Consumers’
perceptions might be influenced in several ways by
the coded
sensory system contained in products’ visual aesthetics.
Product
appearance is the first thing that connects a product with
a potential
buyer followed by evaluations based on this sensory
connection
(Hollins and Pugh, 1990). Due to their coded sensory
system,
visual aesthetics have a symbolic function that can influence
product
evaluation. Visual appearance is actively considered
in product
comparisons and is a key determinant of purchase
satisfaction
(Bloch et al., 2003). Visual product aesthetics are
significant
elements of
product categories regarded as extensions of
the self
(e.g. dress) due to the role of the coded sensory system in
identity
expression.
In general,
consumers prefer visual over verbal processing
(Childers et al., 1985; Holbrook, 1986). Highly visual consumers
may weigh
aesthetic elements higher than less visual consumers
when making
product choices. Consumer groups vary in sensitivity
to visual
product aesthetics. Bloch et al. (2003, p.
558) noted
that ‘based
on training, experience, and career demands typical of
these
individuals, it was expected that design professionals would
have high
interest in design and consider visual aesthetics to be
highly
central’. Indeed, a group of design professionals did score
significantly
higher on the Centrality of Visual Product Aesthetics
scale than
samples from the general population. In one study, the
most
preferred perceptual modalities of a sample of US fashion
design and
merchandizing students were interactive (oral communication),
followed by
kinesthetic (body movement) and visual
(viewing pictures,
images, objects or activities). Touching and
smelling
objects (haptic, olfactory) were ranked low by students as
means to
acquire information (Workman, 2000). Results of a
recent
cross-cultural survey of fashion design and merchandizing
students indicated
that students preferred interactive, visual and
kin esthetic
modalities while haptic and olfactory modalities were
less
preferred by students from all three cultures (Caldwell et al.,
2005). yanzic0525.
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