From Homeostatic to Hedonic Theories of Eating: Self-Regulatory Failure in Food-Rich Environments

Psychological theories of weight regulation are based on homeostatic feedback assumptions. They mostly attribute the cause of overweight and obesity to lowered sensitivity to internal hunger and satiety cues. Based on the assumption that human food consumption in food-rich environments is increasingly driven by pleasure rather than need for calories, a goal conflict theory of hedonic eating is presented. This theory is not only supported by the outcome of our own research programme but can also account for findings of the research conducted in the context of other psychological theories. Some implications for weight loss strategies are discussed.
Les théories psychologiques sur la régulation du poids sont basées sur des hypothèses d'une rétroaction homéostasique. Elles attribuent généralement la cause de la surcharge pondérale et de l'obésitéà une sensibilité interne amoindrie à la faim et aux indicateurs de satiété. Reposant sur l'hypothèse que la consommation alimentaire humaine dans des environnements riches en nourriture est de plus en plus guidée par le plaisir plutôt que par le besoin de calories, une théorie "goal conflict theory of hedonic eating" est présentée. Cette théorie qui ne s'appuie pas seulement sur les résultats de notre propre programme de recherches, peut aussi expliquer les résultats d'études réalisées dans le cadre d'autres théories psychologiques. Des implications concernant des stratégies de perte de poids sont discutées.     

The allure of forbidden food: On the role of attention in self-regulation

The aim of the present studies was to examine the impact of food cues on restrained eaters’ attention for food. Previous research has shown that restrained eaters spontaneously activate hedonic thoughts in response to palatable food cues, and that such food cues also lead them to inhibit their dieting goal. We argue that as a consequence, restrained eaters’ selective attention will automatically be drawn towards hedonically relevant food items. Consistent with our expectations, the results of two studies revealed that restrained eaters, but not unrestrained eaters, displayed an attentional bias for hedonically rated food items when they had been pre-exposed to food cues. However, this attentional bias did not occur when restrained eaters were primed with the concept of dieting, thereby rendering the regulation of eating behavior more successful. These findings are discussed in the context of implicit processes in self-regulation.     

Less power or powerless? Egocentric empathy gaps and the irony of having little versus no power in social decision making

The authors investigate the effect of power differences and associated expectations in social decision making. Using a modified ultimatum game, the authors show that allocators lower their offers to recipients when the power difference shifts in favor of the allocator. Remarkably, however, when recipients are completely powerless, offers increase. This effect is mediated by a change in framing of the situation: When the opponent is without power, feelings of social responsibility are evoked. On the recipient side, the authors show that recipients do not anticipate these higher outcomes resulting from powerlessness. They prefer more power over less, expecting higher outcomes when they are more powerful, especially when less power entails powerlessness. Results are discussed in relation to empathy gaps and social responsibility.     

Short-term memory after all: comment on Sederberg, Howard, and Kahana (2008)

P. B. Sederberg, M. W. Howard, and M. J. Kahana have proposed an updated version of the temporal-context model (TCM-A). In doing so, they accepted the challenge of developing a single-store model to account for the dissociations between short- and long-term recency effects that were reviewed by E. J. Davelaar, Y. Goshen-Gottstein, A. Ashkenazi, H. J. Haarmann, and M. Usher (2005). In this commentary, the authors argue that the success of TCM-A in addressing the dissociations is dependent not only on an episodic encoding matrix but--critically--also on its implicit use of a short-term memory store--albeit exponential rather than buffer-like. The authors also highlight some difficulties of TCM-A in accounting for these dissociations, and they argue that TCM-A fails to account for critical data--the presentation-rate effect--that dissociates exponential and buffer-like models.     

Criterion‐Related Validity of Dutch Police‐Selection Measures and Differences Between Ethnic Groups

This study investigated the criterion‐related validity of cognitive ability as well as non‐cognitive ability measures and differences between ethnic majority (N=2365) and minority applicants (N=682) in Dutch police officer selection. Findings confirmed the relatively low predictive validity of cognitive ability generally found for police jobs. Previous research reported no differential prediction. The present study, however, found small but systematic evidence for differences in validity for the ethnic majority and minority group of both cognitive and non‐cognitive measures. For the minority group, training performance appeared to be mainly predicted by the cognitive ability test. For the majority group, cognitive ability showed very little predictive power. Non‐cognitive ability variables appeared to be somewhat more predictive in this group.     

