Decision-making in eating behaviour: learning processes and individual differences
Metadatos
Mostrar el registro completo del ítemAutor
Hinojosa Aguayo, IreneEditorial
Universidad de Granada
Director
González Reyes, FelisaDepartamento
Universidad de Granada. Programa de Doctorado en PsicologíaMateria
Decision-making Eating Toma de decisiones Conducta alimentaria
Fecha
2022Fecha lectura
2022-09-14Referencia bibliográfica
Hinojosa Aguayo, Irene. Decision-making in eating behaviour: learning processes and individual differences. Granada: Universidad de Granada, 2022. [https://hdl.handle.net/10481/76866]
Patrocinador
Tesis Univ. Granada.; Project PSI2015-64345-R (MINECO, FEDER, UE); OTRI Mahou-UGR contract; Project PGC2018-096438-B-I00 (AEI/FEDER, UE)Resumen
El objetivo principal de la presente tesis doctoral ha sido evaluar la toma de
decisiones en la conducta alimentaria desde una perspectiva de aprendizaje. Para
ello, se han estudiado tres aspectos relacionados con este comportamiento: 1) el
papel de la regulación emocional en el control y la selección de acciones (Capítulo
3); 2) cómo disminuir la saliencia de la claves contextuales que adquieren
propiedades de incentivo ("wanting"), así como los comportamientos
desadaptativos asociados en participantes que sufren frecuentemente episodios de
craving por la comida (Capítulo 4); 3) el efecto del nivel de pericia en las medidas
explícitas e implícitas (y la fuerza de su relación) del análisis hedónico y sensorial
de alimentos ("liking") (Capítulo 5). The main aim of this thesis was to increase our knowledge about food
decision-making and food-seeking behaviour from a learning perspective.
Specifically, three areas were investigated in the three experimental chapters (see
Figure 6.1):
- How differences in affect-driven impulsivity influence action control and
selection as well as the interaction between these two processes (i.e., control
over action selection).
- How to reduce self-reported food craving (“wanting”) and related unhealthy
eating behaviour (maladaptive effect of incentive cue salience) using a brief
mindfulness-based intervention in young female cravers, both in the
laboratory and a real-life context.
- How differences in formal training (‘expert’ knowledge) influence brain
activity as well as the strength of the relationship between implicit (EEG) and
explicit (general sensory quality: visual, olfactive, and gustatory, as well as
hedonic value judgments) measures of “liking” during the sensory and
hedonic processing of beer.