洪小蓿 發問時間: 社會與文化語言 · 1 0 年前

恐怖的英文 文章

Caregivers may attempt to control the child’s eating via a variety of child-feeding strategies. The emotional tone of the social interactions surrounding feeding can shape children’s food-acceptance patterns when associations are formed between food and the child’s emotional response to the feeding interaction. Meals are an interaction, and meals also have a temporal structure that has meaning. Children learn very that certain foods are served in particular order at meals and that particular social occasions require special foods. Even 2-year-olds can tell you what foods should be served at birthday. In Western cultures, sweet desserts come at the end of the meal, probably because we still find them palatable even when we are relatively satiated, after consuming other courses. This sequencing of courses in Western cuisines fosters the use of sweet, palatable foods as effective rewards for finishing the previous course

(“Finish your vegetables and you may have dessert”). We have investigated the impact of the use of foods in these social contexts on the formation of children’s preferences for foods, and these findings reveal that some common feeding practices may have unintended and untoward effects on children’s food-acceptance patterns. When foods are given to children in positive social contexts (as rewards, or paired with positive social interaction with an adult ), children’s preferences for those foods are enhanced . The opposite effect on food acceptance can occur when caregivers force children to eat “nutritious” foods to obtain rewards(“Eat your vegetables and you can watch TV”). The strategy of having child eat a food in order to obtain a reward tends to reduce the child’s liking for the food she is rewarded for eating. In summary, via associative learning-social contexts of feeding that are perceived by the child as positive enhance liking; those that are negative reduce liking .

厲害的大大幫幫忙..請不要用軟體翻譯後貼上.tks.

1 個解答

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  • 1 0 年前
    最佳解答

    照料者可能試圖控制孩子透過多種喂孩子的策略吃。 圍繞喂的社會相互作用的感情音調能形成孩子的食品接受圖案, 當協會在食品和孩子的情緒回應之間成立到喂的相互作用時。 飯是相互作用,並且飯也有一個暫時的架構有意思。 孩子非常獲悉某些食品在飯桌上被在特別訂單裡提供,特別的社會場合需要特別的食品。 即使2歲的人能告訴你什麼食品應該被在生日提供。 在西方文化裡, 甜的甜點心吃到最後來,或許因為在消耗其他課程之后,即使當我們相對滿足的時候,我們仍然發現他們可口。 西方的烹飪課的這排序為完成以前的課程促進使用甜,可口的食品作為有效的報酬

    ("完成你的蔬菜,你可以吃甜點心")。 我們已經在孩子的食品的優先權的形成上在這些社會環境裡調查使用食品的影響, 並且這些結論揭示供給慣例的一些公用草地可能對孩子的食品接受圖案有非故意和不幸影響。 食品在確定的社會環境裡被給孩子(作為報酬, 或者用積極的社會與一個大人相互作用配對),那些食品的孩子的偏愛被提升。 當照料者強迫孩子吃"有營養"的食品獲得報酬時,對食品接受的相反影響能發生 ("吃你的蔬,你能看電視")。 為了獲得一份報酬讓孩子吃一種食品的策略傾向于降低孩子的對食品的愛好她被為吃獎賞。 總之,透過相聯學習社會環境供給因為那些孩子察覺當時樂觀愛好; 是否定詞的那些降低愛好。

    2007-03-23 18:31:38 補充:

    "吃你的蔬菜,你能看電視"

    這巨沒打好

    參考資料: 金頭腦
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