Non-taste multi-sensory activities and their impact on children’s willingness to taste and consumption of vegetables

Appetite ◽  
2020 ◽  
pp. 104864
Author(s):  
Alan Parry Roberts ◽  
Amy Hale ◽  
Lara Cross ◽  
Carmel Houston-Price
Keyword(s):  
2020 ◽  
Vol 26 (Especial) ◽  
pp. 438-448
Author(s):  
Luiz Gustavo Santos TESSARO ◽  
Ana Maria VEIGALIMA

This theoretical article aimed to constitute a review of the gestalt literature about Attention Deficit Hyperactivity Disorder (ADHD) produced in Brazil and to discuss practical possibilities of intervention based on Gestalt therapy. These proposals were designed in the context of a social welfare service that welcomes children and adolescents, with or without the diagnosis of ADHD. Thus, was necessary to articulate with the concept of extended clinic, supported by the field concept of Kurt Lewin. Was considered the contributions of Luciana Aguiar and Violet Oaklander, two important authors of gestalt psychotherapy with children, in Brasil and in the world, respectively. Among the results, there was the need for interventions at the institutional level (such as working within the institution's introjects and offering greater supervision and monitoring to these children) and individual (performing motor sensory activities aimed at the development of the protagonism through the possibility of to choose).


Author(s):  
Lea Kuznik

Virtual worlds for adults (e.g. Second Life), youth (e.g. Habbo) and children (e.g. Whyville) have a great potential for learning and teaching practices for enriching wider public and engendering collective experience and collaboration. Informal learning environments such as educational virtual worlds offer children and adults various intellectual and sensory activities or »crystallized« experiences with reinforcing multiple intelligences, according to Gardner. Virtual worlds promote social interaction and offer visitors an opportunity for various interactive activities which can sometimes not be realized in real life education. Children and adults can explore and learn in a different way and from a different perspective, e.g. with educational games and simulations. Virtual worlds represent a new medium that allows people to connect in new virtual ways and offer new challenges in the educational field.


Author(s):  
Hans-Jörg Schmid

The chapter lays the foundation for the understanding of usage events and utterance types. Usage events consist of several components, all of which can become conventionalized and entrenched: utterances (including the required motor and sensory activities), communicative goals of participants, cognitive and interpersonal activities, and the linguistic, situational, and social context. Utterance types are contingent links between communicative goals and linguistics forms. They are contingent on several dimensions: the onomasiological link between goals and forms, the semasiological link between forms and meanings, combinations on the syntagmatic dimension, and the use of utterance types in cotexts and contexts. Utterance types can be defined as multiply contingent and probabilistic connections between goals and forms. Three classes of utterance types can be distinguished with regard to their function, specificity, and size, i.e. distinctors, units, and patterns. Although the notion of utterance types is similar to that of construction, it is preferred to emphasize the dynamic and contingent nature of form-meaning relations.


Author(s):  
Silvia-Raluca Matei ◽  
Damian Mircea Totolan ◽  
Claudia Salceanu

Occupational therapy focuses on children's sensory processing and modulation. This chapter approaches specific interventions on children with ASD from several perspectives. OT is based on sensory integrative approach when working with children with ASD: helping parents understand their child's behavior, helping children organize responses to sensory input. The sensory integrative approach is a formulated activity plan that helps people who haven't been able to develop their own sensory recognition program. This plan allows a child to integrate all sorts of different sensory activities in their day so they can engage in and begin to work with a wide variety of sensory inputs. This provides a wide number of benefits. Their focus and attention span increases because they won't have meltdowns from trying to process too much information; sensory integrative approach helps to rebuild/reform the child's nervous system. This allows them to physically handle more sensory input. As a result, OT has been proven effective in working with children with ASD.


1966 ◽  
Vol 18 (3) ◽  
pp. 855-862 ◽  
Author(s):  
Robert Eisenberger

Experimental literature is examined to determine the extent to which the behavioral effects of the biological drives may be considered unique, with resultant implications for theories of personality. It is found, for example, that drives do not usually dominate over non-viscerogenic strivings except when deprivation is extreme and that there is no experimental evidence at present to suggest that drives are more primary in behavioral development than sensory activities. That drive and reinforcement do not provide satisfactory explanations for the ubiquity of animal motivation may indicate a need for fresh lines of theory and experimentation.


Brain ◽  
1923 ◽  
Vol 46 (2) ◽  
pp. 200-208 ◽  
Author(s):  
DAVID WATERSTON
Keyword(s):  

1982 ◽  
Vol 2 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Judith E. Favell ◽  
James F. McGimsey ◽  
Robert M. Schell

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