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246 S2 > SI > Flashcards

SI Flashcards

1
Q

Hermans et al., (2003)

When people eat in groups….

A

They tend to eat more than when alone

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2
Q

de Castro + de Castro (1989)

What was the method?

A

Food diary (7 days)

Recorded whether alone/social

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3
Q

de Castro + de Castro (1989)

Called their finding -

A

Social correlation

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4
Q

de Castro + de Castro (1989)

Named their finding

A

Social correlation

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5
Q

de Castro + de Castro (1989) named their finding ‘social correlation’, as as the number of…

A

People increased, so did food intake

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6
Q

de Castro + de Castro (1989)

Findings

Meals eaten with others were

A

44% larger than when alone

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7
Q

de Castro + de Castro (1989)

Findings

How were the findings further strengthened

A

Multiple studies confirmed

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8
Q

de Castro + de Castro (1989)

2 limitations

A
  1. Self-reported eating

2. Correlational data; no cause and effect

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9
Q

de Castro + de Castro (1989)

A limitation could be the lack of control for alcohol, as alcohol

A

Increases food intake

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10
Q

Experimental (lab) evidence for social facilitation comes from

A

Clendenen et al., (1994)

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11
Q

Clendenen et al., (1994) (Social Facilitation)

What were the research questions? (2)

A
  1. Is SF found in lab settings?

2. Effect still found when with strangers?

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12
Q

Clendenen et al., (1994) (Social Facilitation)

Students ate with either ______ or ______

A

Friends

Strangers

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13
Q

Clendenen et al., (1994) (Social Facilitation)

Students ate with either friends or strangers, in (3) groups…

A
  1. Solo eating
  2. Paired eating
  3. Eating in fours
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14
Q

Clendenen et al., (1994) (Social Facilitation)

Findings (Solo vs Social)

(2)

A
  1. Greater intake in 2s/4s

2. No difference BETWEEN 2s/4s

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15
Q

Clendenen et al., (1994) (Social Facilitation)

Findings (Strangers Vs Friends)

(1)

A
  1. Greater intake amongst friends compared to strangers
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16
Q

FOUR explanations for social facilitation?

A
  1. Time extension theory
  2. Arousal
  3. Distraction
  4. Modelling
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17
Q

What was de Castro (1995)’s social facilitation theory?

A

Time extension theory

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18
Q

de Castro (1995)’s Time Extension Theory proposes that

A

Group meals take longer –> inc. food cue exposure –> more intake

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19
Q

de Castro (1995) Time Extension Theory

Group meals take longer –> ____________ –> more intake

A

More food cue exposure

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20
Q

de Castro (1995) Time Extension Theory

____________ –> more food cue exposure –> more intake

A

Group meals take longer

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21
Q

Zajonc (1965)’s Arousal theory of social facilitation?

A

Arousal = activated appetite

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22
Q

Why is Zajonc (1965’s) theory of arousal unlikely?

A

Arousal can also SUPPRESS appetite

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23
Q

Bellisle (2001) Distraction theory is a theory of

A

Social facilitation

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24
Q

Time Extension
Arousal Theory
Distraction Theory
Modelling Theory

All theories of

A

Social facilitation

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25
Q

Bellisle (2001) distraction theory states that distraction from social setting may result in

A

Less monitoring of food intake/reduced awareness of fulness

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26
Q

Who came up with the Time Extension Theory?

A

de Castro, 1995

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27
Q

Modelling refers to….

A

Using social others as a ‘model’ for eating behaviour

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28
Q

Nisbett and Storm (1974) found that the more a confederate eats

A

The more the participant does

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29
Q

Conger et al., (1980) found that when a confederate eats less

A

So does the participant

30
Q

Pliner and Chaiken (1990)

RQ: Will an _______ confederate influence the amount eaten by participants?

A

Attractive

31
Q

Pliner and Chaiken (1990)
(Confederate Attractiveness)

Findings:

A
  1. FEMALES ate less when the confederate was attractive
32
Q

Pliner and Chaiken (1990)
(Confederate Attractiveness)

Findings (males):

A

Non-significant difference

33
Q

Pliner and Chaiken (1990)

Why did the researcher’s propose that this effect occurred?

A

‘Self-presentation’

34
Q

Pliner and Chaiken (1990)

‘Self-presentation’ - the females may have eaten less to convey

A

A feminine social identity

35
Q

2 Studies (Core Reading)

A
  1. Robinson, Flemming and Higgs (2014) - Norms

2. Lim et al., (2018) - Stress + Gender

36
Q

Robinson, Flemming and Higgs (2014)

RQ: Are social norm messages more effective than

A

Health-based messages

37
Q

Robinson, Flemming and Higgs (2014)

Hypothesis: Social norm messages would

A

Lead to greater F/V take than health messages

38
Q

Robinson, Flemming and Higgs (2014)

Descriptive norm message: students eat

A

More vegetables than you’d think

39
Q

Robinson, Flemming and Higgs (2014)

Health message: cancer risk….

