AQA A-level Psychology · 4.3.6

Eating behaviour

50 exam-style questions with answers for 4.3.6 Eating behaviour in AQA A-level Psychology (spec 7182). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below. Not official AQA material.

All 50 questions and answers

Question 1 · Spec 4.3.6 · Evolutionary explanation
Outline the evolutionary explanation for food preferences. [3 marks]
Answer:
Food preferences evolved because they helped our ancestors survive and reproduce in the environment of evolutionary adaptation (1); e.g. a preference for sweet foods signalled ripe fruit and a source of energy (1); a preference for fatty foods provided calories needed for survival, and salt is needed for nerve and muscle function (1).
Question 2 · Spec 4.3.6 · Neophobia
What is food neophobia, and why may it be adaptive? [3 marks]
Answer:
An innate reluctance to eat unfamiliar foods (1); it is most common in children aged 2–6 (1); it is adaptive because unfamiliar foods could be poisonous or contaminated, so avoiding them increased survival (1).
Question 3 · Spec 4.3.6 · Taste aversion
What is taste aversion? [2 marks]
Answer:
A learned avoidance of a food after becoming ill once after eating it (1); it is adaptive because it helps us avoid foods that might be toxic, and it can be learned in a single trial (1).
Question 4 · Spec 4.3.6 · Taste aversion
Outline Garcia et al.'s (1955) research into taste aversion. [3 marks]
Answer:
Rats were given saccharin-flavoured water and then exposed to radiation that made them ill (1); afterwards, they avoided the saccharin water (1); this showed taste aversion can be learned quickly, even with a delay between eating and illness, which supports an evolutionary basis (1).
Question 5 · Spec 4.3.6 · Evolutionary explanation
Explain one strength of the evolutionary explanation for food preferences. [2 marks]
Answer:
Steiner (1987) found newborn babies showed a positive facial expression to sweet tastes and a negative one to bitter tastes (1); this suggests the preferences are innate rather than learned (1).
Question 6 · Spec 4.3.6 · Evolutionary explanation
Explain one limitation of the evolutionary explanation for food preferences. [2 marks]
Answer:
It cannot explain why some people like bitter foods, e.g. coffee, or develop preferences for spicy foods (1); and food preferences vary between cultures, suggesting learning plays an important role (1).
Question 7 · Spec 4.3.6 · Learning
Explain the role of classical conditioning in food preference. [2 marks]
Answer:
A food (NS) can become associated with a pleasant experience (UCS) (1); e.g. children may come to prefer foods given as a reward or associated with happy occasions (1).
Question 8 · Spec 4.3.6 · Social influences
Explain the role of social influences on food preference. [3 marks]
Answer:
Social learning: children observe and imitate the eating behaviour of models such as parents (1); Birch et al. (1980) found children ate foods more when they saw peers eating them (1); and vicarious reinforcement, e.g. seeing a parent enjoy a food, increases the likelihood of imitation (1).
Question 9 · Spec 4.3.6 · Cultural influences
Explain the role of cultural influences on food preference. [2 marks]
Answer:
Different cultures have different norms about what foods are acceptable, e.g. eating insects or dogs (1); and the media can influence preferences, e.g. adverts for fast food and celebrity endorsements (1).
Question 10 · Spec 4.3.6 · Learning
Explain one strength of the role of learning in food preference. [2 marks]
Answer:
Brown and Ogden (2004) found consistent correlations between parents and children for snack intake and eating motivations (1); this supports the idea that children learn food preferences from their parents (1).
Question 11 · Spec 4.3.6 · Learning
Explain one limitation of learning explanations for food preference. [2 marks]
Answer:
Studies are often correlational, so we cannot conclude learning causes food preferences (1); and twin studies suggest genes also influence preferences, e.g. Breen et al. (2006) (1).
Question 12 · Spec 4.3.6 · Neural mechanisms
Outline the role of the hypothalamus in controlling eating behaviour. [4 marks]
Answer:
The hypothalamus contains two key centres that control eating (1); the lateral hypothalamus (LH) is the 'on switch' that triggers hunger when blood glucose levels fall (1); the ventromedial hypothalamus (VMH) is the 'off switch' that inhibits eating when glucose levels rise (1); this is a homeostatic system, maintaining a stable internal state (1).