Four simultaneous component models for the analysis of multivariate time series from more than one subject to model intraindividual and interindividual differences

A class of four simultaneous component models for the exploratory analysis of multivariate time series collected from more than one subject simultaneously is discussed. In each of the models, the multivariate time series of each subject is decomposed into a few series of component scores and a loading matrix. The component scores series reveal the latent data structure in the course of time. The interpretation of the components is based on the loading matrix. The simultaneous component models model not only intraindividual variability, but interindividual variability as well. The four models can be ordered hierarchically from weakly to severely constrained, thus allowing for big to small interindividual differences in the model. The use of the models is illustrated by an empirical example.This research has been made possible by funding from the Netherlands Organization of Scientific Research (NWO) to the first author. The authors are obliged to Tom A.B. Snijders, Jos M.F. ten Berge and three anonymous reviewers for comments on an earlier version of this paper, and to Kim Shifren for providing us with her data set, which was collected at Syracuse University.     

The interplay of self‐interest and equity in coalition formation

In this paper we investigated the interplay of self‐interest and equity concerns in coalition formation by manipulating the number of units in which the coalition payoff is made available, and by manipulating the way people are allowed to interact. Results of three experiments showed that when the coalition payoff was such that members of each possible coalition could obtain an equitable payoff share, the outcome tended to be coalitions that also maximized the payoff of its members. However, when the payoff was such that people had to make trade‐offs between maximizing their payoff share and obtaining an equitable payoff share, it took longer to form a coalition and it was harder to maintain a coalition. Moreover, depending on the way people were allowed to interact, the final outcome was a coalition that maximized the payoff of its members or a coalition that provided them with an equitable payoff share. Copyright © 2004 John Wiley & Sons, Ltd.     

Students' conceptions of constructivist learning in different programme years and different learning environments

Background Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivist learning compared to students with less experience/ In addition, to what extent are conceptions of constructivist learning different in a conventional, lecture‐based curriculum compared to a constructivist, problem‐based learning curriculum/ Samples Three groups (i.e. first‐year, second‐year, and third‐year students) in two different curricula (i.e. conventional, lecture‐based and constructivist, problem‐based) were tested. Methods A cross‐sectional design was used. Students' conceptions of constructivist activities (i.e. knowledge construction, cooperative learning, self‐regulation, use of authentic problems, self‐perceived inability to learn, and motivation to learn) were measured by a questionnaire. Data were analyzed using a two‐way multivariate analysis of variance (MANOVA). Results A significant difference in questionnaire's scores between year 1 and year 2 (but not between year 2 and 3) was found with respect to conceptions about knowledge construction, self‐regulation, and the use of authentic problems, but not for cooperative learning and motivation to learn. For self‐perceived inability, an interaction effect was found. Furthermore, results showed significant differences between both curriculum groups on all dependent measures. Conclusions Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the learning environment can make a difference with respect to students' conceptions of constructivist learning activities.     

Discriminating between strong and weak structures in three‐mode principal component analysis

Recently, a number of model selection heuristics (i.e. DIFFIT, CORCONDIA, the numerical convex hull based heuristic) have been proposed for choosing among Parafac and/or Tucker3 solutions of different complexity for a given three‐way three‐mode data set. Such heuristics are often validated by means of extensive simulation studies. However, these simulation studies are unrealistic in that it is assumed that the variance in real three‐way data can be split into two parts: structural variance, due to a true underlying Parafac or Tucker3 model of low complexity, and random noise. In this paper, we start from the much more reasonable assumption that the variance in any real three‐way data set is due to three different sources: (1) a strong Parafac or Tucker3 structure of low complexity, accounting for a considerable amount of variance, (2) a weak Tucker3 structure, capturing less prominent data aspects, and (3) random noise. As such, Parafac and Tucker3 simulation studies are run in which the data are generated by adding a weak Tucker3 structure to a strong Parafac or Tucker3 one and perturbing the resulting data with random noise. The design of these studies is based on the reanalysis of real data sets. In these studies, the performance of the numerical convex hull based model selection method is evaluated with respect to its capability of discriminating strong from weak underlying structures. The results show that in about two‐thirds of the simulated cases, the hull heuristic yields a model of the same complexity as the strong underlying structure and thus succeeds in disentangling strong and weak underlying structures. In the vast majority of the remaining third, this heuristic selects a solution that combines the strong structure and (part of) the weak structure.