期刊
BRITISH JOURNAL OF NUTRITION
卷 109, 期 11, 页码 2089-2097出版社
CAMBRIDGE UNIV PRESS
DOI: 10.1017/S0007114512004126
关键词
Repeated exposure; Vegetable intake; Learning mechanisms; Pre-school children
资金
- European Community's Seventh Framework Programme (FP7) [245012-HabEat]
Children are not consuming sufficient amounts of fruits and vegetables in their habitual diet. Methods derived from associative learning theories could be effective at promoting vegetable intake in pre-school children. The objective of the present study was to compare the effectiveness of different learning strategies in promoting the intake of a novel vegetable. Children aged between 9 and 38 months were recruited from UK nurseries. The children (n 72) were randomly assigned to one of three conditions (repeated exposure, flavour-flavour learning or flavour-nutrient learning). Each child was offered ten exposures to their respective version of a novel vegetable (artichoke). Pre- and post-intervention measures of artichoke puree and carrot puree (control vegetable) intake were taken. At pre-intervention, carrot intake was significantly higher than artichoke intake (P<0.05). Intake of both vegetables increased over time (P<0.001); however, when changes in intake were investigated, artichoke intake increased significantly more than carrot intake (P<0.001). Artichoke intake increased to the same extent in all three conditions, and this effect was persistent up to 5 weeks post-intervention. Five exposures were sufficient to increase intake compared to the first exposure (P<0.001). Repeated exposure to three variants of a novel vegetable was sufficient to increase intake of this vegetable, regardless of the addition of a familiar taste or energy. Repetition is therefore a critical factor for promoting novel vegetable intake in pre-school children.
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