scholarly journals Strawberries and Cream: The Relationship Between Food Rejection and Thematic Knowledge of Food in Young Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Abigail Pickard ◽  
Jean-Pierre Thibaut ◽  
Jérémie Lafraire
Keyword(s):  
Young Children ◽  
Conceptual Knowledge ◽  
Dietary Habits ◽  
Dietary Variety ◽  
Knowledge Based ◽  
Temporal Properties ◽  
Conceptual Structures ◽  
Food Knowledge ◽  
Food Education ◽  
Thematic Relations

Establishing healthy dietary habits in childhood is crucial in preventing long-term repercussions, as a lack of dietary variety in childhood leads to enduring impacts on both physical and cognitive health. Poor conceptual knowledge about food has recently been shown to be a driving factor of food rejection. The majority of studies that have investigated the development of food knowledge along with food rejection have mainly focused on one subtype of conceptual knowledge about food, namely taxonomic categories (e.g., vegetables or meat). However, taxonomic categorization is not the only way to understand the food domain. We also heavily rely on other conceptual structures, namely thematic associations, in which objects are grouped because they share spatial-temporal properties or exhibit a complementary relationship (e.g., soft-boiled egg and soldiers). We rely on such thematic associations between food items, which may not fall into the same taxon, to determine the acceptability of food combinations. However, the development of children's ability to master these relations has not been systematically investigated, nor alongside the phenomenon of food rejection. The present research aims to fill this gap by investigating (i) the development of conceptual food knowledge (both taxonomic and thematic) and (ii) the putative relationship between children's food rejection (as measured by the Child Food Rejection Scale) and both thematic and taxonomic food knowledge. A proportional (A:B::C:?) analogy task, with a choice between taxonomic (i.e., bread and pasta) and thematic (i.e., bread and butter) food associates, was conducted on children between 3 and 7-years-old (n = 85). The children were systematically presented with either a thematic or taxonomic food base pair (A:B) and then asked to extend the example type of relation to select the respective thematic or taxonomic match to the target (C:?). Our results revealed, for the first time, that increased levels of food rejection were significantly predictive of poorer food identification and decreased thematic understanding. These findings entitle us to hypothesize that knowledge-based food education programs to foster dietary variety in young children, should not only aim to improve taxonomic understanding of food, but also thematic relations.

scholarly journals The Exploration of the Food Education Program in Primary and Secondary Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 1461-1470
Author(s):  
Baosen Li ◽  
Dongya Zhang ◽  
Yucai Gao
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Education Program ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students ◽  
Food Knowledge ◽  
Food Education ◽  
Manual Skills ◽  
Primary And Secondary School

Nowadays, unhealthy dietary habits, insufficient food knowledge, and lack of manual skills are typical issues among primary and secondary school students in China. To help students build up a strong constitution and life wisdom, Weifang Hansheng School of Shandong developed a food education course. This paper expounds on the course framework, contents of food education textbooks and the measures to implement the course.

scholarly journals How do compositional semantics and conceptual structures interact? A case study on German mental attitude adverbials

2018 ◽  
Vol 28 ◽  
pp. 669
Author(s):  
Frauke Buscher
Keyword(s):  
Conceptual Knowledge ◽  
Lexical Semantics ◽  
Compositional Semantics ◽  
Mental Attitude ◽  
Knowledge Based ◽  
Conceptual Structures ◽  
Type Composition ◽  
Compositional Interpretation ◽  
The Impact

This paper discusses German adverbials such as absichtlich ‘intentionally’ and freiwillig ‘voluntarily’ to gain deeper insights into the intricate interaction of compositional semantics and conceptual structures. The case study reveals the impact of conceptual knowledge on the adverbial’s interpretation and, moreover, how lexical semantics may curb the impact of conceptual knowledge. Based on the compositional interpretation of the adverbials, this paper argues against an underspecification analysis and proposes a coercion analysis spelled out in Asher’s (2011) Type Composition Logic. 

scholarly journals The Exploration of the Food Education Program in Primary and Secondary Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 1461-1470
Author(s):  
Baosen Li ◽  
Dongya Zhang ◽  
Yucai Gao
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Education Program ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students ◽  
Food Knowledge ◽  
Food Education ◽  
Manual Skills ◽  
Primary And Secondary School

Nowadays, unhealthy dietary habits, insufficient food knowledge, and lack of manual skills are typical issues among primary and secondary school students in China. To help students build up a strong constitution and life wisdom, Weifang Hansheng School of Shandong developed a food education course. This paper expounds on the course framework, contents of food education textbooks and the measures to implement the course.

scholarly journals Parent–child cooking meal together may relate to parental concerns about the diets of their toddlers and preschoolers: a cross-sectional analysis in Japan

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Midori Ishikawa ◽  
Kumi Eto ◽  
Miki Miyoshi ◽  
Tetsuji Yokoyama ◽  
Mayu Haraikawa ◽  
...  
Keyword(s):  
Food Intake ◽  
Young Children ◽  
Dietary Habits ◽  
Nutrition Survey ◽  
Cross Sectional ◽  
Picky Eating ◽  
Sweetened Beverages ◽  
Cooking Practices ◽  
Sectional Analysis ◽  
Parent Child

