8/15/2016 Introductions Introductions Cognitive Load and Neuro-Economics: Implications for Food Consumption and • No Alisha Health • George • Elena George Davis and Elena Serrano • You Virginia Tech • Practitioners • EFNEP • SNAP-Ed SNEB 2016 • Researchers Objectives Objectives Outline: I. Setting the Stage (Elena) • The goal of this session is to provide you with: II. Cognitive Load (George) • foundational knowledge in cognitive load and • Cognitive Resources and The Dual Systems/Dual Objectives neuroeconomics to help you develop more effective • Framework Implications for Food Choices programming (and evaluation methods); and III. Group Discussion of Your Program in This Context (Elena) • skills to help you apply them to your nutrition education programs and research agenda IV. Some Other Examples (Elena) V. Neuroeconomics and Behavioral Economics (George) VI. Applying Neuroeconomics and Behavioral Economics concepts to your Program and Research (Elena) 1
8/15/2016 I. Introduction I. Introduction Socio-Ecological Model Socio-Ecological Model • As nutrition education practitioners and researchers, • We know there are our main goals are to: various factors and layers that may influence or • improve food consumption of populations we work with shape food consumption • effectively evaluate the impact of our program and research activities behaviors • This is clearly challenging given our national food • Policy, Systems, and landscape and lifestyle Environmental (PSE) • America’s culture of “busy” factors Food Consumption Decisions Food Consumption Decisions Decision Fatigue Decision Fatigue • Additionally, each day each person may be confronted with • Decision fatigue has been shown to negatively up to 200-related food and beverage-related impact food and health choices decisions , many unknowingly or ‘mindless’ (making a number of • But … it is not always considered or addressed assumptions) • Decisions in this context considered conscious and sub-conscious within nutrition education or evaluation • Purchase, prepare, serve, eat, give away, throw away, clean up, store • Eating behaviors, such as choice` of particular food or beverage, timing, location, distractions, start and end of eating, volume, number of chews/bites • Higher number of decisions for individuals with higher BMIs • And yet, food is not the only thing we make decisions about Ref: Wansink B, J Sobal, 2007 2
8/15/2016 Cognitive Load and Neuroeconomics Cognitive Load and Neuroeconomics II. Cognitive Resources and Dual Systems II. Cognitive Resources and Dual Systems (Standard) Cognitive load –The total • Cognitive load is determined by how much attention, focus, and concentration a decision requires. amount of mental effort being used in working • Neuroeconomics is a relatively new field of economics that memory in an instructional context (Sweller 1984). combines methods and theories from neuroscience, psychology, economics, and computer science to better understand the (General) Cognitive load –The weight or process of decision-making and the resulting choices. demands on executive control systems in the • Cognitive load and neuroeconomics offer new frameworks for brain associated with any activity. The muscle understanding food (and health) related decisions, as well as strategies to analogy (Muraven and Baumister 2000). support positive changes, and potentially more robust evaluation. • Muscle memory • Muscle strength requires repetitions, load, and success to become stronger Key Concepts • Dual Systems Processing (e.g., Evans 1984; Kahneman 2011) • Cognitive resources at any given point in (i) System 1 - uses a fast, reflexive, automatic, and perhaps time are limited and can be depleted. ‘mindless’ process that operates heuristically and expends little cognitive resources. • Cognitive resources must be allocated to different tasks ( cognitive resource allocation (ii) System 2 - uses a slow, reflective, analytical, and deliberate model) (Alonso, Brocas, Carillo 2014; Kool and Botvinick 2014) process that expends many cognitive resources. 3
8/15/2016 What types of food or evaluation What types of food or evaluation Dual Objectives for Food, Nutrition, and Health decisions fall into each system? decisions fall into each system? Foods are consumed for hedonic and health • System 2 • System 1 (utilitarian) reasons . (Antonides and Cramer 2013; Shiv and • Ex: comparing food labels for • Ex: candy bowl on your Fedorikhin 1999; Sullivan et al. 2015) two different products desk • Others? • Others? Three Major Implications of the Cognitive Resource 3. Hedonic decisions are associated with system 1, long-term and Allocation Model health-related decisions are associated with system 2 (e.g., Antonides and Cramer, 2013; Shiv and Fedorikhin, 1999). 1. Cognitive effort is minimized implying a preference for system 1 (e.g., Kool, et al. 2010, 2014). 2. Resource depletion contributes to system 1 use (e.g., Pocheptsova, et al. 2009). • As your cognitive budget goes down, you are more likely to choose system 1 types of decisions 4
8/15/2016 III. YOUR PROGRAM IN III. YOUR PROGRAM III. YOUR PROGRAM III. YOUR PROGRAM IN IN THIS CONTEX IN THIS CONTEX THIS CONTEXT THIS CONTEXT Introduce yourself, your position/job duties, and your target population, whether your focus is on program and/or research, to others at your table or group. Now consider one program or research study you work on. Using the worksheet as a guide, discuss with your other group members the following questions: What are the benefits you are aiming for? What benefits have you found to • date? What are challenges your participants face in achieving the net benefits? What stimuli are you addressing? • What type of processing is required as part of your program? • Can you consider some tweaks or changes to your program that would help • reduce cognitive load? IV. IV. SOME OTHER EXAMPL IV. IV. SOME OTHER EXAMPL SOME OTHER EXAMPLES SOME OTHER EXAMPLES ES ES -You are attending a -You are attending a working meeting with working meeting with your colleagues and are your colleagues and are offered a box lunch with offered a box lunch with the signature salad the signature salad selections to the left? selections to the left? -Which one would you -Which one would you choose? choose? 5
8/15/2016 -You are super -You are super -You are super -You are super hungry. hungry. hungry. hungry. -You have $20 cash. -You have $20 cash. -But you only have -But you only have -You can choose -You can choose $7.50 in cash and $7.50 in cash and whatever you want, whatever you want, no credit card. no credit card. including side choice. including side choice. -What would you -What would you -What would you -What would you choose? Why? choose? Why? choose? Why? choose? Why? -You are super hungry. -You are super hungry. -You are super hungry. Your -You are super hungry. Your -But you only have $7.50 in -But you only have $7.50 in childcare provider calls and childcare provider calls and cash and no credit card. cash and no credit card. asks you to pick something asks you to pick something - You are also trying to - You are also trying to up for your child. up for your child. manage your portion size manage your portion size -But you only have $12.00 -But you only have $12.00 and calories, so want to and calories, so want to in cash and no credit card. in cash and no credit card. limit your main item and limit your main item and -What would you choose? -What would you choose? side choice to a total of 600 side choice to a total of 600 Why? Why? Screaming Kid!!!!!! calories. calories. Consider other atmospheric effects like -What would you choose? -What would you choose? people around you, loud annoying music, etc. and how they might influence your Why? Why? processing? 6
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