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Notes/Psychology/Eating behaviour
Notes · PsychologyUK · A-Levels

Eating behaviour

This optional topic examines the psychology of eating: why we prefer certain foods, how the brain and hormones control hunger and satiety, and the biological and psychological explanations of anorexia nervosa and obesity. It is one of the three choices in the second option block of Paper 3.

5 sections·~16 min reading time·3 competencies·Level Standard 1 · Advanced 4

T·131313 / 17
Exam profile
AO1 · Describe the explanations for food preference, the control of eating, and the explanations of anorexia and obesityAO2 · Apply the mechanisms and explanations to novel scenarios and dataAO3 · Evaluate the biological and psychological explanations of eating behaviour and eating disorders
Operators:describeexplainapplyevaluatediscuss

basic level

This is a full A-Level (A2) optional topic, not part of AS; on Paper 3 students study one topic from this option block (Schizophrenia, Eating behaviour or Stress).

higher level

The full A-Level requires description, application and evaluation of the explanations for food preference, the control of eating and the explanations of anorexia and obesity.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. Eating behaviour
    • 01Explanations for food preference: evolution and learning◐
    • 02Neural and hormonal control of eating●
    • 03Biological explanations for anorexia nervosa●
    • 04Psychological explanations for anorexia nervosa●
    • 05Explanations for obesity: restraint, disinhibition and the boundary model●
§ 01

Explanations for food preference: evolution and learning#

●●○StandardLPAQA 7182 3.3.6LPDfE GCE Psychology - explanations for food preferences

Explanations for food preference

Food preferenceGraph, evolutionary pressures (survival) → neophobia (avoid the unfamiliar), evolutionary pressures (survival) → taste aversion (avoid what made us ill), neophobia (avoid the unfamiliar) → food preferences, taste aversion (avoid what made us ill) → food preferences, learning (social / cultural) → food preferencesevolutionarypressures(survival)neophobia (avoidthe unfamiliar)taste aversion(avoid what madeus ill)learning (social/cultural)food preferences
Fig. 1Evolution provides innate biases (neophobia, taste aversion); learning tunes preferences to the culture - the two interact.

Key points

The evolutionary explanation argues that our food preferences were shaped by natural selection to help our ancestors survive. A preference for sweet and fatty (energy-dense) foods would have been adaptive when food was scarce, because these foods provide the calories needed for survival - which helps explain the modern over-consumption of such foods in an environment where they are now abundant. Two protective mechanisms are highlighted. Neophobia is a reluctance to eat new or unfamiliar foods, which is adaptive because unknown foods could be poisonous. Taste aversion is the rapid learning to avoid a food that has previously made us ill (even after a single pairing, and even with a long delay), which is adaptive because it prevents repeated poisoning; Garcia's research showed this learning is biologically prepared - we readily associate illness with taste but not with other cues.
The learning explanation emphasises that many food preferences are acquired through experience rather than being innate. Through classical conditioning, foods become associated with the contexts and feelings that accompany them; through operant conditioning, being rewarded (or praised) for eating certain foods increases a preference for them. Social learning is especially powerful: children imitate the food choices of parents, peers and models in the media, and cultural influences shape what is regarded as food at all - so food preference varies enormously across cultures.
The two explanations are complementary rather than competing: evolution provides the innate biases (towards sweet and fat, and away from novelty and toxins) and learning tunes these to the specific foods available in a person's culture and family. This interaction is a good example of nature and nurture working together in a single behaviour.
The explanations are evaluated for evidence and limitations. The evolutionary account is supported by the universality of the sweet preference and by the biologically prepared nature of taste aversion, but it is criticised as difficult to test directly (we cannot observe our ancestors' diets) and as unable to explain individual and cultural variety on its own. The learning explanation is supported by cross-cultural variation and by evidence that children imitate food choices, but it can underplay the innate biological biases that evolution provides. The strongest account combines the two.
Worked example

Explaining a food aversion

A person eats an unfamiliar shellfish, becomes violently ill hours later, and afterwards cannot bear even the smell of it. Explain this using evolutionary theory.

