In this episode, Almudena Claassen challenges the widely cited claim that people make over 200 mindless food decisions every day. She highlights the methodological limitations of the ‘200 decisions’ estimate and discusses how such figures can shape perceptions of eating behavior. Instead of relying on vague numbers, Almudena advocates for measuring food decisions in concrete situations. She highlights the importance of defining the context (for example, a family meal), the specific decision being tracked (such as pieces of vegetables eaten), and who is actually making the decision (the person eating versus the person buying the groceries). By observing decisions as they happen, using tools like video recordings of family meals, grocery receipts, or digital trackers, researchers can get a more accurate picture of how people eat and why. The conversation also covers practical ways to improve children’s eating habits. Almudena shares research-backed tips such as making meals last longer, creating a positive and relaxed mealtime environment, and making healthier foods convenient to eat. This episode is perfect for anyone curious about the science behind food decisions and offers practical strategies to improve children’s nutrition in everyday life.

Access the full show notes for this episode at www.unravelingbehavior.org.

Timestamps

(00:00) Introduction

(01:10) Origin of the “200 food decisions a day” myth

(05:30) Why the “200 decisions” estimate is misleading

(08:58) Importance of debunking the myth

(11:50) Defining food decisions beyond simply finding a better number

(13:48) Almudena’s proposed research approach

(15:43) Using objective methods to measure decisions

(16:56) Study example: family meals and healthy eating

(19:46) Technology and methods for observing food behavior

(22:21) Practical advice for parents on healthy eating

(27:09) Emphasizing context over daily decision counts

In this episode, Ralph Hertwig, Director at our institute, makes the case for a major shift in how policy makers approach behavior-related challenges—whether it’s preventing dooring accidents, reducing math anxiety, or countering misinformation. Rather than relying on the common paternalistic strategy of nudging people without their awareness, Ralph Hertwig advocates for a more empowering and transparent approach: boosting people’s competences so they can make informed decisions on their own terms. He argues that this shift, supported by regulations and incentives, is crucial for strengthening people’s agency in the face of global challenges like pandemics and climate change. Empowering citizens also helps protect our autonomy and supports informed choices in environments that are often addictive and manipulative, like the junk food industry or social media platforms. After exploring the limits of nudging, Ralph Hertwig introduces the idea of “boosting”—a behavioral science approach that fosters people’s agency, self-control, and decision-making skills. Boosting, he argues, provides a first line of response, especially since laws are often slow to change and vulnerable to outside influences. He shares some examples of boosting interventions, like the Dutch Reach, bedtime math stories, and lateral reading. He also talks about “self-nudging,” a strategy that helps individuals shape their own environments in ways that align with their personal goals. Our conversation highlights how boosts are transparent, non-manipulative, and designed for lasting impact—and how they can be implemented fairly and accessibly for everyone. Ralph Hertwig encourages policy makers to move beyond the narrow view that people are just error-prone, and instead invest in strategies that tap into our ability to learn and adapt. Join us for a forward-thinking conversation on how we can collectively empower citizens and equip them with the tools to live better lives—on their own terms.

Access the full show notes for this episode at www.unravelingbehavior.org.

Timestamps

(00:00) Introduction

(01:17) The need for competent and empowered citizens

(05:57) Role of policy makers and scientists

(08:01) Citizen agency during COVID-19

(12:02) Introducing nudging

(16:36) Opt-in vs. opt-out defaults for organ donation

(19:18) Concept of libertarian paternalism

(21:40) Criticisms of nudging

(24:32) Research behind nudging

(27:40) Evidence suggesting citizen empowerment is feasible

(31:51) Introducing boosting

(33:48) Dutch Reach to prevent dooring accidents

(36:09) Bedtime math stories to reduce math anxiety

(39:15) Lateral reading to detect misinformation

(43:23) Transparent nature of boosts

(44:34) The potential of boosting for long-term change

(45:58) Boosting through self-nudging

(50:44) Core competences and interventions to boost them

(55:30) Communication of boosts to the public

(56:53) The trap of individualizing responsibility

(58:42) Cognitive and motivational requirements

(01:00:40) Message to policy makers and citizens

(01:03:56) Conclusion

In this episode, I am joined by Simon Ciranka, a cognitive scientist and developmental psychologist, to explore why teens take risks. Dr. Ciranka explains that parts of the brain that pursue rewards develop early, while parts that control impulses develop later. This imbalance makes teens especially sensitive to rewards like positive feelings and experiences. We also discuss the role of environmental factors. Since severe consequences are rare, teens often experience the rewards of risky behavior without facing immediate negative outcomes. This can foster a false sense of security and diminish caution. Societal guardrails, such as legal age limits for driving or drinking, further shape when and how adolescents take risks. Our conversation extends to peer relationships, which can have both positive and negative effects. While peers can offer valuable lessons from others' mistakes, they can also push teens toward riskier decisions. Teens often think risky behaviors are more common among their peers than they really are, which can lead to more risk-taking. We also explore effective strategies for reducing dysfunctional risk-taking, such as early education and correcting wrong beliefs about how common risky behaviors are. By the end of this episode, listeners will better understand why teens take risks—not as a sign of recklessness, but as a complex interplay of developmental, social, and environmental factors.

Access the full show notes for this episode at www.unravelingbehavior.org.

Timestamps

(00:00) Introduction

(01:04) Brain development in teens and sensitivity to rewards

(05:28) Adolescent risk-taking isn’t just about brain imbalances

(06:14) Risk-taking in college students

(07:15) Laboratory studies vs. real-world findings

(10:08) Legal age limits and chances to take risks

(13:05) The “Law of Effect” and its role in shaping future behavior

(14:40) Teens can feel safer than they really are

(18:27) Cumulative risks and severe harms

(22:49) Brain imbalances and the environment

(23:49) The purpose of risk-taking

(27:38) The importance of early education

(29:58) Learning from others’ mistakes

(32:28) Teens misjudge how often their peers take risks

(35:15) Correcting wrong beliefs through school interventions

(36:28) Summary