Overview

Psychophysiology of eating module is designed to introduce students to the study of human eating behaviours and their accompanying physiological processes. We will critically examine theoretical and methodological issues in this research to evaluate the empirical findings and their interpretation. We will also consider the applications of this research in interventions designed to improve healthful eating in children and adults.

The module content will be updated annually to keep up with interesting research trends. The examples of lecture topics that the module might cover include development of taste preferences and determinants of food choices in childhood and adulthood; mechanisms of food reward; obesity and connected alterations in hedonic and physiological responses; evidence-based interventions; and psychopathology and eating disorders. Workshops will present opportunities for discussion and guided scholarship development.

Assessment Strategy

Assessment in this module includes two pieces of coursework and a final exam.

Coursework is designed to promote and assess the students' ability to engage in independent scholarship and critical thinking, presenting their findings and research proposals orally and in writing. There is a formative aspect (continuity) between different components of this coursework.

Final exam is designed to assess the broad knowledge and understanding of the material covered in the module.

Grading follows Bangor University standards.

Threshold: Adequate writing, largely based on lecture material and simplified outlines of studies. No real development of arguments or critical thought. Demonstrates familiarity with key concepts introduced in the module but without elaboration. Some errors. Students who perform at this level would receive D-, D, or D+ grades (numerical equivalent: 40-49%).

Good: Reasonably comprehensive coverage but with some small errors or omissions. Writing is organised and fairly structured. Good understanding of the material and some evidence of engagement and critical thought. Students who perform at this level would receive C-, C, or C+ grades (numerical equivalent: 50-59%).

Very good: Comprehensive coverage, good writing, well organised and structured. Very good understanding of the material; evidence of scholarship, critical thought, and engagement. Students who perform at this level would receive B-, B, or B+ grades (numerical equivalent: 60-69%).

Excellent: Comprehensive and accurate coverage of the area with clarity of argument and expression. Depth of insight into theoretical and methodological issues. Evidence of scholarship, independent thinking, and critical thought showing detailed knowledge of topics covered in the module. Students who perform at this level would receive A-, A, A+, or A* grades (numerical equivalent: 70-100%).

Learning Outcomes

• Communicate recent research, considering its theoretical underpinnings, social context, and methodological issues, in a variety of ways appropriate for specialist or lay audiences.

• Consider eating in its wider societal and cultural context; examine the origins and impact of some of the eating issues and disorders; and evaluate the effectiveness of the interventions designed to alleviate these problems.

• Examine a variety of research methods used to investigate eating behaviour in humans in the context of their relevant theoretical perspectives, and evaluate their strengths and limitations.

• Understand the major concepts and theoretical approaches to the study of eating behaviours, including biological, cognitive, and developmental perspectives.

• Working independently, synthesise the literature to identify recent findings and methods used to investigate specific topics, and to consider their strengths and shortcomings.