Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content
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Using Stimulus-Equivalence Technology to Teach Skills About Nutritional Content Erik Arntzen 1
& Jon
Magnus Eilertsen 1
# The Author(s) 2020
Abstract Twenty-two adult participants, assigned to three conditions, were trained nutrition knowledge (i.e., carbohydrate values) for different food items. In a stimulus sorting test, the participants were asked to sort stimuli (names of food items) into one of three different ranges of carbohydrate values ("less than 20", "20–40", "more than 40" gram per 100 gram). Conditional-discrimination training and testing followed the sorting test, and finally, a postclass formation sorting test of the stimuli used in the conditionaldiscrimination training. The conditional-discrimination training used tailored stimuli, that is, the food items that each of the participants categorized incorrectly in the sorting test. Participants exposed to Conditions 1 and 2 were trained on six conditional discriminations and tested for the formation of three 3-member classes. Conditions 2 and 3 had a “don’t know” option together with the three different ranges of carbohydrate values in the sorting for tailoring the stimuli. Participants exposed to Condition 3 trained were trained on 12 conditional discriminations and tested for the formation of three 5-member classes. The main findings showed that all but one of the participants responded correctly on at least one test for equivalence class formation and sorted the stimuli correctly in the postclass formation sorting test. Keywords Carbohydrates . College students . Effectiveness . Nutrition . Stimulus
equivalence It is common to read information stating that food choice affects health, and that proper nutrition is related to a healthy lifestyle. Hence, to make these healthy food choices, nutritional knowledge is a prerequisite (Grunert et al., 2012). In particular, several authors have pointed out the importance of knowledge about nutrition as one of the factors for having good health (e.g., Lessa, Cortes, Frigola, & Esteve, 2017; Miller &
* Erik Arntzen [email protected]
1
Department of Behavioral Science, Oslo Metropolitan University, PO Box 4, St. Olavs Plass, 0130 Oslo, Norway
Perspectives on Behavior Science
Cassady, 2015; Wardle, Parmenter, & Waller, 2000). Furthermore, studies have shown a correlation between mother_s knowledge about nutrition and healthy weights for their children (Yabancı, Kısaç, & Karakuş, 2014), and less knowledge about nutrition was correlated with less compliance with the dietary guidelines for many food groups (Vereecken & Maes, 2010). A series of studies employing nutrition education have been shown to be effective in teaching knowledge about nutrition in adults (Allen, Smith Taylor, & Kuiper, 2007; Clifford, Anderson, Auld, & Champ, 2009; Tessaro, Rye, Parker, Mangone, & McCrone, 2010) and in children (Pears et al., 2012). For example, Allen et al. (2007) found that a 30-min session with information about nutrition influenced the choice of food in a simulated fast-food environment.
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