Sa mcgraw hill p 212 table 21 indicates how a childs

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Unformatted text preview: sumer behavior, 8th edition, U.S.A.: McGraw-Hill, p. 212. Table 2.1 indicates how a child’s development starts with cognitive advances. This progresses to a child being able to voice their opinions and start to grasp basic conceptual issues. The child is then later on able to tackle problems rationally and ultimately is capable to implement relatively informed choices keeping time, space and causal relationships in mind [Cairns, 2001:20]. Piaget [Goswami, 2001:257] recognised that the acquisition of each new way of thinking would not necessarily be synchronous across all the diverse domains of thought. Instead, he believed that the chronology of the stages might be exceedingly variable, and that such variability might also occur within a given stage. Thus the ages of realisation that Piaget gave for the different cognitive stages are only rough estimations. This study deals in particular with stage 3 in table 2.1. At the age of eight years children are starting to think for themselves and strive for more independence whilst staying within mental boundaries. Although there are other formats in classifying the way that younger consumers learn, as proposed by the likes of John Dewey, Maria Montessori and Paulo Freire [Papert, 1999:104], all formats have one thing in common – children are not able to deal with information that is abstract, generalised, unfamiliar or in large quantities 32 [Hawkins et al., 2001:213]. There are, however, instances where children are capable of out-learning adults. The information technology field is believed to be one of these areas [Cochrane, 1995:25]. The learning that children undertake plays a major role in moulding them as both adults and as consumers. Piaget [in Early Childhood Today, 2001:43] concluded that children do not think like adults. Their thought processes have their own distinct order and extraordinary logic. Children are not “empty vessels to be filled with knowledge” (as traditional pedagogical theory had it). They are “active builders of knowledge – little scientists who construct their own theories of the world.” From a child’s perspective, learning takes place at home and in the market place. Consumer soation is the procedure by which consumers gain experience that can help them in their daily activities in the market place [Engel et al., 1995:780 and Carlson et al., 1992:31]. The way in which children are soed as consumers will be discussed in the section dealing with families. Product knowledge involves an array of information, which includes product attributes and terminology, consumer beliefs about products, and awareness of products within a product category [Li et al., 2000:425 and Brassington & Pettitt, 1997:284]. Product knowledge types can be analysed in two ways namely, awareness analysis and image analysis. Awareness analysis looks at what consumers’ awareness sets contain [Burgess, 1998:39]. Making consumers familiar with a brand’s name has long been reco...
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This test prep was uploaded on 04/04/2014 for the course SOCIAL SCI 23 taught by Professor Salman during the Winter '10 term at University of the Punjab.

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