  1. 01Identify the mechanism

    A single pairing of the food's taste with later illness produces a strong, lasting taste aversion.

  2. 02Explain the adaptiveness

    Rapidly learning to avoid a food that made us ill prevents repeated poisoning, so it improves survival - an evolved, biologically prepared response.

  3. 03Note the specificity

    Garcia showed we readily associate illness with taste (but not with lights or sounds), so the aversion attaches to the food, not the setting.

Result: The lasting aversion is an adaptive, biologically prepared taste aversion that protects against repeated poisoning.

Exam focus

  • Explain neophobia and taste aversion as adaptive mechanisms and the role of learning and culture.
  • Evaluate the evolutionary and learning explanations and argue for their interaction.

Typical mistakes

  • Treating food preference as purely innate or purely learned - the two interact.
  • Confusing neophobia (fear of new foods) with taste aversion (avoiding a food that caused illness).

Active revision

Explain how taste aversion could be an adaptive mechanism, referring to Garcia's research.

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for psychology (Department for Education) · AQA A-level Psychology 7182 specification (AQA)

§ 02

Neural and hormonal control of eating#

●●●AdvancedLPAQA 7182 3.3.6LPDfE GCE Psychology - the control of eating behaviour

Neural and hormonal control of eating

Control of eatingGraph, ghrelin (empty stomach) → lateral hypothalamus ('on'), lateral hypothalamus ('on') → hunger: start eating, leptin (fat stores) → ventromedial hypothalamus ('off'), ventromedial hypothalamus ('off') → satiety: stop eatingghrelin (emptystomach)lateralhypothalamus('on')hunger: starteatingleptin (fatstores)ventromedialhypothalamus('off')satiety: stopeating
Fig. 2Ghrelin and the lateral hypothalamus drive hunger; leptin and the ventromedial hypothalamus signal satiety.

Key points

Eating is regulated by a homeostatic system that keeps the body's energy supply in balance, centred on the hypothalamus. The classic dual-centre model identifies two regions with opposing roles. The lateral hypothalamus (LH) acts as a 'hunger centre': when activated it triggers eating, and damage to it causes a loss of appetite. The ventromedial hypothalamus (VMH) acts as a 'satiety centre': when activated it stops eating, and damage to it causes overeating and obesity. So one centre switches hunger on and the other switches it off.
Two hormones signal the body's energy state to the hypothalamus. Ghrelin is released by the stomach when it is empty and rises before meals; it stimulates the lateral hypothalamus to produce the feeling of hunger, so it is the 'hunger hormone'. Leptin is released by the body's fat cells in proportion to the amount of stored fat; it acts on the ventromedial hypothalamus to signal satiety and suppress appetite, so higher fat stores should mean more leptin and less hunger - it is the 'satiety hormone'.
The system works as a feedback loop. Before a meal, an empty stomach releases ghrelin, which stimulates the hunger centre and drives us to eat; after a meal, and as fat stores are maintained, leptin signals the satiety centre to stop eating. This balance normally keeps body weight stable, and disruptions to it (for example, leptin resistance, in which the brain stops responding to leptin) are implicated in overeating and obesity.
The neural and hormonal account is evaluated as well evidenced but oversimplified. Its strengths are strong support from lesion studies (damage to the two centres has the predicted opposite effects) and from the discovery of ghrelin and leptin. Its limitations are that the simple dual-centre model is now known to be too neat (other brain regions and neurotransmitters are involved), that it is reductionist (it explains hunger biologically but ignores the powerful psychological, social and cultural influences on eating - we often eat when not hungry, or refuse food when starving), and that leptin does not straightforwardly control appetite in obese people, who often have high leptin but continued hunger (leptin resistance). A full account must combine the biology with psychological factors.
Worked example

Predicting the effect of lesion damage

An animal with damage to its ventromedial hypothalamus overeats and becomes obese. Explain this using the dual-centre model.

  1. 01Recall the centre's role

    The ventromedial hypothalamus is the satiety centre, which normally signals when to stop eating.

