Eating Behaviours Flashcards
neophobia
rozin 1976
the omnivores paradox
need varied diet but avoid foods harmful to body
dont know what is harmful when young - avoid all unknown foods as perceived as potential threats
window for tring around 6m but avoid after (reduce with age)
learned safety (kalat and rozin 1973) of neophobia
preference increases when consume as dont have negative consequence
- preference only increases when try the food as opposed to just percieve it
fussy eating
children reject both familiar and unfamiliar food
lead to nutrient problems ie lack protein
peak 2-3y/o then decline BUT can persist into adulthood
strategies to combat neophobia/fussy eating
exposure
social learning/modelling
associative learning
Birch and Marlin 1983 Exposure
AIM
investigate relation between freq of exposure and food preferences in 2 year olds
Birch and Marlin 1983 Exposure
METHOD
5 cheeses or 5 fruits counterbalances over 6 week period
change exposure freq (20 exposures to 2 exposures)
given choice of 2 foods and chose which one to have first but asked to try both
- each target with novel food
6 weeks -
given all 5 foods in pairs randomly presented - asked to chose and which one to eat more of
Birch and Marlin 1983 Exposure
RESULTS
increased frequency of exposure = increased taste preference and increase amount consumed
- exposure significantly correlated with preference
Liem and deGraaf 2004 Exposure
type of food
sweet or sour orangeage exposure to children and YA over 8 days pref only increase in children for sweet - child preferences more malleable? - LT exposure? - sweet vs sour evolutionary basis - YA confounded by experience?
capretta et al 1975 Exposure
importance of early taste
rats w/ flavoured water (rum, walnut or vanilla) or normal
flavoured increased experimentation with new flavours
types of social learning
parental modelling
peer modelling
parent/peer attitudes
the media
parental modelling
harper and sanders 1975
peer modelling
birch 1980
horne et al 2004 (food dudes)
parent/peer attitudes
lau et al 1990
media
harrison 2000
Harper and Sanders 1975 SLT
adults unfamiliar foods 1-3 year olds when eating or not eating themselves
more in mouth when adult eat
more when mum > visitor BUT still with visitor
Birch 1980 SLT
preschool children pea/carrot preferences
seat with 3-4 peers of diff preference 2-4 days
1 day target chose, rest peers chose first
target sig shift preference and maintained LT
harrison2000 SLT
exposure to neg portrayals of fat tv characters and thin ideals in mags and spots mags predict eating disorder symptoms in older adolescent females
fat character also predict body dissatisfaction in younger male adolescents
associative learning of eating behaviours
pair food cues with reward or consequence as a means to reinforce approach or avoidance behaviours
- reward eating
- food as a reward
assoc leaarning
rewarding eating
if you eat your veg you can have dessert
birch et al 1980
hendy et al 2005
birch et al 1984
assoc learning
birch et al 1980 - reward eat
food preference increase when recieve pos adult attention after than no consequence
assoc learning hendy et al 2005
kids choice school lunch programme
fruit and veg = token = prize
initial increase in preference but revert to baseline at 7m
assoc learning
birch et al 1984
children offered beverage for reward (tangibe - stickers, or praise) or no reward
pref as amount consumed pre and post
sig neg shift in preference in reward, insig pos shift in preference with no reward
- internal vs external motivations
- contingency learning - learn that rewarded beh expected to be disliked
assoc learning
food as the reward
if youre on your best behaviour you can have a biscuit
increase preference for item but may be neg consequence for beh assoc with it
+ reward tend to be unhealthy
birch 1980
birch et al 1982
lepper 1982
dowey 1996
assoc learning
birch 1980
food as reward
increase preference for food if presented as a reward as opposed to a normal snack or not assoc with a specific situation
assoc learning
birch et al 1982
preference decrease for juice when reward play area
- rewards increase negative contingency for prior
assoc learning
lepper 1982
stories about earing food as reward
rate imaginary food as preferable if told as reward than if told to be prior food to eat - expect contingency of neg and pos reward
assoc learning
dowey 1996
evals
food studies need to be ecologically valid
measure long term
give clear instructions to child
measure actual intake not reported (obective)
eval developmental models
studies tend to be lab and not naturalistic - how children actually learn in real world - likely to be other factors involved
ignored the role of the meaning of food and the effect of eating in both the parent and the child
WCM- doesnt consider WHY people eat the way they do,
doesnt consider the meanings to the parent as wellas the child
what is the weight concern model of eating behaviour
food holds meaning
assoc with body shape and weight, which is linked to affect, attraction, control and success
different measurements of body dissatisfaction
distorted body size estimate
discrepancy between ideal and reality
negative affect assoc
disorted body size estimate
perceive self as larger than reality
discrepancy with ideal
who are and who want to be
