Attitude scales and measures of emotions can be used to understand consumer evaluations and feelings toward products and advertising. Rating scales can measure overall attitude or specific attributes, and can be comparative (e.g. blind taste tests) or non-comparative. Common scaling techniques include paired comparisons, ranking, rating scales (e.g. Likert, semantic differential), and measuring response latency. Emotions are also important to measure, as feelings can impact behavior, and can be gauged using semantic differentials, pictures, or other scales. Reliability and validity are key in evaluating measurement scales.
1. CHAPTER NO. 11 DIRECT RESPONSE ATTITUDE SCALES AND MEASURES OF EMOTIONS
2. Attitude Attitude is defined as an overall evaluation that enables one to respond in a consistently favorable or unfavorable manner with respect to a given object or alternative. Attitudes depend on the information consumers have about a product.
12. Figure 9.3 Primary Scales of Measurement Primary Scales Nominal Scale Ordinal Scale Ratio Scale Interval Scale Primary Scales of Measurement
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16. Figure 9.4 Primary Scales of Measurement Scale Nominal Numbers Assigned 1 31 8 to Drivers/Cars Ordinal Rank Order Third Second First of race finishers Place Place Place Interval Championship Points earned 170 175 185 Ratio Time to Finish, behind winner 5.1 2.3 0.0 Primary Scales of Measurement
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18. Figure 9.5 A Classification of Scaling Techniques Scaling Techniques Comparative Scales Paired Comparison Constant Sum Rank Order Noncomparative Scales Itemized Rating Scales Continuous Rating Scales Likert Semantic Differential Stapel Classifying Scaling Techniques
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20. Paired Comparison Scaling: Example For each pair of professors, please indicate the professor from whom you prefer to take classes with a 1. 0 2 1 3 # of times preferred 0 1 1 1 Thomas 0 0 1 Parker 0 1 1 Day 0 0 0 Cunningham Thomas Parker Day Cunningham
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23. Rank Order Scaling Please rank the instructors listed below in order of preference. For the instructor you prefer the most, assign a “1”, assign a “2” to the instructor you prefer the 2 nd most, assign a “3” to the instructor that you prefer 3 rd most, and assign a “4” to the instructor that you prefer the least. 4 Thomas 2 Parker 3 Day 1 Cunningham Ranking Instructor
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25. Constant Sum Scaling Listed below are 4 marketing professors, as well as 3 aspects that students typically find important. For each aspect, please assign a number that reflects how well you believe each instructor performs on the aspect. Higher numbers represent higher scores. The total of all the instructors’ scores on an aspect should equal 100. 25 15 15 Thomas 100 100 100 Sum Total 25 25 25 Parker 25 25 30 Day 25 35 30 Cunningham Easy Tests Fairness Availability Instructor
48. Graphic Rating Scale Stressing Pictorial Visual Communications 3 2 1 Very Very Good Poor
49. Figure 10.4 Balanced and Unbalanced Scales Surfing the Internet is ____ Extremely Good ____ Very Good ____ Good ____ Bad ____ Very Bad ____ Extremely Bad Surfing the Internet is ____ Extremely Good ____ Very Good ____ Good ____ Somewhat Good ____ Bad ____ Very Bad Balanced Scale Unbalanced Scale Balanced and Unbalanced Scales
50. Basic Noncomparative Scales Confusing difficult to apply Easy to construct, can administer over telephone Measurement of attitudes & images Unipolar numbered scale, no neutral point Stapel Scale Difficult to construct appropriate bipolar adjectives Versatile Brand, product, & company images Numbered scale with bipolar labels Semantic Differential More time consuming Easy to construct, administer, & understand Measurement of attitudes, perceptions Degree of agreement on a numbered scale Likert Scale Itemized Rating Scales Cumbersome scoring unless computerized Easy to construct Reaction to TV commercials Place a mark on a continuous line Continuous Rating Scale Disadvantages Advantages Examples Basic Characteristics Scale
59. Reliability and Validity on Target Old Rifle New Rifle New Rifle Sunglare Low Reliability High Reliability Reliable but Not Valid (Target A) (Target B) (Target C)
