Attitudes to Food and Eating Behaviour - Building Block

Here is a building block (i.e. essay plan) that I made for the first topic in the Eating unit. It includes many studies which aren't in the 'Complete Companion' textbook because my teacher found some which are more memorable. They're a lot more interesting and I found that they stuck in my mind quite easily. I felt very confident with this one when going into the exam.

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Building block: Attitudes to Food and Eating Behaviour
AO / IDA Content of paragraph
AO1 Children learning to like foods through their parent's reaction (vicarious
reinforcement) as they are their role model.
Parental If observe a positive pleasant reaction, they form a mental representation of
Role Models whether this food would be good or bad to eat.
This is followed by direct reinforcement when they try the food and like it,
making it more likely to be eaten again.
AO2 Pliner ­ it may not be parental role models, but what their parents expose them
to.
Mere Found that the more times students tasted a new fruit drink, the more they
Exposure liked it. Shows children may develop preferences to foods that they have
Effect encountered before rather than those which they haven't.
AO1 If parents feed their children to change their mood, patterns can occur and lead
to comfort eating ­ classical conditioning.
Emotional If when their child's upset they give them a biscuit, when a child experiences
Feeding that negative emotional state again they will want a biscuit again as they expect
it to make them feel better.
AO2 Supported by Blissett et al. ­ gave children a puzzle to do and promised a sticker
if completed it. Half of the children had a piece missing and were upset as they
Puzzles and couldn't get a sticker.
Stickers Afterwards, offered snacks. Found that those who didn't get a sticker and had
experienced emotional feeding before ate five times as much chocolate.
AO1 Peers, like parents, also act as role models, as the child wants to be like them
and be accepted. Their peers set eating norms and the child then eats the same
Peer foods in order to be part of the group.
Modelling
AO2 Greenhalgh et al. ­ gave children blue food which they have never experienced
before. In one of two conditions ­ one where peers ate and enjoyed the food,
`Blue Foods' and one where peers rejected the food.
Study Found consumption was 71% with positive peer models and 2% with negative
ones.
AO2 Tapper et al. ­ role models are most effective if:
Multiple models are present, models are liked/admired by observer, models are
Making Role slightly older and their behaviour is rewarded.
Models Increases their impact.
Effects
IDA Children's animation for primary schools which used Tapper's criteria for a
successful role model. Encouraged eating of fruit and veg/
Real World ­ Found schools that used it ­ children ate for fruit and veg.
`Food Dudes' Influences mental representation of eating.

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AO1 The representation of food in media can influence choices.
Branding uses the `mere exposure effect' as its advertising makes us feel more
Media familiar with the food, encouraging us to prefer it to brands we have not
experienced/encountered before.
AO2 Robinson ­ offered children two fast food meals each. Told one was branded
with McDonald's and the other wasn't.
McDonald's The majority reported that the McDonald's meal tasted better, despite the
Branding meals being identical.…read more

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