A2 Psychology - GROBY
A2 Psychology
Eating Behaviour Workbook
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Name_________________________
Form__________________________
Mark Ryman, Clare Teasdale, Vicki Varney 2014
How Unit 3 is assessed
1 hr 30mins exam = 25% of the total A level marks
Three sections
Question 1 -: Biological rhythms and sleep
Question 5-: Eating behaviour
Question 3-: Relationships
*Within these topics you are expected to show an understanding of issues, debates and approaches, demonstrating how this is relevant within the topic areas.
Introduction
We will be working through this booklet in lesson time, it can also be used as a revision aid nearer to the exam. Inside this booklet are resources that have been designed to help you to understand and revise eating behaviour psychology. Three different areas are covered;
* Eating behaviour
* Biological explanations of eating behaviour
* Eating disorders
The booklet also contains a list of the specification requirements which you can use as a checklist to monitor your progress. Past exam questions have also been included so you know what to expect, some of these will be completed during lesson time.
These are useful sites which may help you with your revision; some of them have been used within the booklet.
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When preparing resources, the following textbook has been used:
* Cardwell, M. & Flannagan, C. (2009) Psychology A2: The Complete Companion. (Second Edition) Folens Limited.
* Comer, R,J. (2001) Abnormal Psychology (Fourth Edition) Worth Publishers: New York.
* Gross, R. & Rolls, G. (2009) AQA (A) Psychology for A2. Hodder Education.
[pic]How is your work assessed?
AO1 – knowledge and understanding of psychology (as a science) and of how science works.
AO2 – Application of knowledge and understanding of psychology and of how science works: analysis and evaluation of knowledge and processes; application of scientific knowledge and processes to unfamiliar situations, including issues; assessment of the validity, reliability and credibility of scientific information.
AO3 – How science works. Psychology candidates should be able to describe ethical, safe and skilful practical techniques and processes; know how to make, record and communicate reliable and valid observations and measurements; analyse, interpret, explain and evaluate methodology, results and impact of their own and others’ investigative activities.
It is appropriate and workable to incorporate approaches, issues and debates into your answers (marks for free!!). In order for you to reach the higher bands you have to effectively reference such material. The AO3 marks are likely to be accessed through methodological analysis and evaluation of studies.
The assessment for learning cycle
Teacher sets task
Student performs task
Teacher / student / peer marks task
Systematised feedback on task
Follow-up work
The systematised feedback will:
✓ Relate to how your work will be marked in the external examinations
✓ Be a system that you can understand
✓ Provide feedback that is development
Key Term Glossary
Using information from the lessons, you will need to fill in the following table over this half of the term with definitions for the following:
|Key Term |Definition |
|Social learning | |
|Restraint theory | |
|Role of denial | |
|Homeostasis | |
|Lateral hypothalamus (LH) | |
|Ventromedial hypothalamus (VMH) | |
|EEA | |
|Sociocultural explanations | |
|Evolutionary explanations | |
|Dieting | |
|Taste Aversion | |
|Psychological explanations | |
|Hunger | |
|Anorexia Nervosa | |
|Biological explanations | |
|Free will | |
|Determinism | |
|Satiety | |
Topic 1: Attitudes to food and eating behaviour
|The social learning theory claims that observing others and their attitudes to food shapes our own attitudes and behaviour towards |
|food. |
|A01 - Parental modeling – parents attitudes affect their children, as the parents control the types of food eaten within the home. |
|Brown and Ogden (2004) found consistent correlations between parents and their children in terms of snack food, eating motivations |
|and body dissatisfaction. |
|[pic]What is your favourite food?___________________________________________ |
|[pic]Why is it your favourite food? __________________________________________ |
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|A02 – Meyer and Gast (2008) surveyed 10-12year old boy and girls and found a significant positive correlation between peer |
|influence and disordered eating. Showing that peers can also have an impact on eating behaviour. |
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|A01- Media- MacIntyre et al (1998) found that the media has an impact on what people eat and their attitudes to certain food. |
|Researchers have found that eating behaviours are limited by personal circumstances like age and family income. Knowledge about |
|healthy eating is very much influenced by the media and the messages it presents. |
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|[pic]Task 1: Find out about the ministry of food experiment that Jamie Oliver was involved with, in 2008. How does it relate to |
|attitudes to food and eating? |
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|Evaluate the social learning explanation of attitudes to food. |
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Task 2: What does the media tell us?
As a class we are going to analyse 3 television advertisements on fast food. Before we do that, what is a content analysis? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How will carrying out a content analysis on fast food adverts help us to explore how the media portrays attitudes about this type of food?
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Task:
You need to create a content analysis using both newspaper and television adverts. As part of your conclusion you should link your findings with those of MacIntyre (1998) and Ogden (2007).
Adverts analysed:
Key terms measured
Trends discovered
Conclusion
Cultural influences
Task
To help you to form an introduction to cultural factors, read the following extract and write a summary conclusion below.
