Much of the research carried out within this perspective has taken place within
the laboratory as a means to provide a controlled environment. Although this
methodology enables alternative explanations to be excluded, the extent to which the
results would generalize to a more naturalistic setting remains unclear.
A developmental model explores the meaning of food in terms of food as a reward,
food as a means to gain a reward, food as status, food as pleasant and food as aversive.
However, food has a much more diverse set of meanings which are not incorporated
into this model. For example, food can mean power, sexuality, religion and culture.
Such complex meanings are not incorporated into a developmental perspective.
Once eaten, food is incorporated into the body and can change body size. This is also
loaded with a complex set of meanings such as attractiveness, control, lethargy and
success. A developmental model does not address the meanings of the body.
A developmental model includes a role for cognitions as some of the meanings of
food including reward and aversion are considered to motivate behaviour. These
cognitions remain implicit, however, and are not explicitly described.
In sum, developmental models of eating behaviour highlight a central role for learning.
From this perspective, eating behaviour is influenced by exposure which can reduce
neophobia, social learning through the observation of important others and associative
learning as food cues can be paired with aspects of the environment and the physio-
logical consequences of eating.
COGNITIVE MODELS OF EATING BEHAVIOUR
A cognitive approach to eating behaviour focuses on an individual’s cognitions and has
explored the extent to which cognitions predict and explain behaviour. Some research
has highlighted a weak link between health locus of control and dietary behaviour (e.g.
Bennet et al. 1995). Similarly, one large scale study of dietary practice across Europe
reported an association between beliefs about the importance of specific dietary practices
and the implementation of these practices (Wardle et al. 1997). Most research using
cognitive approach has, however, drawn upon social cognition models. These models
have been applied to eating behaviour both as a means to predict eating behaviour and as
central to interventions to change eating behaviour. This chapter will focus on research
using the TRA and TPB as these have most commonly been applied to aspects of eating
behaviour (see Chapter 2 for details).
Using the TRA and TPB
Some research using a social cognitive approach to eating behaviour has focused on
predicting the intentions to consume specific foods. For example, research has explored
the extent to which cognitions relate to the intentions to eat biscuits and wholemeal
bread (Sparks et al. 1992), skimmed milk (Raats et al. 1995) and organic vegetables
(Sparks and Shepherd 1992). Much research suggests that behavioural intentions are
EATING BEHAVIOUR 143