Consumer Behavior 2nd Edition By Kardes - Test Bank

Consumer Behavior 2nd Edition By Kardes – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are 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

 

 

2. In classical conditioning, better results occur when the unconditioned stimulus comes immediately after the conditioned stimulus.
3. True
4. 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

 

 

3. 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.
4. True
5. 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

 

4. 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.
5. True
6. 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

 

 

5. In an advertisement using classical conditioning, the product represents the conditioned stimulus.
6. True
7. 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

 

 

6. Classical conditioning is more effective for older, familiar brands than for newer, less familiar brands.
7. True
8. 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

 

7. Research has shown that customers who pay by credit card in a restaurant leave smaller tips than those who pay by cash.
8. True
9. 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

 

 

8. The mere presence of credit card symbols causes people to spend more money, even when they pay in cash.
9. True
10. 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

 

 

9. Exposing people to a large amount of information is not sufficient to produce learning.
10. True
11. 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

 

10. 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.
11. True
12. 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

 

 

11. Learning under operant conditioning is faster under partial reinforcement but more persistent under continuous reinforcement.
12. True
13. 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

 

 

12. According to operant conditioning, eliminating shipping cost, expediting paperwork, and shortening delivery time are examples of negative reinforcement.
13. True
14. 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

 

 

14. As comprehension increases, memory performance decreases.
15. True
16. 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

 

 

15. “Women who look younger use Oil ofOlay” is an example of a claim that implies more than is actually stated.
16. True
17. 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

 

 

17. Misleading advertising practices are unfair because consumers must form inferences to comprehend most advertising claims.
18. True
19. 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

 

 

18. Research has shown that corrective advertising is typically quite effective at changing consumers’ beliefs.
19. True
20. 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

 

 

20. All thinking and reasoning occurs in short-term memory.
21. True
22. 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

 

 

21. Once information is transferred into long-term memory it remains there permanently and cannot be forgotten.
22. True
23. 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

 

 

23. Short-term memory has a capacity of 5 to 9 units.
24. True
25. 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

 

 

24. Transience is the inability to forget things one wants to forget.
25. True
26. 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

 

 

26. The passage of time is primarily responsible for consumers forgetting advertising messages.
27. True
28. 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

 

 

27. Depth-of-processing research shows that memory performance degrades with effort.
28. True
29. 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

 

 

29. 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.
30. True
31. 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

 

 

30. The priming effect has a powerful influence in experimental settings but it is uncommonly found day-to-day life.
31. True
32. 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

 

31. In associative networks, when new associations compete with old associations, this is called the encoding-specificity principle.
32. True
33. 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

 

 

32. As discussed in your readings, the best way to combat a marketplace rumor is to deny it publicly and vigorously.
33. True
34. 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

 

 

33. Retroactive interference occurs when information learned earlier blocks memory for information learned later.
34. True
35. 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

 

34. 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.
35. True
36. 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

 

 

35. The more familiar a neutral product becomes, the more a consumer will like the product. This is called the truth effect.
36. True
37. 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

 

 

36. As familiarity of a product claim increases, belief in that claim decreases.
37. True
38. 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

 

37. 3 Repeating an advertisement over and over again decreases its believability.
38. True
39. 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

 

 

38. is the process of acquiring new information and knowledge for application to future behavior. a. Classical conditioning
39. Learning
40. Association principle d. Memory retrieval
41. 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

 

39. is a learning theory centered on creating associations between meaningful objects or ideas (stimuli) to elicit the desired responses.
40. Classical conditioning b. Instmmentalleaming c. Operant conditioning d. Persistence
41. 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

 

 

40. In Pavlov’s famous classical conditioning experiment, the dog food served as the:
41. unconditioned stimulus b. conditioned stimulus
42. unconditioned response d. conditioned response
43. 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

 

41. In advertisements using classical conditioning, the brand serves as the:
42. unconditioned stimulus b. conditioned stimulus
43. unconditioned response d. conditioned response
44. 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

 

 

42. For better results, the should immediately precede the           in classical conditioning. a. unconditioned stimulus; conditioned stimulus
43. conditioned stimulus; unconditioned stimulus c. unconditioned stimulus; conditioned response d. conditioned response; unconditioned response
44. 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

 

43. In classical conditioning, when the conditioned stimulus is presented after the unconditioned stimulus, this is called:
44. pre-exposure effect b. forward conditioning c. delayed conditioning
45. backward conditioning
46. 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

 

 

44. Which of the following could not serve as an unconditioned stimulus in an advertisement?
45. Puppies
46. A laughing baby c. A song
47. A view of a beautiful sunset on the beach
48. 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

 

45. Which of the following about classical conditioning is false?
46. Pavlov illustrated classical conditioning with a dog, some food, and a bell.
47. 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.
48. Conditioning can occur after only one pairing of the unconditioned and conditioned stimuli.
49. 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

 

 

