Development of ideas about food and nutrition from preschool to university

Appetite

Volumn 55, Issue 3, 2010, Pages 556-564

  Slaughter, Virginia ^a   Ting, Claire ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

Conceptual development; Na ve biology; Nutrition education

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; AUSTRALIA; CHILD; DIET; EATING; ENERGY BALANCE; FEMALE; FOOD; FOOD INTAKE; GROUPS BY AGE; HUMAN; HUMAN EXPERIMENT; INTERVIEW; MALE; NORMAL HUMAN; NUTRITION; NUTRITION EDUCATION; OPEN ENDED QUESTIONNAIRE; PHILOSOPHY; PHYSIOLOGICAL PROCESS; PRESCHOOL CHILD; PSYCHOLOGICAL THEORY; SCHOOL CHILD; UNIVERSITY;

ADOLESCENT; ADOLESCENT DEVELOPMENT; ADOLESCENT PSYCHOLOGY; ADULT; AUSTRALIA; CHILD; CHILD DEVELOPMENT; CHILD PSYCHOLOGY; CHILD, PRESCHOOL; DIET; FEMALE; HEALTH KNOWLEDGE, ATTITUDES, PRACTICE; HUMANS; INTERVIEWS AS TOPIC; MALE; MENTAL PROCESSES; YOUNG ADULT;

EID: 78649447725     PISSN: 01956663     EISSN: 10958304     Source Type: Journal    
DOI: 10.1016/j.appet.2010.09.004     Document Type: Article

References (27)

1. Au T., Romo L. Mechanical causality in children's " Folkbiology" Folkbiology 1999, 355-401. MIT Press, Cambridge, MA. D. Medin, S. Atran (Eds.).
2. Au T.K., Romo L.F., DeWitt J.E. Considering children's folkbiology in health education. Childrenós understanding of biology and health 1999, 209-234. Cambridge University Press, London. M. Siegal, C. Peterson (Eds.).
3. Blom-Hoffman J., DuPaul G.J. School-based health promotion. The effects of a nutrition education program. School Psychology Review 2003, 32:263-271.
4. Carey S. Conceptual change in childhood 1985, Bradford, Cambridge, MA.
5. Carey S. On the origin of causal understanding. Causal cognition. A multidisciplinary debate 1995, 286-302. Clarendon Press/Oxford University Press, New York, NY. D. Sperber, D. Premack, A. Premack (Eds.).
6. Coley J.D. Emerging differentiation of folkbiology and folkpsychology. Attributions of biological and psychological properties to living things. Child Development 1995, 66:1856-1874.
7. Gellert E. Children's conceptions of the content and functions of the human body. Genetic Psychology Monographs 1962, 65:293-405.
8. Hart K.H., Bishop J.A., Truby H. An investigation into school children's knowledge and awareness of food and nutrition. Journal of Human Nutrition and Dietetics 2002, 15:129-140.
9. Hatano G., Seigler R., Richards D., Inagaki K., Stavy R., Wax N. The development of biological knowledge. A multinational study. Cognitive Development 1993, 8:47-62.
10. Inagaki K., Hatano G. Young children's understanding of the mind-body distinction. Child Development 1993, 64:1534-1569.
11. Inagaki K., Hatano G. Young children's intuitive thinking about the biological world 2002, Psychology Press, New York.
12. Inagaki K., Hatano G. Vitalistic causality in young children's intuitive biology. Trends in Cognitive Sciences 2004, 8:356-362.
13. Johnson D.W., Johnson R.T. A meta-analysis and synthesis of nutrition education research. Journal of Nutrition Education 1985, 17(Suppl):11-19.
14. Kandiah J., Jones C. Nutrition knowledge and food choices of elementary school children. Early Child Development and Care 2002, 172:269-273.
15. Landis J., Koch G. The measurement of observer agreement for categorical data. Biometrics 1977, 33:159-174.
16. McKinley M., Lowis C., Robson P., Wallace J., Morrissey M., Moran A., Livingstone M. It's good to talk. Children's views on food and nutrition. European Journal of Clinical Nutrition 2005, 59:542-551.
17. Miller J.L., Bartsch K. The development of biological explanation. Are children vitalists?. Developmental Psychology 1997, 33:156-164.
18. Morris S.C., Taplin J.E., Gelman S.A. Vitalism in intuitive biological thinking. Developmental Psychology 2000, 36:585-595.
19. Nguyen S. An apple a day keeps the doctor away. Children's evaluative categories of food. Appetite 2007, 48:114-118.
20. Poling D., Evans E.M. Why do birds of a feather flock together? Developmental change in the use of multiple explanations. Intention, teleology, essentialism. British Journal of Developmental Psychology 2002, 20:89-112.
21. Slaughter V., Lyons M. Learning about life and death in early childhood. Cognitive Psychology 2003, 43:1-30.
22. Teixeira F. What happens to the food we eat? Children's conceptions of the structure and function of the digestive system. International Journal of Science Education 2000, 22:507-520.
23. Wagner N., Meusel D., Kirch W. Nutrition education for children-results and perspectives. Journal of Public Health 2005, 13:102-110.
24. Wellman H. The child's theory of mind 1990, The MIT Press, Cambridge, MA.
25. Wellman H.M., Gelman S.A. Cognitive development. Foundational theories of core domains. Annual Review of Psychology 1992, 43:337-375.
26. Wellman H.M., Johnson C.N. Children's understanding of food and its functions. A preliminary study of the development of concepts of nutrition. Journal of Applied Developmental Psychology 1982, 3:135-148.
27. Zeinstra G., Koelen M., Kok F., de Graaf C. Cognitive development and children's perceptions of fruit and vegetables. A qualitative study. International Journal of Behaviourial Nutrition and Physical Activity 2007, 4:4-30.