Many people track the caloric content of food, given its relevance to weight loss, gain, or maintenance. Thus, better understanding the psychological underpinnings of caloric content estimation for unhealthy foods is of significant psychological and public health interest. This study investigated whether college-aged women could be trained to estimate the caloric content of unhealthy foods more accurately via exposure to caloric content education, trial-by-trial feedback, and their combination. Two hundred and thirty-eight college-aged women estimated the caloric content of 84 photographed foods and completed three transfer tasks. Prior to the first task, women were randomly assigned to one of four groups: Education and Feedback; Education only; Feedback only; or Neither Education nor Feedback. Following the first estimation task, participants estimated the caloric content of 24 novel photographed foods without feedback. Second, participants self-served specified caloric amounts of six real foods. Finally, participants were invited to consume as much as they would like of an unhealthy food in a five-minute period. Mixed-effects modeling estimated three aspects of the quadratic function linking true and judged caloric content: threshold (average perceived caloric content), linear sensitivity, and change in sensitivity as caloric content increases. On average, college-aged women underestimated caloric content, demonstrated substantial linear sensitivity to caloric content, and did not show reduced sensitivity as caloric content increased. Trial-by-trial Feedback, but not Caloric Education, reduced bias in caloric estimation and enhanced sensitivity to caloric content on the first two tasks. There were no effects of Feedback, Education, the interaction between Feedback and Education, BMI, or hunger on the distal transfer tasks. Overall, college-aged women showed biased but sensitive judgments of the caloric content of unhealthy food presented in images. Initial evidence suggests trial-by-trial feedback may be an efficacious strategy to enhance the accuracy of caloric content estimation, at least when viewing static images of foods.
The effects of caloric education, trial-by-trial feedback and their interaction on college-aged women’s abilities to estimate caloric content
Abstract
Details
- Title: Subtitle
- The effects of caloric education, trial-by-trial feedback and their interaction on college-aged women’s abilities to estimate caloric content
- Creators
- Marian Tewfik Rizk - University of Iowa
- Contributors
- Teresa A. Treat (Advisor)Molly A. Nikolas (Committee Member)Michael W. O'Hara (Committee Member)Mark W. Vander Weg (Committee Member)Paul D. Windschitl (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychology
- Date degree season
- Summer 2018
- DOI
- 10.17077/etd.s9gqd77h
- Publisher
- University of Iowa
- Number of pages
- vi, 124 pages
- Copyright
- Copyright © 2018 Marian Tewfik Rizk
- Comment
This thesis has been optimized for improved web viewing. If you require the original version, contact the University Archives at the University of Iowa: https://www.lib.uiowa.edu/sc/contact/.
- Language
- English
- Description illustrations
- color illustrations
- Description bibliographic
- Includes bibliographical references (pages 68-72).
- Public Abstract (ETD)
It is well-established that individuals tend to make errors when estimating the caloric content of food, which may enable excess food intake or facilitate weight gain. Current approaches to improving the accuracy of college-aged women’s abilities to estimate caloric content are inadequate. Therefore, a better of understanding of how to improve college-aged women’s abilities to estimate caloric content for unhealthy foods is of significant psychological and public health interest.
Two hundred and thirty-eight college-aged women completed three tasks of caloric estimation for photographed, unhealthy foods. For the first task, women were randomly assigned to one of four groups. First, some women received Caloric Education. Second, other women received Feedback, which referred to immediate information on one’s accuracy after estimating the caloric content for each food. Third and fourth, some women received both Caloric Education and Feedback, whereas others received neither. On the second task, all participants estimated the caloric content of new, unhealthy foods without Feedback. Third, all participants self-served different specified caloric amounts of six unhealthy foods in a novel assessment of caloric judgment. Finally, participants were invited to consume as much as or as little chocolate as they liked for five minutes.
Overall, across all tasks, college-aged women under-estimated the caloric content of food. Feedback, but not Education, was effective in improving college-aged women’s caloric estimation abilities on the first two tasks. Future work should continue to explore how to enhance Feedback, so that it might become an even more useful tool for the improvement of caloric estimation.
- Academic Unit
- Psychological and Brain Sciences
- Record Identifier
- 9983777259702771