46. From a learning perspective, coupons, trading stamps, loyalty programs, and rebates are all examples of?
47. Transformational promotion b. Positive reinforcement
48. Indirect comparative advertising d. Priming effect
49. 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

 

47. 4 According to operant conditioning, eliminating shipping cost, expediting paperwork, and shortening delivery time are examples of what?
48. Positive reinforcement b. Conditioned response
49. Negative reinforcement d. Partial reinforcement
50. 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

 

 

48. In operant conditioning, is the absence of a reward, and decreases the probability of a response. a. positive reinforcement
49. conditioned response
50. negative reinforcement d. partial reinforcement
51. 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

 

49. Which of the following about operant conditioning is false?
50. In operant conditioning the stimulus follows the response.
51. Learning via operant conditioning is more persistent under conditions of partial reinforcement. c. Extinction is the absence of a reward.
52. Learning is faster under conditions of continuous reinforcement.
53. 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

 

 

50. Which of the following is an example of a comparison omission?
51. Tylenol may relieve minor arthritis pain.
52. Women who look younger use Oil ofOlay.
53. Ann & Hammer baking soda absorbs more refrigerator odors.
54. Don’t you want your family to be protected with AFLEC insurance?
55. 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

 

51. 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:
52. air corrective advertising b. recall the product
53. offer a rebate on the product d. issue an apology
54. 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

 

 

52. Short-term memory has a capacity of , and long-term memory has a capacity of                                                                    . a. 7 ± 2 units; 60,000 units
53. 60,000 units; 7 ± 2 units c. 5-9 units; unlimited units d. unlimited units; 5-9 units
54. 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

 

53. Which of the following statements regarding short-term memory is false?
54. 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.
55. Short-term memory benefits from rehearsal.
56. All thinking and reasoning occurs in short-term memory.
57. 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

 

 

54. Which of the following is not one of the seven sins of memory?
55. Persistence b. Bias
56. Suggestibility d. Misattribution
57. 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

 

55. “If you don’t use it; you lose it.” This statement refers to which of the seven sins of memory?
56. Persistence b. Bias
57. Suggestibility d. Misattribution
58. 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

 

 

56. refers to forgetting due to shallow or superficial processing of information during encoding or retrieval. a. Persistence
57. Bias
58. Absent-mindedness d. Misattribution
59. 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

 

57. is when related information interferes with remembering. a. Persistence
58. Blocking
59. Absent-mindedness d. Misattribution
60. 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

 

 

58. Feelings of familiarity, false memories, and source confusion are associated most closely with which of the seven sins of memory?
59. Persistence b. Blocking
60. Absent-mindedness
61. 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

 

59. Which of the following about absent-mindedness is true?
60. Lapses in attention during encoding can lead to forgetting. b. Memory performance improves with effort.
61. Lapses in attention during retrieval can lead to forgetting.
62. Memory performance improves when people have to generate answers rather than simply reading them from a list.
63. 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

 

 

60. 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:
61. the organizational principles oflong-terrn memory
62. the encoding-specificity principle oflong-terrn memory c. the association principle oflong-term memory
63. the limited-capacity principle oflong-terrn memory
64. 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

 

61. The association principle of long-term memory explains all of the following phenomena except:
62. the priming effect
63. proactive associative interference
64. retroactive associative interference
65. misattribution
66. 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

 

 

62. 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:
63. an associative network
64. a vicarious memory
65. mere exposure effect d. an episodic memory
66. 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

 

63. What is the best strategy to use when combating marketplace rumors?
64. Deny the rumor publicly b. Ignore it
65. Create positive associations in the consumer’s mind
66. Counterattack the competition
67. 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

 

 

64. Information learned earlier reduces memory for related information learned later. This is an example of:
65. the priming effect
66. proactive associative interference
67. retroactive associative interference
68. 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

 

65. 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:
66. the managerial principle oflong-terrn memory
67. the encoding-specificity principle oflong-terrn memory c. the contrast principle oflong-terrn memory
68. the limited-capacity principle oflong-terrn memory
69. 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

 

 

66. 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:
67. classical conditioning b. the truth effect
68. operant conditioning d. cognitive dissonance
69. 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

 

67. 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?
68. Mere exposure effect
69. Elaboration likelihood model effect c. Associative memory effect
70. Truth effect
71. 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

 

 

68. 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?
69. Mere exposure effect b. Generation effect
70. Blocking effect d. Truth effect
71. 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

 

69. Persuasive influences in advertising based on repetition effects, the truth effect, and mere exposure effect, are all based on what underlying memory phenomenon?
70. Availability heuristic b. Familiarity
71. Arousal intensity d. Forgetting
72. 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

 

 

70. 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?
71. Misattribution b. Bias
72. Persistence d. Blocking
73. 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

 

71. 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

 

 

72. 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

 

73. 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

 

 

74. 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

 

75. 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

 

 

76. 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

 

77. 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

 

 

78. 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

 

79. 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

 

 

80. 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

 

81. 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