Marketing Seminar Series Announced
January 9, 2012
The Department of Marketing announces its line-up of Spring 2012 guest lectures.
All lectures are open to the public and take place on selected Friday mornings from 10:30am to 12:00noon in room 112 of the Isenberg School of Management.
The schedule is as follows:
February 10, 2012
John Wells
University of Massachusetts, Isenberg School of Management
February 24, 2012
Anthony Asare
Quinnipiac University
Department: Marketing /
Advertising
March 9, 2012 - CANCELLED
Suchi Chandran
Boston University
Department: Marketing
Topic:
When Does Being Good Imply Doing Good? Exploring Context Effects on Corporate Social Responsibility.
March 30, 2012
Tulin Erdem
New York University, Stern School
of Business
Department: Marketing
Topic:
Learning Models: An Assessment of Progress, Challenges and New Developments.
April 13, 2012
George Newman
Yale University
Department: Organizational
Behavior
Topic:
The Valuation of Authentic Goods
While it is widely acknowledged that consumers value products that are seen as authentic, few studies have empirically examined the underlying psychological factors that drive judgments of authenticity. Building on theories of contagion, the present studies examine how authenticity may be transmitted to products through physical contact with "authentic sources" (e.g., where a product was manufactured, or who has touched it). Across multiple experiments, I find that physical contact with authentic sources leads to higher ratings of authenticity and in turn, increased valuation. Additionally, consumers who are higher in sensitivity to contagion value authentic products more so than individuals who are less sensitive to contagion, and priming the concept of contagion increases consumers' valuation of products made in an authentic place. Theoretical and practical implications of these findings are discussed.
April 27, 2012
Andy Gershoff
University of Texas at Austin
Department: Marketing
Topic:
Psychological Closure and Construal Level on Subjective Knowledge: the Finished Book Effect?
Abstract:
Psychological closure, a sense that a life experience is complete and in the past, was manipulated to test our prediction that it will positively influence subjective knowledge. We propose that psychological closure leads to greater abstraction of how a learning experience is represented in memory. Four studies applying a series of closure and construal level manipulations support our theory. As predicted, psychological closure led to heightened subjective knowledge, but only when people adopted an abstract (vs. concrete) mindset. These findings are not explained by what people actually remember from the learning material (objective knowledge) indicating miscalibration in knowledge estimation.
May 4, 2012
Shabnam Zanjani and Jun Kang
University of Massachusetts,
Isenberg School of Management
Department: Marketing PhD