Question 13 · Spec 4.3.6 · Neural mechanisms
Outline one study showing the role of the ventromedial hypothalamus. [2 marks]
Answer:
Hetherington and Ranson (1942) lesioned the VMH in rats (1); the rats overate and became obese, showing the VMH acts as a satiety centre (1).
Question 14 · Spec 4.3.6 · Neural mechanisms
Explain what happens when the lateral hypothalamus is damaged. [2 marks]
Answer:
Anand and Brobeck (1951) found that damage to the LH in rats caused them to stop eating (aphagia) (1); this supports the role of the LH as a feeding centre (1).
Question 15 · Spec 4.3.6 · Hormonal mechanisms
Outline the role of ghrelin in eating behaviour. [2 marks]
Answer:
Ghrelin is a hormone released by the stomach when it is empty (1); it stimulates the hypothalamus to increase appetite (1).
Question 16 · Spec 4.3.6 · Hormonal mechanisms
Outline the role of leptin in eating behaviour. [2 marks]
Answer:
Leptin is a hormone secreted by fat (adipose) tissue (1); it signals the hypothalamus to decrease appetite (1).
Question 17 · Spec 4.3.6 · Neural and hormonal mechanisms
Explain one limitation of the dual-centre model of eating. [2 marks]
Answer:
It is oversimplified, as eating is influenced by many brain areas and hormones, not just two centres (1); and it cannot explain eating for reasons other than hunger, e.g. social or emotional eating (1).
Question 18 · Spec 4.3.6 · Neural and hormonal mechanisms
Explain one strength of research into leptin. [2 marks]
Answer:
Montague et al. (1997) found two children with a genetic leptin deficiency were obese (1); when they were given leptin injections, their weight fell, supporting its role in appetite (1).
Question 19 · Spec 4.3.6 · Anorexia nervosa
Outline the genetic explanation for anorexia nervosa. [3 marks]
Answer:
Anorexia runs in families, suggesting a genetic vulnerability (1); Holland et al. (1984) found 56% concordance for MZ twins and 5% for DZ twins (1); candidate genes may be involved, e.g. those affecting serotonin, and it is likely to be polygenic (1).
Question 20 · Spec 4.3.6 · Anorexia nervosa
Outline the neural explanation for anorexia nervosa. [3 marks]
Answer:
Serotonin: high levels may cause anxiety, and food restriction reduces serotonin and anxiety (1); dopamine: Kaye et al. (2005) found anorexic patients had overactive dopamine receptors in the basal ganglia, making food less pleasurable (1); this may lead to increased anxiety about food (1).
Question 21 · Spec 4.3.6 · Anorexia nervosa
Explain one limitation of biological explanations for anorexia nervosa. [2 marks]
Answer:
MZ concordance is not 100%, so environmental factors such as culture and family must also be involved (1); and it is unclear whether neurotransmitter differences cause anorexia or are a result of starvation (1).
Question 22 · Spec 4.3.6 · Family systems theory
Outline family systems theory as an explanation for anorexia nervosa. [4 marks]
Answer:
Minuchin et al. (1978) proposed anorexia results from dysfunctional families (1); enmeshment: family members are over-involved and lack boundaries (1); autonomy: adolescents with overprotective parents struggle to develop independence (1); control: anorexia allows the adolescent to take control of something in their life, their body (1).
Question 23 · Spec 4.3.6 · Family systems theory
Explain one limitation of family systems theory. [2 marks]
Answer:
It blames families for anorexia, which may increase guilt and stress (1); and enmeshment may be a result of the disorder, as parents become more protective (1).
Question 24 · Spec 4.3.6 · Social learning theory
Outline social learning theory as an explanation for anorexia nervosa. [3 marks]
Answer:
Modelling: individuals imitate the eating behaviour of role models, such as parents, peers or celebrities (1); reinforcement: weight loss is positively reinforced through compliments (1); media: the media present thin models as ideal, which young people may imitate (1).
