different vegetable to themselves (peas versus carrots). By the end of the study the
children showed a shift in their vegetable preference which persisted at a follow-up
assessment several weeks later. The impact of social learning has also been shown in an
intervention study designed to change children’s eating behaviour using video based
peer modelling (Lowe et al. 1998). This series of studies used video material of ‘food
dudes’ who were older children enthusiastically consuming refused food which was
shown to children with a history of food refusal. The results showed that exposure to the
‘food dudes’ significantly changed the children’s food preferences and specifically
increased their consumption of fruit and vegetables. Food preferences therefore change
through watching others eat (see Figure 6.3).
Parental attitudes to food and eating behaviours are also central to the process of
social learning. In line with this, Wardle (1995) contended that, ‘Parental attitudes
must certainly affect their children indirectly through the foods purchased for and
served in the household,... influencing the children’s exposure and... their habits
and preferences’. Some evidence indicates that parents do influence their children’s
eating behaviour. For example, Klesges et al. (1991) showed that children selected
different foods when they were being watched by their parents compared to when
they were not. Olivera et al. (1992) reported a correlation between mothers’ and
children’s food intakes for most nutrients in pre-school children, and suggested
targeting parents to try to improve children’s diets. Likewise, Contento et al. (1993)
found a relationship between mothers’ health motivation and the quality of children’s
diets. Parental behaviour and attitudes are therefore central to the process of
social learning with research highlighting a positive association between parents’ and
children’s diets.
Fig. 6-3 Social eatingEATING BEHAVIOUR 139