As product information proliferates, it becomes increasingly important to find creative means of promoting better consumer learning. Essay 2 identifies one such action, demonstrating that category design (i.e., grouping products in terms of taxonomic or thematic similarities) can be altered in ways which enhance consumers' incidental learning. However, category effects on learning differ for consumers who have high versus low levels of prior product knowledge. Specifically, this research demonstrates (1) that experts learn more when shopping in thematic versus taxonomic categories and (2) that experts' increase in learning occurs because the thematic category acts as a newness cue (cf. Wood and Lynch, 2002). Despite increased effort, experts are more, rather than less, satisfied with their shopping experience, and may also make objectively better choices, when choosing from thematic as opposed to taxonomic sets. Finally, this research shows that the effect of thematic category structures on experts' learning are due to changes in encoding rather than retrieval. Findings from this research may have substantial implications for theory development, retailer practice, and consumer well-being.CHAPTER 6 ESSAY 2: HOW PRODUCT GROUPINGS INFLUENCE CONSUMER LEARNING INTRODUCTION ... the last decade, mandating the inclusion of information on an ever-expanding number of nutrients and chemicals (FDA 2006).
|Title||:||The Psychology of Category Design: Essay 1: How Product Groupings Influence Assortment Perceptions, Choice and Satisfaction. Essay 2: How Product Groupings Influence Consumer Learning|
|Publisher||:||ProQuest - 2008|