‘Finish Your Soup’: Counterproductive Effects of Pressuring Children to Eat On Intake and Affect

The authors examined whether pressuring preschoolers to eat would affect food intake and preferences, using a repeated-measures experimental design. In the experimental condition, children were pressured to eat by a request to finish their food. We collected intake data, heights and weights, child-feeding practices data, and children's comments about the food. Children consumed significantly more food when they were not pressured to eat and they made overwhelmingly fewer negative comments. Children who were pressured to eat at home had lower body mass index percentile scores and were less affected by the pressure in the lab setting than children who were not pressured at home. These data provide experimental evidence supporting previous correlational research indicating that pressure can have negative effects on children's affective responses to and intake of healthy foods

Predictors and Consequences of Food Neophobia and Pickiness in Young Girls

Objective: Vegetable intake among children is well below recommended levels. We assessed whether food neophobia and pickiness contribute to low vegetable intake in school-aged girls and if there are distinct predictors for neophobia and pickiness. Children with food neophobia are reluctant to eat new foods whereas picky children resist eating many familiar foods. Design/subjects: Participants were 192 7-year-old girls and their parents, recruited for a study of girls' nutrition and development. We examined relationships between food neophobia and pickiness and assessed whether these variables predicted girls' vegetable consumption and predictors of food neophobia and pickiness. Analyses: The data were analyzed using a two-step process. First, we used a two-way analysis of variance to assess whether girls who scored high or low on food neophobia and pickiness measures had different levels of vegetable consumption. We used multiple regression analysis to determine predictors of food neophobia and pickiness in the girls. Results: Girls with both food neophobia and pickiness consumed fewer vegetables (1.1±0.1) than girls with neither neophobia nor pickiness (1.6±0.1). Neophobia and pickiness were modestly related in this sample, but had different predictors. Girls with food neophobia were more anxious and had mothers with food neophobia. Picky girls had mothers with less variety in their vegetable intake (r=-0.22) and mothers who perceived their family to have little time to eat healthful foods (r=0.36). In addition, picky eaters were breastfed for fewer than 6 months (r=-0.25). Pickiness was predicted primarily by environmental or experiential factors subject to changes; neophobia was predicted by more enduring and dispositional factors. Applications: Because food neophobia and pickiness negatively influence vegetable intake, intervention strategies to increase vegetable intake should focus on predictors of neophobia and pickiness, especially those subject to change

Infant Tufted Capuchin Monkeys’ Behaviour with Novel Foods: Opportunism, Not Selectivity

To determine whether young capuchin monkeys, Cebus apella, selectively interacted with others concerning novel foods, 11 infants (4.5–12 months) living in two groups were observed following presentation of familiar or novel foods. Foods were presented either to the whole group or to infants in a section of the home cage to which only they had access. Infants showed more frequent interest in others’ food and picked up foods more frequently when foods were novel, and they tended to eat novel foods more frequently than familiar foods. The pattern was the same whether the foods were presented to the group or only to infants. Infants expressed interest in others’ novel foods equally often before and after sampling these foods themselves. The frequency of interest in others’ food correlated positively with age. It is concluded that acceptance of novel foods in these monkeys occurs readily regardless of socially provided information about edibility. Social interactions do not appear to make important contributions to acceptance of novel foods by infant capuchin monkeys

Specific Social Influences On the Acceptance of Novel Foods In 2–5-Year-Old Children

Social influences have been shown to be very important to overcome food neophobia in young children. However, there is no experimental evidence about whether social influences on food acceptance are specific, that is if models eating the same food as the child are more effective in promoting food acceptance than models eating a different food. We assessed children's behavior towards novel foods when an adult model (a) was not eating (Presence condition), (b) was eating a food of a Different color (Different color condition), and (c) was eating a food of the Same color (Same color condition). We tested 27 children (ages 2- to 5-years-old) recruited from The Pennsylvania State University day-care facilities. Results show that children accepted and ate their novel food more in the Same color condition than in the Different color and in the Presence conditions. Therefore, in young children food acceptance is promoted by specific social influences. These data indicate that children are more likely to eat new food if others are eating the same type of food than when others are merely present or eating another kind of food

Sibling Eating Behaviours and Differential Child Feeding Practices Reported by Parents

The purpose of this study was to investigate the intra-familial relationships between parental reports of feeding practices used with siblings in the same family, and to evaluate whether differences in feeding practices are related to differences in siblings’ eating behaviours. Eighty parents of two sibling children completed measures assessing their feeding practices and child eating behaviours. Parents reported using greater restrictive feeding practices with children who were fussier and desired to drink more than their sibling. Parents reported using more pressure to eat with siblings who were slower to eat, were fussier, emotionally under-ate, enjoyed food less, were less responsive to food, and were more responsive to internal satiety cues. Restriction and pressure to eat appear to be part of the non-shared environment which sibling children experience differently. These feeding practices may be used differently for children in the same family in response to child eating behaviours or other specific characteristics

Social Facilitation of Eating Familiar Food in Tufted Capuchins (Cebus apella): Does it Involve Behavioral Coordination?

