Modifying automatic responses to food cues using cognitive control training and brain stimulation

This thesis set out to investigate the potential role of brain stimulation and behavioural training paradigms in modifying automatic responses to food cues. A brief summary of the design and key findings of each chapter is detailed below. In Chapter 2, I aimed to replicate previous findings that had demonstrated an effect of tDCS on food craving and food consumption. Participants received either active or sham tDCS. Food craving was measured pre-and post-stimulation, and ad libitum food consumption was measured following stimulation. Analyses revealed anecdotal to moderate evidence against the effect of tDCS on food craving and food consumption. In Chapter 3, I investigated whether HD-tDCS could reduce food craving and desire to eat. Participants received both active and sham stimulation across two sessions. Food craving and desire to eat were measured pre-and post-stimulation. There was no evidence for an effect of HD-tDCS on food craving or desire to eat with results showing anecdotal to moderate evidence for H0. In Chapter 4, I used a novel training task in an online experiment to investigate the effects on food liking. Explicit and implicit liking of trained foods was compared to untrained foods. Analyses revealed moderate to strong evidence against the effect of the training task on explicit and implicit liking. In Chapter 5, I explored the effects of evaluative conditioning on explicit and implicit food liking across two experiments; the first a lab-based experiment, the second an online experiment. Comparisons were made between foods based on the valence of the stimuli they had been paired with. Experiment 1 & 2 demonstrated anecdotal to very strong evidence against the effect of evaluative conditioning on liking. In this thesis, I discuss the importance of task parameters, sample selection, and open science in this research are

Brain matters…in social sciences

Here we offer a general introduction to cognitive neuroscience and provide examples relevant to psychology, healthcare and bioethics, law and criminology, information studies, of how brain studies have influenced, are influencing or show the potential to influence the social sciences. We argue that social scientists should read, and be enabled to understand, primary sources of evidence in cognitive neuroscience. We encourage cognitive neuroscientists to reflect upon the resonance that their work may have across the social sciences and to facilitate a mutually enriching interdisciplinary dialogue

Evaluating the pedagogical effectiveness of study preregistration in the undergraduate dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and students who did not (n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

Modifying automatic responses to food cues using cognitive control training and brain stimulation

This thesis set out to investigate the potential role of brain stimulation and behavioural training paradigms in modifying automatic responses to food cues. A brief summary of the design and key findings of each chapter is detailed below. In Chapter 2, I aimed to replicate previous findings that had demonstrated an effect of tDCS on food craving and food consumption. Participants received either active or sham tDCS. Food craving was measured pre-and post-stimulation, and ad libitum food consumption was measured following stimulation. Analyses revealed anecdotal to moderate evidence against the effect of tDCS on food craving and food consumption. In Chapter 3, I investigated whether HD-tDCS could reduce food craving and desire to eat. Participants received both active and sham stimulation across two sessions. Food craving and desire to eat were measured pre-and post-stimulation. There was no evidence for an effect of HD-tDCS on food craving or desire to eat with results showing anecdotal to moderate evidence for H0. In Chapter 4, I used a novel training task in an online experiment to investigate the effects on food liking. Explicit and implicit liking of trained foods was compared to untrained foods. Analyses revealed moderate to strong evidence against the effect of the training task on explicit and implicit liking. In Chapter 5, I explored the effects of evaluative conditioning on explicit and implicit food liking across two experiments; the first a lab-based experiment, the second an online experiment. Comparisons were made between foods based on the valence of the stimuli they had been paired with. Experiment 1 & 2 demonstrated anecdotal to very strong evidence against the effect of evaluative conditioning on liking. In this thesis, I discuss the importance of task parameters, sample selection, and open science in this research area