Learning to Like: Roles of Repeated Exposure and Other Types of Learning

Anzman‐Frasca, Stephanie; Ehrenberg, Sarah

doi:10.1016/b978-0-12-811716-3.00002-6

Cited by 6 publications

(8 citation statements)

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“…The model in Figure recognizes the role of parental influences on the development of OW/OB in childhood. The contribution of these psychosocial processes is prominent in the developmental literature and scholarship on the development of children's eating and weight . A biopsychosocial approach emphasizes the need to integrate these psychosocial influences with child biological factors.…”

Section: Resultsmentioning

confidence: 99%

“…The contribution of these psychosocial processes is prominent in the developmental literature 52,67,96,[213][214][215][216][217][218] and scholarship on the development of children's eating and weight. 14,63,64,89,124,197,[219][220][221][222][223][224][225][226] A biopsychosocial approach emphasizes the need to integrate these psychosocial influences with child biological factors. As shown in Figure 1, this means that child biological foundations influence parent cognitions, expectations and interpretations, as well as parent behavior and practices.…”

Section: Psychosocial Processes and Their Integration With Child Bimentioning

confidence: 99%

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A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

Russell

2019

Obesity Reviews

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Summary Childhood obesity has reached alarming proportions in many countries. There is consensus that both biological (especially genetic) and environmental (including psychosocial) factors contribute to weight gain and obesity in childhood. Research has identified extensive risk or predictive factors for childhood obesity from both of these domains. There is less consensus about the developmental processes or pathways showing how these risk factors lead to overweigh/obesity (OW/OB) in childhood. We outline a biopsychosocial process model of the development of OW/OB in childhood. The model and associated scholarship from developmental theory and research guide an analysis of research on OW/OB in childhood. The model incorporates biological factors such as genetic predispositions or susceptibility genes, temperament, and homeostatic and allostatic processes with the psychosocial and behavioral factors of parenting, parental feeding practices, child appetitive traits, food liking, food intakes, and energy expenditure. There is an emphasis on bidirectional and transactional processes linking child biology and behavior with psychosocial processes and environment. Insights from developmental theory and research include implications for conceptualization, measurement, research design, and possible multiple pathways to OW/OB. Understanding the developmental processes and pathways involved in childhood OW/OB should contribute to more targeted prevention and intervention strategies in childhood.

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Section: Resultsmentioning

confidence: 99%

Section: Psychosocial Processes and Their Integration With Child Bimentioning

confidence: 99%

A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

Russell

2019

Obesity Reviews

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“…Some studies in infants and young children have investigated associations of early food experiences and liking and consumption of complementary foods, especially for fruits and vegetables [e.g., ( 22 )]. Infant acceptance during the complementary feeding period positively associates with maternal diet and breastfeeding ( 23 , 24 ), as well as early introduction to foods ( 25 ).…”

Section: Introductionmentioning

confidence: 99%

Infant and Toddler Responses to Bitter-Tasting Novel Vegetables: Findings from the Good Tastes Study

Johnson

Moding

Grimm

et al. 2021

The Journal of Nutrition

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Background Infants are born with the biological predisposition to reject bitterness. Dark green vegetables contain essential nutrients but also bitter compounds, making them more difficult to like. Objective The Good Tastes Study was designed to determine whether reducing bitterness by adding small amounts of sugar or salt would alter infant acceptance of kale purées. Methods Caregivers (n = 106, 94% mothers, 82% Non-Hispanic White) and children (53% male, aged 6–24 mo) participated in a videorecorded laboratory visit during which infants were offered 4 versions of puréed kale: plain, 1.2% or 1.8% added sugar, or 0.2% added salt. Caregivers rated their children's liking for each kale version. Videos were coded for the number of tastes accepted and for children's behaviors and acceptance of each kale version. A multilevel ordered logistic model was fit for the number of accepted tastes and caregiver ratings of child liking of kale versions with age, breastfeeding history, order effects, and kale version as predictors. Results Infants 6 to <12 mo accepted more tastes (b = 2.911, P < 0.001) and were rated by caregivers as liking the kale more than older toddlers (≥18 mo; b = 1.874, P = 0.014). The plain kale was more likely to be accepted (P < 0.001); also, the first version offered was more likely to be rejected (b = −0.586, P < 0.007). Older infants (≥18 mo) exhibited more avoidant behaviors (b = 1.279, P < 0.001), more playing (b = 2.918, P < 0.001), and more self-feeding (b = 1.786, P = 0.005) than younger infants (6 to <12 mo). Children who were reported to have been breastfed more in the last 7 d were more likely to self-feed (b = 0.246, P < 0.001) and play with food (b = 0.207, P < 0.005). Conclusions Our findings support that there may be a sensitive period, during the early phase of complementary feeding, to improve success of introducing a novel, bitter, more difficult-to-like food. When low levels of sugar or salt were added, no advantage of bitterness reduction was observed. This study has been registered with ClinicalTrials.gov as NCT04549233.

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“…Cooke et al 19 found, for example, when given a disliked target vegetable over 12 daily taste exposures, 4‐to‐6‐year‐old children significantly increased liking for the target vegetable compared with controls, with effects maintained at 1‐month follow‐up. Although employed most frequently in infancy or early childhood, previous work suggests repeated exposure is effective in middle childhood as well 20‐23 …”

mentioning

confidence: 99%

“…An alternative strategy to repeated exposure which may be preferable for certain subgroups less likely to try unfamiliar foods (eg, older children 20,24 ) is associative conditioning. In general, this conditioning refers to changes in one's response to a target stimulus after it is repeatedly paired with an unconditioned stimulus (UCS) that already has a positive (or negative) valence 25 .…”

mentioning

confidence: 99%

Examining associative conditioning with a positive peer context as a strategy to increase children's vegetable acceptance

Tauriello

Bowker²,

Wilding

et al. 2020

Pediatric Obesity

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Summary Background Children's vegetable acceptance increases following repeated exposure and associative conditioning pairing a target vegetable with a well‐liked food. Yet traditional pairings may increase energy intake when well‐liked foods are calorie‐rich. Objectives To examine whether pairing a non‐food stimulus with target vegetables increases children's vegetable acceptance and whether effects exceed those of repeated exposure. Methods Twenty‐three 6‐to‐8‐year‐old children participated in twice‐weekly sessions across 6 weeks of a summer camp serving children from low‐income families. First‐ and second‐grade camp classrooms were randomly assigned to associative conditioning and repeated exposure groups, respectively. Liking and preference were assessed for seven vegetables at pre/post‐test. For each child, two non‐preferred vegetables were randomly assigned as the target or control. During exposures, associative conditioning group children experienced a positive peer context (involving group games) paired with tasting their target vegetable. The repeated exposure group received only taste exposures; target vegetable liking was assessed. Results Preferences for target vegetables increased from pre‐ (Median = 6.00) to post‐test (Median = 3.00) overall (P = .007), but did not differ by group (P = .59). Group, time and interaction effects on vegetable liking were non‐significant overall (P ≥ .29), with some evidence of group differences when examining select time points. Conclusions Findings can inform future research aiming to increase vegetable preferences in community settings.

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Learning to Like: Roles of Repeated Exposure and Other Types of Learning

Cited by 6 publications

References 55 publications

A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research

Infant and Toddler Responses to Bitter-Tasting Novel Vegetables: Findings from the Good Tastes Study

Examining associative conditioning with a positive peer context as a strategy to increase children's vegetable acceptance

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