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Summary Conclusion
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KEY RESEARCH- Complete the table
|A01 |A02 (studies) |
|Powell and Khan (1995) found that body dissatisfaction and | |
|related eating concerns as well as disorders such as bulimia | |
|nervosa are more characteristic of white women than black or | |
|Asian women | |
| |Story et al 1995 found in a sample of American students that |
| |higher social class, was related to lower rates of weight control|
| |behaviour and greater satisfaction with weight. |
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Mood
A01 -Mood and eating behaviour -Binge eating- Davis et al (1988) found that 1 hour before a binge individuals that were bulimic had more negative mood states than 1 hour before a normal snack or meal. This same relationship between low mood and binge eating appears to hold for sub clinical populations below the threshold diagnosis.
What did Wegner et al in 2002 find?
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What did Garg et al in 2001 find when investigating low mood and comfort eating.
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A02-Studies have found that low mood precedes episodes of binge eating suggesting that low mood and the onset of binge eating is linked. Binge eating offers immediate gratification, but as many studies report a drop in mood immediately after the binge. It is unclear why a binge eating episode might be reinforcing.
[pic]Can chocolate influence our mood?
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Topic 2: Explanations for the success or failure of dieting
It has been estimated that at any one time 40 per cent of the female population is trying to lose weight, usually by dieting. A multi-million pound dieting industry has grown up over the last 20 years, advertising various diets and strategies guaranteed to help you to lose weight. This industry is built for women and girls, but why?
|[pic]Task: Research these different diets, finding out what type of diet it is and whether you think it will result in success or |
|failure giving reasons for your answer. |
|Atkins |
|Weight Watchers |
|The Zone Diet |
Restraint theory key study: Herman and Mack (1975)
Read the following study and complete the conclusion and evaluation.
Conclusion
Methodological issues
Ethical issues
The boundary model
Herman and Polivy (1984) developed the boundary model in an attempt to explain why dieting may lead to over eating. The model suggests that hunger keeps intake of food above a minimum and satiety (satisfaction of hunger) works to keep intake below some maximum level. Dieters have a larger range between hunger and satiety levels, it takes them longer to feel hungry and take more food to satisfy.
|Draw out the diagram on pg.86 to illustrate. |
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Restrained eaters have a self imposed desired intake, once they have gone over the boundary they continue to eat until they reach satiety beyond the maximum level imposed as part of the diet.
A02 -Commentary
Q.1) Discuss the implications for obesity treatment using the restraint theory.
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Q.2) Why does the restraint theory have limited relevance?
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The role of denial
Research in cognitive psychology has suggested that attempting to deny a thought can make it more prominent. [pic]Wegner et al (1987) demonstrated this when he asked participants not to think about a white bear, they thought more about a white bear compared to those told to think of a white bear.
The whole process of dieting involved deciding not to eat certain foods or not to eat them as often ( e.g. chocolate, cake and biscuits). According to the theory of ironic processes of mental control, food which is denied often becomes more attractive.
A02 – Soetens et al (2006) supported the theory of ironic processes. Participants were divided into two different groups. The disinhibited restrained group (try to eat less but often over eat) used more thought suppression than the other groups and showed more of a rebound effect (thought more about food) afterwards. What does this show?
Neural mechanisms in eating and satiation
Humans need food to sustain life and have an inbuilt physiological system to deal with hunger and satiation (satisfaction of those needs).
Neural Mechanisms in Eating and Satiation
|Homeostasis | |
|Homeostasis and eating | |
|Homeostasis and eating systems | |
|The lateral hypothalamus | |
|The ventromedial hypothalamus | |
|Damage to the ventromedial hypothalamus | |
|Neural control of cognitive factors | |
|The amygdala | |
|The inferior prefrontal cortex | |
[pic]Evolutionary explanations for food preference
The environment of evolutionary adaptation (EEA). EEA refers to the environment that the species first evolved. It is believed that humans lived in hunter-gatherer societies, diets would therefore consist of plants and animals that existed within that environment. Why would evolutionary psychologists believed that humans developed a preference for fatty foods?
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A02 – Gibson and Wardle (2001) found that calorie-rich foods (potatoes and bananas) were more likely to be chosen by children, demonstrating an evolved preference for foods high in calories.
[pic]Meat- Humans began to include meat in their diets due to the decline in quality plant foods caused by receding forests. Fossil evidence suggests that animals based founds such as animal liver, kidney and brains may have been part of the daily diet of hunter-gatherer groups. Milton (2008) claims that without animals, it’s unlikely that humans would have developed into active intelligent species.
A02- what did Cordian et al argue? __________________________________________
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Taste Aversion – Bait shyness was discovered by farmers trying to get rid of rats. They found that it was difficult to kill the rats using poison because they would only take a small amount of any new food and if they became ill they would avoid it. Garcia et al (1995) found that rats that have been made ill through radiation shortly after eating saccharin developed an aversion to it. Seligman (1970) claimed that different species evolved different learning abilities, he called this biological preparedness, these associations would then help the individual to survive.