Abstract Background Parents often have concerns about the food habits of their young children. Cooking is a frequent behavior related to dietary activities at home. We hypothesized that “a parent cooking meals together with young children might alleviate dietary concerns.” The aim of this study was to identify the relationship between parental cooking practices (e.g., cooking meals together with the child) and diet-related concerns. Methods Data were extracted from the “National nutrition survey on preschool children” conducted among nation-wide households with toddlers and preschoolers in 2015 by the Ministry of Health, Labour and Welfare of Japan. Parents were classified into two groups comprising those who cooked meals together with their children and those who did not. The following variables were compared: taking too much time to eat (slow eaters), “picky” eating (eating only certain foods), inconsistent food intake (eating too much or too little), playing with food/utensils while eating, preferring sweetened beverages and snacks over meals, eating too fast to chew well, not swallowing food, disinterested in eating, and spitting out food. The associations between parent–child cooking meals together and the concerns pertaining to the child’s dietary habits and food intake were analyzed and compared between the two groups. Results The concerns of “picky eating” and “playing with food/utensils while eating” were lower, while “eating too much” was higher in the parent-cooking together group. The intake frequency of fish, soybeans/soy products, vegetables, and milk among children were higher in the “cooking together” group than among those in the “not cooking together” group. Children in the “cooking together” group consumed a significantly greater variety of foods than those in the “not cooking together” group. Conclusions Cooking a meal together with a child may be related to the parent’s lower concerns about the dietary habits of the child, including “picky eating” and “playing with food/utensils while eating,” but may also be related to the higher concerns of “eating too much.”

scholarly journals Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention

2019 ◽  
Vol 40 (05) ◽  
pp. 344-358
Author(s):  
Elizabeth Spencer Kelley ◽  
Howard Goldstein
Keyword(s):  
Reading Comprehension ◽  
Preschool Children ◽  
Young Children ◽  
Word Learning ◽  
Exploratory Study ◽  
Semantic Knowledge ◽  
Learning Opportunities ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
Knowledge Based

AbstractVocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions. This article presents an exploratory study of the relation among vocabulary knowledge, word learning, and learning in vocabulary intervention in preschool children. The study examines the potential of a process-based assessment of word learning to predict response to vocabulary intervention. Participants completed a static, knowledge-based measure of vocabulary knowledge, a process-based assessment of word learning, and between 3 and 11 weeks of vocabulary intervention. Vocabulary knowledge, performance on the process-based assessment of word learning, and learning in vocabulary intervention were strongly related. SLPs might make use of the information provided by a process-based assessment of word learning to determine the appropriate intensity of intervention and to identify areas of phonological and semantic knowledge to target during intervention.

scholarly journals DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge

AI Magazine ◽  
2013 ◽  
Vol 34 (4) ◽  
pp. 46-65 ◽  
Author(s):  
Bert Bredeweg ◽  
Jochem Liem ◽  
Wouter Beek ◽  
Floris Linnebank ◽  
Jorge Gracia ◽  
...  
Keyword(s):  
Learning Environment ◽  
Conceptual Knowledge ◽  
Evaluation Studies ◽  
Knowledge Based ◽  
Intelligent Learning Environment ◽  
Powerful Means ◽  
Qualitative Models ◽  
Course Material ◽  
Computer Based ◽  
Diagrammatic Representations

Articulating thought in computer-based media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an Intelligent Learning Environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems behave. DynaLearn uses diagrammatic representations for learners to express their ideas. The environment is equipped with semantic technology components capable of generating knowledge-based feedback, and virtual characters enhancing the interaction with learners. Teachers have created course material, and successful evaluation studies have been performed. This article presents an overview of the DynaLearn system.

The Laryngectomee Substitute Voice: Image Processing of Endoscopic Recordings by Fusion with Acoustic Signals

2003 ◽  
Vol 42 (03) ◽  
pp. 277-281 ◽  
Author(s):  
M. Döllinger ◽  
M. Schuster ◽  
U. Eysholdt ◽  
U. Hoppe ◽  
J. Lohscheller
Keyword(s):  
Acoustic Signal ◽  
High Speed ◽  
Propagation Direction ◽  
Voice Rehabilitation ◽  
Single Image ◽  
Acoustic Data ◽  
Image Series ◽  
Knowledge Based ◽  
Temporal Properties ◽  
Air Stream

Summary Objectives: The most radical cancer therapy of the throat is the total excision of the larynx which postoperatively results in the loss of voice. A widely-used method of voice rehabilitation is the insertion of a silicone valve, which establishes an unidirectional connection between trachea and esophagus. Thus, during exhalation, air can be directed from the trachea into the esophagus. This air stream excites tissue vibrations of the esophagus and the hypo-pharynx which act as a substitute voice generator. Purpose of the current study is to present a technique for visualizing the dynamics of the substitute voice generating element. Methods: Digital high speed videos of the vibrating tissue are simultaneously recorded with the emitted acoustic signal. The high speed sequences are directly evaluated by a three-step knowledge based algorithm. It considers correlation between image and acoustic data, information about the gray value of each pixel, and continuity of tissue vibration. The temporal properties of an image series are investigated by evaluating the time dependent gray value at each pixel position. Results: The applicability of the algorithm is exemplar-ily demonstrated using the data of one male patient. It enables the identification of the regions within an image series which are mainly responsible for the acoustic signal. Additionally, the dynamics of tissue vibrations are visualized. The main propagation direction can be clearly identified. Conclusions: The new methodology summarizes the information about endoscopic and acoustic recordings of substitute voice into a single image. The results allow a first estimation of tissue velocity and elastic properties of oscillating tissue.

Selective deficit of conceptual structures in aphasia: Class versus thematic relations

1980 ◽  
Vol 10 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Carlo Semenza ◽  
Gianfranco Denes ◽  
Daniele Lucchese ◽  
Patrizia Bisiacchi
Keyword(s):  
Class Versus ◽  
Conceptual Structures ◽  
Thematic Relations
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