Hendy H M, Raudenbush B
Department of Psychology, Penn State University, Schuylkill Haven, PA 17972, USA.
Appetite. 2000 Feb;34(1):61-76. doi: 10.1006/appe.1999.0286.
Although Social Cognitive Theory (Bandura, 1997) suggests that teacher modeling would be one of the most effective methods to encourage food acceptance by preschool children, opinions of experienced teachers have not yet been sampled, teacher modeling has rarely been examined experimentally, and it has produced inconsistent results. The present study considers opinions of teachers and conditions under which teacher modeling is effective. Study 1 was a questionnaire in which preschool teachers (N=58) were found to rate modeling as the most effective of five teacher actions to encourage children's food acceptance. Study 2 and Study 3 were quasi-experiments that found silent teacher modeling ineffective to encourage either familiar food acceptance (N=34; 18 boys, 16 girls) or new food acceptance (N=23; 13 boys, 10 girls). Children's new food acceptance was greatest in the first meal and then rapidly dropped, suggesting a "novelty response" rather than the expected neophobia. No gender differences were found in response to silent teacher modeling. Study 4 was a repeated-measures quasi-experiment that found enthusiastic teacher modeling ("Mmm! I love mangos!") could maintain new food acceptance across five meals, again with no gender differences in response to teacher modeling (N=26; 12 boys, 14 girls). Study 5 found that with the addition of a competing peer model, however, even enthusiastic teacher modeling was no longer effective to encourage new food acceptance and gender differences appeared, with girls more responsive to the peer model (N=14; 6 boys, 8 girls). Thus, to encourage children's new food acceptance, present results suggest that teachers provide enthusiastic modeling rather than silent modeling, apply such enthusiastic modeling during the first five meals before children's "novelty response" to new foods drops, and avoid placing competing peer models at the same table with picky eaters, especially girls.
尽管社会认知理论（班杜拉，1997）表明教师示范是鼓励学龄前儿童接受食物的最有效方法之一，但尚未收集有经验教师的意见，教师示范很少经过实验检验，且结果并不一致。本研究考虑了教师的意见以及教师示范有效的条件。研究1是一项问卷调查，发现学前教师（N = 58）将示范评为鼓励儿童接受食物的五种教师行为中最有效的一种。研究2和研究3是准实验，发现无声的教师示范在鼓励熟悉食物接受（N = 34；18名男孩，16名女孩）或新食物接受（N = 23；13名男孩，10名女孩）方面无效。儿童对新食物的接受度在第一餐时最高，然后迅速下降，这表明是一种“新奇反应”而非预期的新事物恐惧症。在对无声教师示范的反应中未发现性别差异。研究4是一项重复测量准实验，发现热情的教师示范（“嗯！我喜欢芒果！”）可以在五餐中维持对新食物的接受度，同样在对教师示范的反应中未发现性别差异（N = 26；12名男孩，14名女孩）。然而，研究5发现，加入一个有竞争力的同伴示范后，即使是热情的教师示范也不再能有效鼓励对新食物的接受，并且出现了性别差异，女孩对同伴示范的反应更积极（N = 14；6名男孩，8名女孩）。因此，为了鼓励儿童接受新食物，目前的结果表明，教师应提供热情的示范而非无声的示范，在儿童对新食物的“新奇反应”下降之前的前五餐中应用这种热情的示范，并且避免让有竞争力的同伴示范与挑食者同桌，尤其是女孩。
