POINTS:

DIFFICULTY:

a

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Which of the following is not one of the seven sins of memory?
  2. Persistence b. Bias
  3. Suggestibility d. Misattribution
  4. All of the above are part of the seven sins of memory.

 

ANSWER:                             e

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. “If you don’t use it; you lose it.” This statement refers to which of the seven sins of memory?
  2. Persistence b. Bias
  3. Suggestibility d. Misattribution
  4. Transience

 

 

ANSWER: POINTS:

DIFFICULTY:

e

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. refers to forgetting due to shallow or superficial processing of information during encoding or retrieval. a. Persistence
  2. Bias
  3. Absent-mindedness d. Misattribution
  4. Transience

 

ANSWER:                             c

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. is when related information interferes with remembering. a. Persistence
  2. Blocking
  3. Absent-mindedness d. Misattribution
  4. Transience

 

ANSWER:                             b

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Feelings of familiarity, false memories, and source confusion are associated most closely with which of the seven sins of memory?
  2. Persistence b. Blocking
  3. Absent-mindedness
  4. Misattribution e. Suggestibility

 

 

ANSWER: POINTS:

DIFFICULTY:

d

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. Which of the following about absent-mindedness is true?
  2. Lapses in attention during encoding can lead to forgetting. b. Memory performance improves with effort.
  3. Lapses in attention during retrieval can lead to forgetting.
  4. Memory performance improves when people have to generate answers rather than simply reading them from a list.
  5. All of the above are true.

 

 

ANSWER: POINTS:

DIFFICULTY:

e

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. When a consumer views an ad for a favorite product, prior experiences with this product are likely to be primed or activated from memory. This is an example of:
  2. the organizational principles oflong-terrn memory
  3. the encoding-specificity principle oflong-terrn memory c. the association principle oflong-term memory
  4. the limited-capacity principle oflong-terrn memory
  5. None of the above is correct.

 

 

ANSWER: POINTS:

DIFFICULTY:

c

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. The association principle of long-term memory explains all of the following phenomena except:
  2. the priming effect
  3. proactive associative interference
  4. retroactive associative interference
  5. misattribution
  6. spreading activation

 

 

ANSWER: POINTS:

DIFFICULTY:

d

2

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

 

  1. Consider the product “Miller Lite Beer.” When you think of Miller Lite, key features emphasized in Miller’s advertising may come to mind, namely “tastes great” and “less filling.” If you thought a bit longer, other concepts, like alcohol and calories, might also come to mind. Together, all of these pieces make up what is known as:
  2. an associative network
  3. a vicarious memory
  4. mere exposure effect d. an episodic memory
  5. excitation transfer theory

 

ANSWER:                             a

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

  1. What is the best strategy to use when combating marketplace rumors?
  2. Deny the rumor publicly b. Ignore it
  3. Create positive associations in the consumer’s mind
  4. Counterattack the competition
  5. All of the above are good strategies to combat a marketplace rumor.

 

ANSWER:                             c

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Promotion

CB&C Model Strategy

Bloom’s: Comprehension

 

 

  1. Information learned earlier reduces memory for related information learned later. This is an example of:
  2. the priming effect
  3. proactive associative interference
  4. retroactive associative interference
  5. the recency effect e. persistence

 

ANSWER:                            b

POINTS:                              2

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Knowledge

 

  1. Placing the picture of “Tony the Tiger”from the Frosted Flakes cereal commercial on Frosted Flakes cereal boxes helps consumers to recall the commercial while shopping at the grocery store. This is an example of:
  2. the managerial principle oflong-terrn memory
  3. the encoding-specificity principle oflong-terrn memory c. the contrast principle oflong-terrn memory
  4. the limited-capacity principle oflong-terrn memory
  5. the accessibility principle oflong-terrn memory

 

ANSWER:                            b

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer CB&C Model Promotion CB&C Model Strategy

Bloom’s: Comprehension

 

 

  1. After hearing a new song several times, the song begins to appeal to you and you begin to like it more. This is an example of:
  2. classical conditioning b. the truth effect
  3. operant conditioning d. cognitive dissonance
  4. None of the above is correct.

