Suchergebnisse

Initiating the marketing process -- Creating customer relationships and value through marketing -- Developing successful organizational and marketing strategies -- Appendix A: Building an effective marketing plan -- Understanding the marketing environment, ethical behavior, and social responsibility -- Understanding buyers and markets -- Understanding consumer behavior -- Understanding organizations as customers -- Understanding and reaching global consumers and markets -- Targeting marketing opportunities -- Marketing research: from customer insights to actions -- Market segmentation, targeting, and positioning -- Satisfying marketing opportunities -- Developing new products and services -- Managing successful products, services, and brands -- Pricing products and services -- Managing marketing channels and supply chains -- Retailing and wholesaling -- Integrated marketing communications and direct marketing -- Advertising, sales promotion, and public relations -- Using social media to connect with consumers -- Personal selling and sales management -- Implementing interactive and multichannel marketing -- Appendix B: Planning a career in marketing -- Glossary -- Name index -- Company/product index -- Subject index

AbstractResearch on animals, infants, children, and adults provides evidence that distinct cognitive systems underlie navigation and object recognition. Here we examine whether and how these systems interact when children interpret 2D edge‐based perspectival line drawings of scenes and objects. Such drawings serve as symbols early in development, and they preserve scene and object geometry from canonical points of view. Young children show limits when using geometry both in non‐symbolic tasks and in symbolic map tasks that present 3D contexts from unusual, unfamiliar points of view. When presented with the familiar viewpoints in perspectival line drawings, however, do children engage more integrated geometric representations? In three experiments, children successfully interpreted line drawings with respect to their depicted scene or object. Nevertheless, children recruited distinct processes when navigating based on the information in these drawings, and these processes depended on the context in which the drawings were presented. These results suggest that children are flexible but limited in using geometric information to form integrated representations of scenes and objects, even when interpreting spatial symbols that are highly familiar and faithful renditions of the visual world.

Surveys existing institutional debates about the PM and Cabinet, and argues that they are suffused by normative considerations which inhibit empirical research. Introduces the term 'core executive' to help redirect study, especially by fostering the development of more diversified methods of study and theoretical approaches. (PAS)