  2. 02Apply the damage

    With the satiety centre damaged, the 'stop eating' signal is lost, so the animal keeps eating.

  3. 03Explain the outcome

    Continued eating without a satiety signal leads to overeating and obesity - exactly the effect the dual-centre model predicts, supporting the model.

Result: Damage to the satiety centre removes the stop signal, causing overeating - as the dual-centre model predicts.

Exam focus

  • Explain the roles of the lateral and ventromedial hypothalamus and of ghrelin and leptin.
  • Evaluate the dual-centre model, including its reductionism and the problem of leptin resistance.

Typical mistakes

  • Swapping the two centres - the lateral hypothalamus starts eating (hunger); the ventromedial stops it (satiety).
  • Confusing ghrelin (hunger, from the stomach) with leptin (satiety, from fat cells).

Active revision

Explain how ghrelin and leptin work together to regulate hunger and satiety.

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for psychology (Department for Education) · AQA A-level Psychology 7182 specification (AQA)

§ 03

Biological explanations for anorexia nervosa#

●●●AdvancedLPAQA 7182 3.3.6LPDfE GCE Psychology - biological explanations for anorexia nervosa

Key points

Anorexia nervosa is a serious eating disorder characterised by a refusal to maintain a healthy body weight, an intense fear of gaining weight, and a distorted perception of one's own body. Biological explanations propose that it has physical causes - genetic and neural - that make some people vulnerable to developing it.
The genetic explanation is supported by evidence that anorexia runs in families and shows higher concordance in identical than non-identical twins, suggesting an inherited vulnerability. As with other disorders, it is thought to be polygenic, and no single 'anorexia gene' has been found; what is inherited is more likely a predisposition (for example, towards particular personality traits or neurotransmitter differences) than the disorder itself.
Neural explanations focus on neurotransmitters and brain structures. Abnormal levels of serotonin and dopamine have been implicated: altered serotonin activity may contribute to the anxiety and obsessive features often seen in anorexia, while altered dopamine in reward pathways may affect how sufferers experience food and self-control. Differences in brain regions involved in reward, body perception and the control of eating have also been reported.
The biological explanations are evaluated as suggestive but limited. Their strengths are the twin and family evidence for a genetic vulnerability and the plausible links to neurotransmitter systems, which fit with the partial effectiveness of drugs affecting serotonin. Their weaknesses are that concordance is far below 100% (so genes are not the whole story), that much of the neural evidence is correlational (abnormal neurotransmitter levels may be a consequence of starvation rather than a cause of the disorder), and that a purely biological account cannot easily explain the strong cultural patterning of anorexia (its association with particular societies and time periods), which points to psychological and social causes. As with schizophrenia, the evidence supports an interactionist, diathesis-stress view.
Worked example

Evaluating a neural finding

A study finds abnormal serotonin activity in people with anorexia. Explain why this does not prove serotonin causes the disorder.

  1. 01State the finding

    People with anorexia show abnormal serotonin activity compared with controls - a correlation.

  2. 02Raise the cause-effect problem

    Because the participants are already severely underweight, the abnormal serotonin could be a result of starvation rather than a cause of the disorder.

  3. 03Draw the conclusion

    Correlational, cross-sectional data cannot establish direction, so the finding is consistent with, but does not prove, a serotonin cause; longitudinal or recovery studies would be needed.

Result: The serotonin abnormality may be an effect of starvation rather than a cause, so causation cannot be inferred.

Exam focus

  • Explain the genetic (twin/family, polygenic) and neural (serotonin, dopamine) explanations of anorexia.
  • Evaluate the biological explanations, including the cause-versus-effect problem for neural findings.

Typical mistakes

  • Claiming a single gene causes anorexia - the vulnerability is polygenic and only a predisposition.
  • Treating abnormal neurotransmitter levels as proven causes - they may be an effect of starvation.

Active revision

Explain why the cultural patterning of anorexia is a problem for a purely biological explanation.

