Decreasing dislike for sour and bitter in children and adults

Capaldi, Elizabeth D.; Privitera, Gregory J.

doi:10.1016/j.appet.2007.06.008

Cited by 69 publications

(50 citation statements)

References 14 publications

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“…Young children's flavor-nutrient learning has been reported with both familiar (puddings) (Birch & Deysher, 1985;Birch & Deysher, 1986) and novel foods, and with innately rejected (e.g. sour) fruit juices (Capaldi & Privitera, 2008). In older children (8-10-years-old), flavor-nutrient learning has been shown to occur with the innately liked sweet taste but not with the innately aversive sour taste (Liem & De Graaf, 2004).…”

Section: Flavor-nutrient Learning As a Basis For Food Preferences In mentioning

confidence: 99%

Development and Acquisition of Flavor and Food Preferences in Children: An Update Until 2010

Domínguez¹

2013

JFR

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The purpose of the present research is to identify the experience-related mechanisms which induce the establishment of children's flavor, food and drink acceptance and preferences. The development of children's preferences for flavors, foods and drinks is mediated by a variety of mechanisms, such as flavor transmission via amniotic fluid (AF) and neonatal feeding regimen (breastfeeding and formula milk-based feeding), mere repeated exposure, conditioned preferences for or aversions to gustatory stimuli based on subsequent postingestive consequences, parental strategies and food management of school meals. Operation of specific mechanisms is age-dependent, but they may have interacting effects. An essential feature of these mechanisms is exposure to flavors and foods, which requires prior selection of foods by adults and thereby guarantees cultural transmission of gastronomic habits. Promoting healthy patterns of food consumption by children, such as diets rich in vegetables, requires careful manipulation of these experience-related mechanisms. Flavor, food and drink preferences developed by young and older children appear to remain stable in later life stages, probably due to gustatory imprintings originated during prenatal gestation and childhood. However, the specific age ranges during which such gustatory imprinting may occur, remain, in most cases, unknown. In addition to this, there is a need for further research on specific aspects of the above-mentioned mechanisms to elucidate the development of food preferences in children. For example, the impact of breastfeeding history on later food and/or flavor preferences beyond infancy should be ascertained.

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Section: Flavor-nutrient Learning As a Basis For Food Preferences In mentioning

confidence: 99%

Development and Acquisition of Flavor and Food Preferences in Children: An Update Until 2010

Domínguez¹

2013

JFR

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“…In each pair, one card was a healthy food with a happy face emoticon in the bottom right corner; the other card was an unhealthy food with a sad face emoticon in the bottom right corner. Studies show that children can relate or match "happy" and "sad" emoticons with their liking of foods and drinks [12]. Therefore, to avoid possible confusion we matched the emoticons used with the connotative meaning of healthy foods being "good for you" (happy, good) and unhealthy foods being "not good for you" (sad, not good).…”

Section: Methodsmentioning

confidence: 99%

“…The ability for children to use and recognize emotional cues is regarded as a key ability in their social development at three years of age [7]. Two to five year old children can accurately respond to and identify expressions of their emotions and those of their peers [8,9], can appropriately recognize emoticons on pictorial scales [10,11], and can effectively rate their liking for foodstuffs using these pictorial scales [12]. Hence, preschool children express cognitive (the ability to understand emotion) and behavioral (the ability to make appropriate emotion-related decisions) "literacy" or knowledge of emotion.…”

Section: Introductionmentioning

confidence: 99%

Performance on a Food Health Assessment Using Emoticons with Pre-Literacy-Aged Children

Privitera

Vogel²,

Antonelli³

2013

EDUCATION

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In the present study, we tested the hypothesis that 3-year-old children at a pre-literacy age can correctly identify healthy and unhealthy foods if they are paired with emoticons to convey this information. Using a multiple baseline single case design, 6 boys were shown pairs of cards depicting one healthy and one unhealthy food, across many trials. Children were asked to point to the healthy food on half the trials and to point to the food that was not healthy on the other half of trials. On half the trials, the foods depicted were familiar to the child; on the other half of trials, the foods were not familiar. A happy face emoticon was displayed on all cards depicting a healthy food; a sad face emoticon was displayed on all cards depicting an unhealthy food. If a child did not score 100% on each trial in baseline, then he was given a lesson to teach him how to relate emoticons with health and tested again in a postbaseline phase. The results showed that four of six children scored 100% on this assessment in baseline. The two remaining children scored 100% in the post-baseline phase. These results show that pre-literacy-aged children can readily match concepts of health (healthy, not healthy) to emotional correlates of health (healthy-good, not healthy-not good). At present, these are the first results to show that literacy is not an absolute requirement for children to identify the healthfulness of foods, and could lead to possible early interventions that could be easily incorporated into a preschool curriculum for children as young as 3-years of age.

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“…The SAM has several advantages: 1) a theoretical orientation; 2) it is easy to implement; 3) it is language-and culture-free (i.e., SAM uses figures instead of words); 4) children are capable of understanding both dimensions and can easily indicate the SAM figure that resembles their own affective state (e.g., Lang, 1985). SAM has been recently used in several studies with very young children: 2-5 years of age to measure children's likes and dislikes (Capaldi & Privitera, 2008); 4-12 years to assess children's pleasure (Caprilli & Messeri, 2006); 5-8 years (Hajcak & Dennis, 2009) to evaluate both dimensions of valence and arousal. In our study, children were asked to indicate any of the five figures or between any two figures based on how happy or sad (valence dimension) and how aroused or calm (arousal dimension) they were feeling at the moment, making a nine-point scale for each dimension.…”

Section: Methodsmentioning

confidence: 99%

The effects of clown intervention on worries and emotional responses in children undergoing surgery

2010

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This study investigated whether clown intervention could reduce preoperative worries and the affective responses of children undergoing minor surgery. Parental anxiety was also tested.Child's age, previous hospitalization, and temperament were tested as predictors of the child's responses during this preoperative phase. Seventy children were assigned to one of two groups: children accompanied by their parents and a pair of clowns or, those accompanied by the parents but without the clowns. The results emphasized the relevance of clown intervention on the reduction of preoperative worries and emotional responses, not only in children but also in their parents.

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Decreasing dislike for sour and bitter in children and adults

Cited by 69 publications

References 14 publications

Development and Acquisition of Flavor and Food Preferences in Children: An Update Until 2010

Development and Acquisition of Flavor and Food Preferences in Children: An Update Until 2010

Performance on a Food Health Assessment Using Emoticons with Pre-Literacy-Aged Children

The effects of clown intervention on worries and emotional responses in children undergoing surgery

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