• What is the medicine affect?
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The evolution cartoon
Complete the following based on the evolutionary approach
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Anorexia Nervosa
Find out what the clinical characteristics of AN according to the DSM- IV-TR these headings will help you.
1. Anxiety
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2. Weight
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3. Body-image distortion
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4. Amenorrhea
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AN Case Study
• Highlight any of the clinical symptoms of AN in the case study on Janet.
|[pic]Janet Caldwell was five feet, two inches tall and weighed 62 pounds….. Janet began dieting at the age of 12 when she weighed |
|115 pounds and was chided by her family and friends for being for being “pudgy” She continued to restrict her food intake over a |
|two-year period, and as she grew thinner, her parents became increasingly more concerned about her eating behaviour. |
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|Janet felt that her weight problem began at the time of puberty. She said that her family and friends supported her efforts to |
|achieve a ten pound weight loss when she first began dieting at the age of 12. Janet did not go on any special kind of diet. |
|Instead, she restricted her food intake at meals, generally cut down on carbs and protein intake, tended to eat a lot of salads, |
|and completely stopped snacking between meals. At first, she was quite pleased with her progressive weight reduction, and she was |
|able to ignore her feelings of hunger by remembering the weight loss goal she had set for herself. However, each time she had lost |
|the number of pounds she had set for her goal she decided to lose a few more pounds. Therefore she continued to set new weight |
|goals for herself. In this manner, her weight dropped from 115 pounds to 88 pounds during the first year of her weight loss regime.|
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|Janet felt that, in her second year of dieting, her weight loss had continued beyond her control. She became convinced that there |
|was something inside of her that would not let her gain weight. Janet commented that although there had been occasions over the |
|past few years when she had been fairly ‘down’ or unhappy, she still felt driven to keep on dieting. As a result, she frequently |
|went for walks, ran errands for her family, and spent a great deal of time cleaning her room and keeping it in a meticulously neat |
|and unaltered arrangement. |
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|When Janet’s weight loss continued beyond the first yea, her parents insisted that she their family doctor, and Mrs Caldwell |
|accompanied Janet to her appointment. The doctor was quite alarmed at Janet’s appearance and prescribed a high calorie diet. Janet |
|said that her mother spent a great deal of time pleading with her to eat, and Mrs Caldwell planned various types of meals that she |
|thought would be appealing to Janet. Mrs Caldwell also talked a great deal to Janet about the importance of good nutrition. Mr |
|Caldwell, on the other hand, became quite impatient with these discussions and tended to order Janet to eat. Janet would then try |
|to eat something, but often became tearful and ran out of the room because she could not swallow the food she had been ordered to |
|eat. The youngster said that she often responded to her parents’ entreaties that she eat by telling them that she indeed had eaten |
|but they had not seen he do so. She often listed foods that she said she had consumed which in fact she had flushed down the |
|toilet. She estimated that she only was eating about 300 calories a day. |
|(Leon, 1984, pp. 179-184) |
Psychological explanations of AN
Using p92 and 93 of the textbook complete the following
Biological explanations of AN
|Name of topic |Outline of theory (A01) |Conflicting evidence (low A02) |IDA (High A02) |
|Neurotransmitters | | | |
|Seroton | | | |
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|Neurotransmitters | | | |
|Dopamine | | | |
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|Neurodevelopment | | | |
|Pregnancy and birth complications | | | |
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|Neurodevelopment | | | |
|Season of birth | | | |
|Evolutionary Explanation | | | |
|The reproductive suppression hypothesis | | | |
|Evolutionary Explanations | | | |
|The ‘adapted to flee’ hypothesis (AFFH) 1 | | | |
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|Evolutionary Explanations | | | |
|The ‘adapted to flee’ hypothesis (AFFH) 2 | | | |
|Topic Area Progress Checker |Progress Check | | |
|Highlight how you feel about each section of the specification. |November |Progress Check |Progress Check |
|Green = Feel Confident able to answer a question | |December |January |
|Amber = Almost there but I need to spend some more time on this/need help from teacher | | | |
|Red = I have no idea, I couldn’t complete a question. | | | |
|Eating behaviour | |
|Factors influencing attitudes to food and eating behaviour, for example cultural influences, mood and health | | | |
|concerns. | | | |
|Explanations for the success or failure of dieting. | | | |
|Biological explanations of eating behaviour | |
|The role of neural mechanisms involved in controlling eating and satiation. | | | |
|Evolutionary explanations of food preference. | | | |
|Eating disorders | |
|Psychological explanations of one eating disorder, for example, anorexia nervosa, bulimia nervosa, obesity. | | | |
|Biological explanations, including neural and evolutionary explanations of one eating disorder, for example, | | | |
|anorexia nervosa, bulimia nervosa, obesity. | | | |
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Ethnicity and peer influence
Personality
Cultural ideals and the media
Links with previous research
Links with previous research
Links with previous research
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