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for psychology (Department for Education) · AQA A-level Psychology 7182 specification (AQA)

§ 04

Psychological explanations for anorexia nervosa#

●●●AdvancedLPAQA 7182 3.3.6LPDfE GCE Psychology - psychological explanations for anorexia nervosa

Psychological explanations of anorexia

Psychological explanations of anorexiaTable with 3 columns and 3 rows, Data: Explanation · Key idea · Limitation; Family systems · enmeshed, controlling family dynamics · risks blaming families; weak evidence; Social learning · modelling and reinforcing the thin ideal · cannot explain who does not develop it; Cognitive · distorted body image and thinking · distortions may be effect, not causeEXPLANATIONKEY IDEALIMITATIONFamily systemsenmeshed, controlling familydynamicsrisks blaming families; weakevidenceSocial learningmodelling and reinforcingthe thin idealcannot explain who does notdevelop itCognitivedistorted body image andthinkingdistortions may be effect,not cause
Fig. 3Three psychological explanations - family systems, social learning and cognitive - each capture part of the picture.

Key points

Family systems theory locates anorexia in dysfunctional patterns within the family as a whole. Minuchin's psychosomatic family model describes families characterised by enmeshment (over-involvement, with poor boundaries between members), over-protectiveness, rigidity and an avoidance of conflict; in such a family, the argument goes, refusing food can be a way for an adolescent to gain control or express distress that cannot be expressed openly. The disorder is seen as serving a function within the family's dynamics.
Social learning theory explains anorexia through the modelling and reinforcement of thin-ideal behaviour. People (especially young women) observe and imitate slim models, celebrities and peers, and are vicariously reinforced when thinness is praised or rewarded; dieting behaviour that attracts approval is reinforced, which can escalate. The media's promotion of a thin ideal is seen as providing powerful models, consistent with the way anorexia rates rise as this ideal spreads.
The cognitive explanation focuses on distorted thinking. People with anorexia show cognitive distortions - faulty, irrational ways of processing information about their bodies - such as a distorted body image (perceiving themselves as larger than they are), all-or-nothing thinking about food and weight, and irrational beliefs about the meaning of eating and thinness. These distortions maintain the disorder by making the person's dangerous behaviour seem, to them, reasonable and necessary.
The psychological explanations are evaluated for support and limitations. They have real-world application (they underpin family therapy and CBT for eating disorders) and fit the strong cultural and social patterning of anorexia that biology cannot explain. However, family systems theory is criticised for potentially blaming families and for weak evidence, social learning theory cannot explain why only a minority exposed to the thin ideal develop anorexia, and the cognitive explanation describes the distorted thinking well but may confuse cause and effect (distortions may be a symptom as much as a cause). As with the biological account, no single psychological explanation is complete, and an interactionist view is preferred.
Worked example

Applying the cognitive explanation

A dangerously underweight person still perceives themselves as 'fat' and believes that eating a normal meal will make them balloon. Explain this using the cognitive explanation.

  1. 01Identify the distortion

    Perceiving oneself as fat when severely underweight is a distorted body image; the belief that a meal will cause dramatic weight gain is an irrational, all-or-nothing belief.

  2. 02Explain the maintenance

    These distortions make continued restriction seem reasonable and necessary to the person, so the behaviour is maintained despite the danger.

  3. 03Add an evaluation point

    The distortions clearly accompany the disorder, but whether they cause it or result from it (and from starvation) is uncertain, which limits the explanation.

Result: Distorted body image and irrational beliefs maintain the restriction, though their causal status is uncertain.

Exam focus

  • Explain the family systems, social learning and cognitive explanations of anorexia.
  • Evaluate them and link them to family therapy and CBT for eating disorders.

Typical mistakes

  • Confusing the social learning (media modelling) and cognitive (distorted thinking) explanations.
  • Presenting a distorted body image as a proven cause - it may be a symptom of the disorder.

Active revision

Explain how the cognitive explanation accounts for a person with anorexia continuing to diet despite being underweight.