 

ANSWER:                             e

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

  1. The first time Terri tried sushi, she didn’t like it, but she kept trying it every time her roommates brought it horne. The third time she tried, she decided she actually liked the taste. This is an example of what effect?
  2. Mere exposure effect
  3. Elaboration likelihood model effect c. Associative memory effect
  4. Truth effect
  5. Halo effect

 

ANSWER:                             a

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. Band-Aid brand bandages keeps running advertisements stating that its brand has the strongest adhesive of any bandage brand. They are hoping to take advantage of what effect?
  2. Mere exposure effect b. Generation effect
  3. Blocking effect d. Truth effect
  4. Tip-of-the-tongue effect

 

ANSWER:                             d

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

  1. Persuasive influences in advertising based on repetition effects, the truth effect, and mere exposure effect, are all based on what underlying memory phenomenon?
  2. Availability heuristic b. Familiarity
  3. Arousal intensity d. Forgetting
  4. Operant conditioning

 

ANSWER:                            b

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. People often believe their own preferences are more consistent than they actually are. This phenomenon is associated most closely with which of the seven sins of memory?
  2. Misattribution b. Bias
  3. Persistence d. Blocking
  4. Transience

 

ANSWER:                            b

POINTS:                              2

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Reflective Thinking Skills

CB&C Model Customer

Bloom’s: Comprehension

 

  1. Describe the process of classical conditioning.

 

 

ANSWER:

 

 

 

 

POINTS:

An unconditioned stimulus (e.g., food) is paired with a conditioned stimulus (e.g., bell). The unconditioned stimulus should immediately precede the conditioned stimulus. Once the association is learned, the conditioned stimulus alone will elicit the conditioned response.

10

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.15.05.01- 05.01

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Creativity

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

 

  1. What is the difference between classical conditioning and operant conditioning?

 

 

ANSWER:

 

POINTS: DIFFICULTY:

In classical conditioning, the stimulus precedes the response, but in operant conditioning the stimulus follows the response.

10

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.15.05.01-  05.01

COBE.KARD.15.05.02- 05.02

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Customer

CB&C Model Promotion

Bloom’s: Knowledge

 

  1. Provide an example of three advertising claims that are literally true but figuratively false and justify your reasoning.

 

 

ANSWER:

 

 

 

 

 

 

 

POINTS:

Student answers here will vary. However, for example…

(I) Listerine may kill 99% of germs in your mouth. (“will” is inferred for “may”) (2) Be smart! Use Cliffnotes books. (juxtaposition- it is inferred that if you use Cliffnotes, you will be smart)

(3) BP Gasoline gets better gas mileage. (comparison omission- better gas mileage compared to what?)

10

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Creativity

CB&C Model Customer

CB&C Model Promotion

Bloom’s: Comprehension

 

 

  1. 7 What are the types of “forgetting” that can occur in long-term memory?

 

 

ANSWER:

 

 

 

 

POINTS: DIFFICULTY:

Three different types of forgetting can occur in long-term memory: (I) original information is not maintained,

(2) new information is not successfully stored in memory,

(3) new knowledge overrides existing information, or vice-versa.

10

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Customer

Bloom’s: Knowledge

 

  1. List and defme the seven sins of memory.

 

 

ANSWER:

 

 

 

 

 

 

 

 

 

 

 

POINTS:

(1) Transience- forgetting over time.

(2) Absent-mindedness  -forgetting due to shallow or superficial processing of information during encoding or retrieval.

(3) Blocking- interference from related information.

(4) Misattribution- memory confusion based on source confusion, feelings of familiarity or false memories.

(5) Suggestibility- memory distortion based on leading suggestions or questions. (6) Bias- memory distortion based on prior knowledge.

(7) Persistence – inability to forget something.

10

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. Explain the association principle oflong-term memory.

 

 

ANSWER:

 

 

 

POINTS: DIFFICULTY:

This principle suggests that memory is represented in the mind as a node. Each node is connected to other nodes by links referred to as associations. Ideas that are closely related are connected directly and are easier to recall.

10

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Customer

Bloom’s: Knowledge

 

  1. Companies regularly must combat marketplace rumors. Several years ago Wendy’s Restaurants were faced with one such problem. A rumor that Wendy’s uses horserneat mixed in with their hamburger meat was spreading rapidly. Sales started to plummet. However, the vast majority of consumers did not believe the rumor.

 

  1. How can a rumor that no one believes still hurt sales? Justify your answer.
  2. To combat the rumors, Wendy’s had three choices: (1) Flood the market with ads and new stories denying the rumors; (2) Flood the market with ads and new stories that focuses on new products and benefits offered by Wendy’s; (3) Totally iguore the rumors and continue with their regular advertising carnpaigu. What should Wendy’s

have done to combat the rumors? Justify your answer.