Question 25 · Spec 4.3.6 · Social learning theory
Explain one strength of social learning theory for anorexia nervosa. [2 marks]
Answer:
Becker et al. (2002) found that after TV was introduced to Fiji, girls' dieting increased (1); this suggests media role models influence eating behaviour (1).
Question 26 · Spec 4.3.6 · Cognitive theory
Outline the cognitive explanation for anorexia nervosa. [3 marks]
Answer:
Distortions: people with anorexia overestimate their body size (1); irrational beliefs: they may believe they must be perfect, i.e. perfectionism (1); these cognitive distortions lead to food restriction and the maintenance of anorexia (1).
Question 27 · Spec 4.3.6 · Cognitive theory
Explain one strength of the cognitive explanation for anorexia nervosa. [2 marks]
Answer:
Williamson et al. (1993) found women with eating disorders overestimated their body size compared with a control group (1); this supports the role of cognitive distortions (1).
Question 28 · Spec 4.3.6 · Cognitive theory
Explain one limitation of the cognitive explanation for anorexia nervosa. [2 marks]
Answer:
It is unclear whether distortions cause anorexia or are a result of it (1); and the explanation does not account for why some people develop distortions and others do not (1).
Question 29 · Spec 4.3.6 · Obesity
Outline the genetic explanation for obesity. [3 marks]
Answer:
Obesity may be partly inherited (1); Stunkard et al. (1990) found heritability of BMI was 0.7 in twins raised apart (1); the FTO gene has been linked to obesity, increasing the risk of becoming obese (1).
Question 30 · Spec 4.3.6 · Obesity
Outline the neural explanation for obesity. [2 marks]
Answer:
Obesity may be caused by malfunctioning of the hypothalamus, e.g. damage to the VMH (1); and low levels of serotonin and dopamine may lead to overeating to increase pleasure (1).
Question 31 · Spec 4.3.6 · Obesity
Explain one limitation of biological explanations for obesity. [2 marks]
Answer:
Obesity rates have increased rapidly in recent decades, too quickly for genes to have changed (1); so environmental factors, e.g. availability of food and a sedentary lifestyle, must play a role (1).
Question 32 · Spec 4.3.6 · Restraint theory
Outline restraint theory as an explanation for obesity. [3 marks]
Answer:
Herman and Mack (1975) proposed that restrained eating, i.e. dieting, may lead to overeating (1); restrained eaters deliberately limit what they eat (1); but when they break the diet, they may overeat (the 'what the hell' effect), leading to weight gain (1).
Question 33 · Spec 4.3.6 · Restraint theory
Outline Herman and Mack's (1975) study. [3 marks]
Answer:
Participants were given 0, 1 or 2 milkshakes and then allowed to eat ice cream (1); unrestrained eaters ate less ice cream after drinking milkshakes (1); restrained eaters ate more ice cream after drinking milkshakes, suggesting they had 'given up' on their diet (1).
Question 34 · Spec 4.3.6 · Disinhibition
What is disinhibition in eating? [2 marks]
Answer:
The tendency to overeat in response to stimuli such as stress, emotions or social cues (1); it occurs when restraint is broken, e.g. after alcohol (1).
Question 35 · Spec 4.3.6 · Boundary model
Outline the boundary model as an explanation for obesity. [3 marks]
Answer:
Herman and Polivy (1984) proposed hunger is kept at a minimum level by the threat of discomfort and satiety at a maximum level (1); between these is a zone of biological indifference (1); restrained eaters have a wider zone and a self-imposed diet boundary, so when they exceed it, they overeat until they reach satiety (1).
Question 36 · Spec 4.3.6 · Psychological explanations
Explain one limitation of psychological explanations for obesity. [2 marks]
Answer:
Restraint theory is supported, but not all dieters become obese (1); and most research is lab-based, e.g. Herman and Mack, so findings may not apply to everyday eating (1).
