Describe what psychologists have discovered about environmental influences on consumers (cognitive maps of retail locations, crowding in retail environments, shopper movement patterns).

Mark scheme

Marking points from the official mark scheme (Feb/Mar 2020). The mark or mark type is shown in brackets.

1. [7-8] (a) Level 4 (7-8 marks): Description is accurate, coherent and detailed and use of psychological terminology is accurate and comprehensive. The answer demonstrates excellent understanding of the material and the answer is competently organised.
2. [5-6] (a) Level 3 (5-6 marks): Description is mainly accurate, reasonably coherent and reasonably detailed and use of psychological terminology is accurate but may not be comprehensive. The answer demonstrates good understanding of the material and the answer has some organisation.
3. [3-4] (a) Level 2 (3-4 marks): Description is sometimes accurate and coherent but lacks detail and use of psychological terminology is adequate. The answer demonstrates reasonable (sufficient) understanding but is lacking in organisation.
4. [1-2] (a) Level 1 (1-2 marks): Description is largely inaccurate, lacks both detail and coherence and the use of psychological terminology is limited. The answer demonstrates limited understanding of the material and there is little, if any, organisation.
5. [0] (a) Level 0 (0 marks): No response worthy of credit.
6. [8] (a) The syllabus covers: cognitive maps of retail locations (Mackay and Olshavsky, 1975); crowding in retail environments (Machleit et al., 2000); shopper movement patterns (Gil et al., 2009).
7. [8] (a) Cognitive maps of retail locations (Mackay and Olshavsky, 1975): A cognitive map (mental map) is a type of mental representation where an individual codes, stores and recalls relative locations in order to wayfind. In relation to a retail environment, this would involve the location of various shops as well as products within a specific shop (for example). 78 opportunity selected supermarket shoppers from 8 supermarkets in Indiana, USA. Self-reports taken of preference for the supermarkets and the reasons for this choice (e.g. price, quality of products, etc.). Asked to draw a map from their departure point to each of the 8 supermarkets. Then a questionnaire was used to collect information such as length of time living in the area, marital status, employment status, etc. Found the cognitive maps (rather than actual maps) correlated to the preferences for the supermarkets.
8. [8] (a) Crowding in retail environments (Machleit et al., 2000): Study 1 - 722 marketing students were asked to complete the questionnaire after their next shopping trip. They had to name the store, shopping centre or mall that they had visited. Questions were asked about purchases, purpose of the trip and their perceptions about crowding, satisfaction and the outcome of the shopping trip. They were also asked about emotions, crowding tolerance questions and demographic questions. They were finally asked to recall and rate a recent shopping trip. Perceived crowding was on an 8 point scale. Satisfaction on a 7 point scale. Emotion - Izard’s 10 emotion types were measured on a 1 to 5 scale. Prior expectations of crowding 7 point scale. Found the more crowded the shops, the lower the positive experience of shopping/lower arousal(excitement). Study 2 - Adult sample replicated study 1 and confirmed the results. Study 3 - Lab study. 231 participants given information to read about a bookstore (either discount or upmarket). Four 55 second videos (with different levels of crowding) and imagined themselves shopping for a book in the store. Same questions given as study 1 and 2. Found decrease in shopping satisfaction mediated by expectations of crowding and personal tolerance for crowding. Both types of stores received lower satisfaction ratings as crowding levels increased.
9. [8] (a) Shopper movement patterns (Gil et al., 2009): 480 shoppers interviewed. Given demographic information to complete. Given a coloured tag to be followed in the store via CCTV. Interviewed again when they left the store. Asked questions about purpose of trip, use of shopping list, satisfaction with shopping, amount spent. They were able to measure the duration of the trip, average walking speed, duration of interaction with products, % of store section visited more than once, which areas of the store visited and how far into the store they go. Shopping behaviour affected by Location of products; Some areas more popular than other (e.g. baby products not popular). Identified four patterns of movement: short trip, round trip, central trip and wave trip. Didn’t find any type of person engages in one pattern of movement more than any other. Also found five patterns – native, tourist, raider, explorer and specialist. Males are more likely to be a raider and females shopping alone are most frequently an explorer. Other appropriate responses should also be credited.
10. [9-10] (b) Level 4 (9-10 marks): Evaluation is comprehensive and the range of issues covered is highly relevant to the question. The answer demonstrates evidence of careful planning, organisation and selection of material. There is effective use of appropriate supporting examples which are explicitly related to the question. Analysis (valid conclusions that effectively summarise issues and arguments) is evident throughout. The answer demonstrates an excellent understanding of the material.
11. [7-8] (b) Level 3 (7-8 marks): Evaluation is good. There is a range of evaluative issues. There is good organisation of evaluative issues (rather than 'study by study'). There is good use of supporting examples which are related to the question. Analysis is often evident. The answer demonstrates a good understanding of the material.
12. [4-6] (b) Level 2 (4-6 marks): Evaluation is mostly accurate but limited. Range of issues (which may or may not include the named issue) is limited. The answer may only hint at issues but there is little organisation or clarity. Supporting examples may not be entirely relevant to the question. Analysis is limited. The answer lacks detail and demonstrates a limited understanding of the material. N.B. If the named issue is not addressed, a maximum of 5 marks can be awarded. If only the named issue is addressed, a maximum of 4 marks can be awarded.
13. [1-3] (b) Level 1 (1-3 marks): Evaluation is basic and the range of issues included is sparse. There is little organisation and little, if any, use of supporting examples. Analysis is limited or absent. The answer demonstrates little understanding of the material.
14. [0] (b) Level 0 (0 marks): No response worthy of credit.
15. [10] (b) A range of issues could be used for evaluation here. These include: Named issue – reliability. Strengths - Mackay and Machleit were both lab studies with controlled, standardised procedures (e.g. asking all participants to draw a map from their departure point to a supermarket in MacKay) that could be replicated on other participants. In addition, all participants experienced the same procedures and were asked the same questions. Computer software analysed the maps drawn by the participants in MacKay and this is highly reliable. Machleit showed all the participants the same films and read them the same passages in study 3. Machleit also completed two field studies but the questionnaires given to the participants were the same in the study.
16. [10] (b) Weaknesses – however, due to the controlled conditions the studies are less realistic/ecologically valid. In addition, the participants could be more likely to show demand characteristics due to the artificial nature of the study. The Gil study was an observation and self report study so was somewhat less reliable as the shoppers used different stores and each shopping trip was unique to that shopper so less easy to replicate each individual shopping experience. But the procedures were the same and the measurements were quantitative and taken in the same way from each participant.
17. [10] (b) Other issues: Self reports; Observational data; Generalisability; Ecological validity; Usefulness/practical applications; Ethics; Quantitative/Qualitative data; Validity. Other appropriate responses should also be credited.