Listening

Listen to this: Why consumer behavior researchers should care about listening

Abstract

Consumers’ decisions are intricately interwoven with their conversations. Whether it is an animated discussion with a trusted friend extolling the virtues of a newly acquired car (i.e., Word-of-Mouth), an engaging dialogue with a salesperson, or a clarifying call to a help center seeking guidance on a just-purchased smartwatch, every exchange hinges on a pivotal factor: the quality of listening. Listening quality shapes perceptions, affects social influence, drives behavioral intentions, and, ultimately, determines purchase and post-purchase outcomes. Yet, despite its importance to these consumer behavior outcomes, listening has received scant attention in consumer psychology. In this paper, we review the effects of listening on consumer behavior-relevant outcomes and unpack the components of quality listening to reveal their independent mechanisms. We also point to new frontiers in listening research beyond the in-person, dyadic interactions that have been the primary focus of listening research to date. By doing this, we elucidate how listening and consumer behavior are connected and encourage more research on listening in consumer psychology.
Harry T. Reis and Guy Itzchakov
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Listening
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Gary P. Latham, Guy Itzchakov
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Goal Setting
Four experiments were conducted to determine whether participants’ awareness of the performance criterion on which they were being evaluated results in higher scores on a criterion-valid situational interview (SI) where each question either contains or does not contain a dilemma. In the first experiment, there was no significant difference between those who were or were not informed of the performance criterion that the SI questions predicted. Experiment 2 replicated this finding. In each instance, the SI questions in these two experiments contained a dilemma. In a third experiment, participants were randomly assigned to a 2 (knowledge/no knowledge provided of the criterion) X 2 (SI dilemma/no dilemma) design. Knowledge of the criterion increased interview scores only when the questions did not contain a dilemma. The fourth experiment revealed that including a dilemma in a SI question attenuates the ATIC-SI relationship when participants must identify rather than be informed of the performance criterion that the SI has been developed to assess.
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