 

 

ANSWER:

 

 

 

 

 

 

 

 

 

POINTS:

This question deals with associative networks formed in memory. Hearing the rumor about Wendy’s  and horserneat led consumers to form an associative link in memory between the two Consequently, every time consumers thought about Wendy’s, they also thought about horserneat (a priming effect), even if they didn’t mean to think horserneat. Thinking about killing horses for meat is not very appetizing, even if you don’t  believe the rumor, thus, sales are impacted.

To combat the rumors they should flood market  with new ads and stories that focus on good stuff and create  associative interference.

10

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Customer

CB&C Model Promotion

CB&C Model Strategy

Bloom’s: Comprehension

 

 

  1. What implications does the encoding-specificity principle present for learning strategies?

 

 

ANSWER:

 

 

 

 

POINTS: DIFFICULTY:

The encoding-specificity principle suggests that context is very important to learning. Recall is enhanced when individuals are asked to recall information in an envirornnent that is similar to the envirornnent where the information was initially encoded. This implies that students should study under similar conditions as their testing conditions.

10

Moderate

 

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Customer

Bloom’s: Knowledge

 

  1. Your readings talk about how memory is like a computer. Using this same type of analogy, how is memory like a bucket of water? Identify 3 ways. (Advice: In your discussion, make sure you name the concept and you clearly show the concept’s meaning through the analogy. For example, “life is like a box of chocolates,” according to Forrest Gump. One concept related this is you “never know what type you’re are going get.” This represents the

uncertainty oflife, and how we don’t  know what outcomes will come from our choices.)

 

 

ANSWER:

 

 

 

 

 

 

 

 

POINTS:

Student answers here will vary. However, for example…

An empty bucket is easy to add water to, but fills up quickly. This is like short-term memory, and this memory lasts seconds to minutes.

Ice cubes are water within a specific context; in a given set of conditions. In memory,

this adding of “context” is called encoding specificity principle.

Adding more and more water to the bucket creates a heavier bucket that is hard to handle. This is like associative interference.

10

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.03- 05.03

COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Creativity

CB&C Model Customer

Bloom’s: Comprehension

 

 

  1. Design an experiment to test the mere exposure effect. (Make sure you label the variables by type.)

 

 

ANSWER:

 

 

 

 

 

 

 

 

 

 

 

POINTS:

Need to have IV and DV. IV based on repetition; DV measures attitude (liking).

For this experiment, we should generate a large random sample from our population of interest. To half the sample, we show a new product/brand  (e.g. a new type of chip) one time and to half the sample show the new product multiple times (e.g. 3 times). Next, we measure brand attitude. [(We can use a question such as, “Rate the extent to which you like brand X” with a scale from I (strongly dislike) to 10 (strong like)] To analyze the data, we would simply compare brand attitudes across the two independent variables to see if there is a statistically significant difference between the two groups. (For causality, make sure to control all other variables to rule out confounds.)

10

 

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

KEYWORDS:

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Creativity

CB&C Model Customer

Bloom’s: Comprehension

 

  1. What implications does the mere exposure effect have for advertising?

 

ANSWER:                             The mere exposure effect states that increased exposure to a neutral stimulus increases liking for that stimulus. This implies that simply repeating an ad’s exposure should increase liking for the ad. This is true until the ad has been repeated to the point where the consumer becomes bored.

POINTS:                               10

DIFFICULTY:                      Challenging

LEARNING OBJECTIVES:  COBE.KARD.l5.05.04- 05.04

NATIONAL STANDARDS:   United States- BUSPROG: Reflective Thin- BUSPROG: Analytic

 

STATE STANDARDS: TOPICS:

 

 

 

 

 

KEYWORDS:

 

United States – NONE – DISC: Individual Dynamics – Individual Dynamics

AACSB Communication Abilities AACSB Reflective Thinking Skills CB&C Model Creativity

CB&C Model Customer

CB&C Model Strategy

Bloom’s: Comprehension

There are no reviews yet.

Add a review

Be the first to review “Consumer Behavior 2nd Edition By Kardes – Test Bank”

Your email address will not be published. Required fields are marked *

Category:
Updating…
  • No products in the cart.