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for psychology (Department for Education) · AQA A-level Psychology 7182 specification (AQA)

§ 05

Explanations for obesity: restraint, disinhibition and the boundary model#

●●●AdvancedLPAQA 7182 3.3.6LPDfE GCE Psychology - explanations for obesity

The boundary model of eating

The boundary model (amount eaten ->)Number line, hunger boundary, diet boundary (restraint), satiety boundary0510hunger boundarydiet boundary(restraint)satiety boundary
Fig. 4The boundary model: restrained eaters set a diet boundary below the satiety boundary; crossing it (disinhibition) leads to eating up to the satiety boundary.

Key points

Obesity has both biological and psychological explanations. Biological explanations include a genetic predisposition (obesity runs in families and shows a heritable component), and physiological factors such as a lower resting metabolic rate or leptin resistance (in which the brain no longer responds to the satiety signal from leptin, so hunger persists). These biological factors set a vulnerability, but the modern 'obesogenic' environment of abundant, energy-dense food is needed to turn it into weight gain.
The psychological explanations centre on the paradox that dieting can, in some people, lead to overeating. Restraint theory proposes that consciously restricting food intake (restrained eating) can paradoxically increase the likelihood of overeating, because the constant cognitive effort of restraint is fragile. Disinhibition is the breakdown of that restraint: when a restrained eater breaks their self-imposed rule (the 'what-the-hell' effect - 'I've broken my diet, so I may as well eat everything'), or is disinhibited by stress, alcohol or low mood, they overeat.
Herman and Polivy's boundary model brings these ideas together. It proposes that eating is governed by two physiological boundaries: a hunger boundary (below which we feel hungry) and a satiety boundary (above which we feel full), with a 'zone of biological indifference' between them where physiological signals are weak and eating is governed more by psychological factors. Restrained eaters are said to impose a self-imposed 'diet boundary' below the satiety boundary; once they cross it (disinhibition), they carry on eating up to the higher satiety boundary, so they end up eating more than an unrestrained eater would - explaining how dieting can lead to overeating.
These explanations are evaluated for support and limitations. Restraint theory and the boundary model have laboratory support (restrained eaters do tend to overeat after their restraint is broken) and useful real-world implications (very strict dieting may be counterproductive). However, restraint theory cannot explain all obesity (some restrained eaters lose weight successfully, and not everyone who diets overeats), the boundaries in the model are hard to measure precisely, and biological and psychological factors clearly interact - so, as with the other topics here, an interactionist account combining a biological vulnerability with the modern food environment and psychological patterns of eating is most convincing.
Worked example

Applying the boundary model

A restrained eater eats a small cake against their diet rules and then continues eating well past the point of fullness. Explain this using the boundary model.

  1. 01Locate the diet boundary

    The restrained eater has set a self-imposed diet boundary below their physiological satiety boundary.

  2. 02Cross it (disinhibition)

    Eating the cake breaks the diet rule; this disinhibition triggers the 'what-the-hell' effect, so restraint collapses.

  3. 03Eat to the satiety boundary

    With restraint gone, the person eats up to their higher physiological satiety boundary, overeating more than an unrestrained eater would.

Result: Crossing the diet boundary disinhibits eating up to the higher satiety boundary, explaining the overeating.

Exam focus

  • Explain restraint theory, disinhibition and the boundary model, including the diet boundary.
  • Evaluate the psychological explanations and set them alongside biological factors.

Typical mistakes

  • Saying restraint always prevents overeating - restraint theory argues it can paradoxically cause overeating.
  • Omitting the diet boundary, which is what distinguishes restrained from unrestrained eaters in the boundary model.

Active revision

Using the boundary model, explain why a dieter who eats one biscuit may then eat the whole packet.

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for psychology (Department for Education) · AQA A-level Psychology 7182 specification (AQA)

Contents

Section -- / 05

    • 01Explanations for food preference: evolution and learning◐
    • 02Neural and hormonal control of eating●
    • 03Biological explanations for anorexia nervosa●
    • 04Psychological explanations for anorexia nervosa●
    • 05Explanations for obesity: restraint, disinhibition and the boundary model●

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Eating behaviour

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References & sources

Sources

Department for Education

  • GCE AS and A level subject content for psychology

AQA

  • AQA A-level Psychology 7182 specification

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