Question 37 · Spec 4.3.6 · Dieting
Explain one reason why dieting may fail. [2 marks]
Answer:
Restraint theory: restrained eating leads to periods of overeating, so dieting results in weight gain (1); the denial of foods makes them more attractive and increases preoccupation with them (theory of ironic processes) (1).
Question 38 · Spec 4.3.6 · Dieting
Explain one reason why dieting may succeed. [2 marks]
Answer:
Redden (2008) found people focusing on the details of food enjoy it for longer, which may help them stick to the diet (1); setting realistic goals and having social support help maintain motivation (1).
Question 39 · Spec 4.3.6 · Dieting
What is the theory of ironic processes in dieting? [2 marks]
Answer:
Wegner (1994) proposed that trying not to think about something makes us more likely to think about it (1); so when dieters avoid certain foods, they become preoccupied with them, which increases the desire to eat them (1).
Question 40 · Spec 4.3.6 · Dieting
Explain one limitation of research into the success and failure of dieting. [2 marks]
Answer:
There are individual differences: some people are more successful at dieting due to genetic or personality factors (1); and research often relies on anecdotal evidence or self-report, which may be inaccurate (1).
Question 41 · Spec 4.3.6 · Food preferences
Explain why children may develop a preference for foods they are repeatedly exposed to. [2 marks]
Answer:
The mere exposure effect: repeated exposure to a food increases liking for it (1); Birch and Marlin (1982) found children's preference for cheese increased with the number of times it was offered (1).
Question 42 · Spec 4.3.6 · Eating behaviour
Explain how ghrelin and leptin work together to regulate eating. [2 marks]
Answer:
Ghrelin from the stomach signals hunger, increasing appetite when the stomach is empty (1); leptin from fat tissue signals satiety, decreasing appetite, so both maintain a stable body weight (1).
Question 43 · Spec 4.3.6 · Anorexia nervosa
Explain why anorexia nervosa is more common in females. [2 marks]
Answer:
Females may be more influenced by media images of thin role models (1); and they may receive more reinforcement for weight loss, e.g. compliments, which increases the behaviour (1).
Question 44 · Spec 4.3.6 · Anorexia nervosa
Explain why an interactionist approach is needed to explain anorexia nervosa. [2 marks]
Answer:
Genetics create a vulnerability, but MZ concordance is not 100% (1); so environmental factors, e.g. family and media, may trigger the disorder in vulnerable individuals (diathesis-stress) (1).
Question 45 · Spec 4.3.6 · Obesity
Explain one strength of the genetic explanation for obesity. [2 marks]
Answer:
Twin and adoption studies show a strong genetic influence, e.g. adopted children's BMI correlates with their biological parents' (1); and the discovery of genes such as FTO supports a genetic basis (1).
Question 46 · Spec 4.3.6 · Obesity
Explain why the neural explanation for obesity may be reductionist. [2 marks]
Answer:
It explains a complex behaviour in terms of brain structures or neurotransmitters (1); ignoring psychological and social factors, e.g. stress or food availability (1).
Question 47 · Spec 4.3.6 · Neophobia
Explain one piece of evidence supporting the idea that neophobia is genetic. [2 marks]
Answer:
Knaapila et al. (2007) found that heritability of neophobia was about two-thirds in a study of Finnish twins (1); this supports the idea that it has a genetic basis (1).
Question 48 · Spec 4.3.6 · Taste aversion
Explain why taste aversion is described as 'one-trial learning'. [2 marks]
Answer:
It can be learned after a single pairing of food and illness, unlike most classical conditioning (1); this is adaptive, as one experience of poisoning could be fatal (1).
Question 49 · Spec 4.3.6 · Family systems theory
Explain one strength of family systems theory. [2 marks]
Answer:
Family therapy based on this theory is effective in treating anorexia in adolescents (1); this supports the idea that family dynamics play a role (1).
Question 50 · Spec 4.3.6 · Boundary model
Explain how the boundary model differs for restrained and unrestrained eaters. [2 marks]
Answer:
Unrestrained eaters stop eating when they reach satiety (1); restrained eaters set a diet boundary, but if they exceed it, they continue eating until satiety (1).

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