Social facilitation of eating familiar foods might serve to synchronize eating activities within groups. We aimed to assess whether capuchins (Cebus apella) are prompted to eat when observing other conspecifics eating a familiar food. Subjects were 8 male captive-born tufted capuchins. One pair of capuchins acted as demonstrators for the other 6 observer subjects. In the Experimental condition, the demonstrator pair was given fresh chow in addition to having access to the leftover food and ate continuously. In the Control condition, the demonstrator pair had access to food leftover from the morning feed and ate very little. The initiation of feeding by the demonstrator pair prompted the initiation of feeding behavior in the observers, and the latter ate significantly more of their leftovers in the Experimental than in the Control condition. The tempo of the social facilitation of eating familiar foods in capuchins support isomorphic coordination, a process that occurs when one individual’s activity focuses the attention of another individual to the same activity, thereby increasing behavioral similarity in a group

Parental Pressure, Dietary Patterns, and Weight Status among Girls Who Are "Picky Eaters"

Objective: To determine whether mothers’ fruit and vegetable intake and mothers’ use of pressure in the feeding domain when their daughters were 7 years old predicted picky eating and dietary intake when their daughters were 9 years old, and to examine diet and weight status in picky and nonpicky eaters. Design/subjects: Participants were 173 9-year-old non-Hispanic white girls and their mothers. A longitudinal analysis was used to assess maternal influences on picky eating and diet. A cross-sectional analysis was used to examine diet and weight status between picky and nonpicky eaters. Measures included maternal feeding practices, daughters’ pickiness, mothers’ fruit and vegetable intake, daughters’ food intake, and weight status. Statistical analyses: The tests examined differences between picky and nonpicky eaters. Structural equation modeling examined relationships among mothers’ fruit and vegetable intake; child feeding practices; daughters’ pickiness; and fruit, vegetable, micronutrient, and fiber intakes. Results: Mothers consuming more fruits and vegetables were less likely to pressure their daughters to eat and had daughters who were less picky and consumed more fruits and vegetables. Picky eaters consumed fewer fruits and vegetables, but also fewer fats and sweets. All girls consumed low amounts of vitamin E, calcium, and magnesium, but more picky girls were at risk for not meeting recommendations for vitamins E and C and also consumed significantly less fiber. In addition, picky eaters were less likely to be overweight. Conclusions: Mothers influenced daughters’ fruit and vegetable intake via their own patterns of fruit and vegetable intake and by influencing their daughters’ tendencies to be picky eaters. Both picky and nonpicky eaters had aspects of their diets that did not meet recommendations. Taken together, these findings suggest that parents should focus less on “picky eating” behavior and more on modeling fruit and vegetable consumption for their children

The Sources of Skill in Seriating Cups in Children, Monkeys and Apes

Is a concept of either reversibility or of hierarchical forms of combination necessary for skilled seriation? We examined this question by presenting seriating cups to adult capuchin monkeys and chimpanzees and to 11-, 16- and 21-month-old children. Capuchins and chimpanzees consistently created seriated sets with five cups, and placed a sixth cup into a previously seriated set. Children of all three ages created seriated five-cup sets less consistently than the capuchins and chimpanzees, and were rarely able to place a sixth cup into a seriated set. Twenty-one-month-olds produced more structures containing three or more cups than did the younger age groups, and these children also achieved seriated sets more frequently. Within all participant groups, success at seriating five cups was associated with the frequency of combining three or more cups, regardless of form. The ability to integrate multiple elements in persistent combinatorial activity is sufficient for the emergence of seriation in young children, monkeys and apes. Reliance on particular methods of combination and a concept of reversibility are later refinements that can enhance skilled seriation

Oral reading fluency and maze measures as predictors of performance on North Carolina end-of-grade assessment of reading comprehension

Current legislation (IDEA, 2004; NCLB, 2001) mandates all students, including students with disabilities, demonstrate progress toward the same standards. However, students continue to struggle with attainment of statewide academic standards as measured by high-stakes assessment. The purpose of the current study was to examine the degree that Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) and Maze Curriculum-Based Measures (AIMSweb Maze-CBM) predict standard scores on the North Carolina End-of-Grade (EOG) Assessment of Reading Comprehension. The study also investigated differences in the relationship as a function of grade, examined the accuracy of established cutoff scores, and determined optimal cut scores. Participants included 336 students in third, fourth, and fifth grades. Results of the study were consistent with previous research, indicating the significance of fluency measures for determining the likelihood of proficiency on high-stakes assessments. Findings indicated ORF and Maze measures significantly predicted proficiency, with ORF accounting for the most variance in EOG scores. Receiver Operating Characteristic (ROC) Curves revealed statistically significant Area Under the Curve (AUC) values for ORF and Maze. Sensitivity levels were adequate for recommended cutoff values; specificity levels were less than adequate. Optimal cutoff scores to maximize sensitivity and specificity yielded slightly different cutoff points for ORF and Maze. Implications for practice, limitations, and suggestions for future research are provided

A conceptual approach for determining patterns of professional preparation for women in health and physical education

This study reflects the development of a theoretical model of a conceptual approach to the undergraduate professional preparation for women in health and physical education. The basic reason for developing the design model was to point out a possible different approach in devising curricular patterns. The intent was to develop a broad general idea of how an undergraduate curriculum could be conceived using a conceptual approach