4.3 Studies

4.3 Studies

1. Contemporary

   • Becker et al. (2002) - Eating behaviours and attitudes.
     • Aim: To investigate the effects of prolonged exposure of television on attitudes to eating and eating behaviours in Fijian adolescent girls.
       • Procedure: Naturalistic experiment that makes use of prospective multi-wave cross sectional design, begins at starting point of change and tracks development, using two separate samples.
         • 63 Girls in 1995, several weeks before TV introduced, and second sample of 65 in 1998. Involved both qualitative and quantitative methods. Initially both groups completed a modified version of the EAT-26 survey, allowed researchers to gain quantitative data about participants attitudes towards eating, each response scored (20 was high). Those who initially scored highly were asked to take part in semi-structured interview.
           • In the second sample, further questions asked on body image and dieting as well as questions to determine any disparities between them and their parents concerning dieting and weight.
             • Results: two significant difference were noted between the two groups. Percentage of subjects with an EAT-26 score of more than 20 had more than doubled, growing from 12.75 to 29.2%. The proportion of the sample that used self-induced vomiting as weight control increased from 0% to 11.3%.
               • Body dissatisfaction increased, with significantly more 1998 respondents saying they would eat less. Qualitative data showed admiration for characters seen on TV, 83% said tv had influenced the way they looked at their body, 77% had tv influence body image. Parental generation feeling girls should eat more, while younger girls had a desire to eat less.
                 • Conclusion: Concluded that in Fiji, introduction of TV influenced changes to eating attitudes in women, which ran counter to the traditional attitudes towards eating and body image that was previously held within the culture.
                   • Evaluation: Shows good reliability of findings as it draws similar conclusions to previous studies, yet first to examine media influences. Therefore has practical application. High level of ecological validity because examines naturally occurring event.
                     • Issues of validity, EAT-26 is not a formal clinical diagnosis. Although groups were matched as closely as possible, these were not directly comparable and there was the possibility of a cohort effect. As a result comparisons between the two groups are problematic. Also cannot be said to be representative of the whole Fijian population.
                       • Other variables could increase disordered eating habbits, like consumerism or peer group influence. High scores on the questionnaire went from eight girls to 12, although statistically significant, perhaps misleading to conclude that the media had significant influence on the girls eating behaviours.

2. Classic

   • Watson and Rayner (1920) - Little Albert
     • Aim: If they could condition a phobic response to a white rat in an infant, using classical conditioning. If a child could learn to be afraid of a previously neutral stimulus, which initially caused no fear response, and wether the reaction could be generalised to other similar objects.
       • Procedure: Single case experiment, initially tested response to various stimuli such as dog, mask, white rat and burning newspaper. Did not show response until they struck a hammer on a four-foot pole.
         • Conditioning of phobia did not start until two months later, presented with a white rat, no fear reaction noted. Hit the steel bar when Albert touched the rat, demonstrated fear. At first did not cry, following seven more conditioning trials Albert began to crawl away when he saw the rat.
           • Saw stimulus generalisation, after being presented with a white rabbit, seventeen days after conditioning began.
             • Moved the study to a lecture room to test for the potential of context effects, the surronding environment influences how an event is percieved, same fear reactions were still evident in Albert
               • Results: Study confirmed that a phobia of an object that was not previously feared could be learned. Neutral stimulus associated with unconditioned stimulus, which naturally causes unconditioned response, successive introductions to white rat with the bang would lead to association formed.
                 • Stimulus generalisation showed fear transferred to other animals and objects that were similar. Fear response lasted 31 days, although reaction became weaker towards end.
                   • Conclusion: An infant could be classically conditioned to develop a fear of a white rat. Also proposed since the fear reacrion was present one month after the initial association, conditioned responses have the potential to last a lifetime
                     • Evaluation: Notable contribution to understanding through priniciples of classical conditioning. Highlights the importance of the role of environment in shaping behaviour. Strength with its scienctific methodology, degree of control as took a baseline comparison to compare against. Also changed rooms to eliminate context effects as an extraneous variable.
                       • Therefore can be seen as reliable, but lacks ecological validity as location of study was largely laboratory-like-environment and were not tasks that would occur in everyday life.
                         • Criticised on ethical guidelines, pychological well-being of Albert was neglected caused him distress and was not unable to decondition his phobia.
                           • Case study so only one individual which means problem in generalising. Can be criticised for cultural bias, Albert and researchers represent one culture (USA), cannot therefore generalise to other cultures.