A

Can be improved by eating Veg

40
Q

Robinson, Flemming and Higgs (2014)

What was measured?

A

Veg intake at lunch

41
Q

Robinson, Flemming and Higgs (2014)

Which message was more effective?

A

Descriptive norm

42
Q

Robinson, Flemming and Higgs (2014)

How did the descriptive norm message influence students?

A

They increased veg. intake

43
Q

Robinson, Flemming and Higgs (2014)

Was there a difference for already high-vegetable consumers?

A

No, not in either condition

44
Q

Robinson, Flemming and Higgs (2014)

The results may have been found because the low consumers were more motivated to…

A

Adhere to the presented norm

45
Q

Robinson, Flemming and Higgs (2014)

What is a limitation of this study?

A

No control group to compare

46
Q

Thomas et al., (2017) investigated social norms in

A

Real-world settings (UK restaurant)

47
Q

Thomas et al., (2017)

Where was the setting of the study?

A

UK restaurant

48
Q

Thomas et al., (2017)
UK restaurants

What was measured?

A

No. of meals purchased containing veg

Pre/during/post

49
Q

Thomas et al., (2017)
UK restaurants

What was found?

A

Signif. increase in purchase of vegetables pre to post

50
Q

Thomas et al., (2017)
UK restaurants

Two limitations of study

A
  1. Wastage not recorded

2. No data on WHO’s intake increased

51
Q

Stok, de Ridder, de Vet + Wit (2014)

96 students allocated to (3) different types of message

A

Descriptive

Injunctive

Control

52
Q

Stok, de Ridder, de Vet + Wit (2014)

What was the INJUNCTIVE message?

A

Majority of students think other students should eat sufficient fruit

53
Q

Stok, de Ridder, de Vet + Wit (2014)

What was the DESCRIPTIVE message

A

Most students try to eat sufficient fruit

54
Q

Stok, de Ridder, de Vet + Wit (2014)

Findings

________ norms had no effect compared to control

A

Injunctive

55
Q

Stok, de Ridder, de Vet + Wit (2014)

Which out of descriptive/injunctive/control was the most effective?

A

Descriptive

56
Q

Sparkman + Walton (2017)

What is a dynamic norm?

A

Refers to how behaviour changes over time

57
Q

Sparkman & Walton (2017)

Pps were presented with an online survey with either ______ or ______ messages. Asked:

A

Dynamic/Static

“How interested are you in consuming less meat?”

58
Q

Sparkman+ Walton (2017)

“3 in 10 people eat less meat than they otherwise would”

What condition is this?

A

Static

59
Q

Sparkman + Walton (2017)

“In recent years, 3 in 10 people have changed their meat-eating behaviours”

What condition is this and why?

A

Dynamic

Describes how behaviour has changed

60
Q

Stok, de Ridder, de Vet + Wit (2014)

“Most high school students think others should eat more fruit”

What condition is this?

A

Injunctive

61
Q

Stok, de Ridder, de Vet + Wit (2014)

“Most high-school students try to eat fruit”

What condition is this?

A

Descriptive

62
Q

Sparkman & Walton (2017)

Which condition was more effective - static or dynamic?

A

Dynamic

63
Q

Sparkman & Walton (2017)

Dynamic condition was more effective, although pps in the static condition

A

Reported some interest

64
Q

Vartanian et al., (2015) identified (4) limitations of social norm studies…

A
  1. Mostly lab experiments
  2. Uncertain situations
  3. Demand Cs
  4. Sample (e.g. males less influenced than females)
65
Q

Cruwys et al., (2015) identified 3 individual differences in who is affected by social norms. These are

A
  1. Low self esteem/high need for acceptance
  2. Body weight
  3. In group/outgroup
66
Q

Cruwys et al., (2015)

How might body weight of others affect social influence?

A

More modelling if social others are same size

67
Q

Cruwys et al., (2015)

If an undesirable outgroup norm is to eat healthy, we are MORE likely/LESS likely to eat healthy

A

Less likely

68
Q

Cruwys et al., (2015)

We tend to do the _______ of whatever an….

A

Opposite

Undesirable outgroup does

69
Q

Descriptive norms are worse/better than injunctive

A

Better

70
Q

_________ _________ influence the impact of social influence

A

Individual differences

71
Q

What was the core reading

A
  1. Robinson, Fleming + Higgs (2014)

246 S2 (18 decks)

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