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Supplementary Material 2: Table S1 and Table S2

Supplementary Material 1: STROBE Statement - checklist of items that should be included in reports of observational studies

A more nuanced understanding of feeding behaviours and their motivational context is critical to understand the variety of outcomes in the parental feeding literature and to develop effective parental interventions for child obesity prevention. This qualitative study will examine parents’/ caregivers’ experiences of feeding children with an avid appetite and use this to inform subsequent intervention development.

The present research is a series of studies in which adults will be given a set of food stimuli and asked to partition them into categories. The aims of the research are to investigate whether food-related decisions (namely willingness to try, evaluative food liking, and food neophobia) are guided by food categorization. Firstly, we seek to determine if the number of categories formed (thus reflecting category inclusivity/exclusivity) is linked with food neophobia and willingness to try foods. We will measure the number of groups formed both globally, but also by type of categorization. We believe that there will be an interaction effect between the type of categorization and the size of groups formed with the food rejecting variables.

Objective: The aim of this scoping review is to understand the extent and type of evidence regarding efforts to increase consumption of novel and/or healthy foods within group settings in children residing in high-income countries (aged 3-7 years). Introduction: In 2020, an estimated 39 million children under the age of five years were reported to have overweight or obesity, with children increasingly consuming foods high in dietary fats and sugars (WHO, 2021). Group settings (e.g., schools, nurseries) present an opportunity to encourage children’s consumption of novel and healthy foods, but a consensus has yet to be reached on the best method(s) for achieving this. For health, care or education authorities to make evidence-based decisions about policies to apply or programs to commission for group settings, they need access to the summarised evidence. Inclusion criteria: Interventions and/or studies promoting consumption of novel and/or healthy foods in children (aged 3-7 years), within group settings controlled by ‘authorities’. Searches will be limited to evidence studying children residing in high-income countries, written in English language, from 2012 onwards. Methods: A systematic scoping review following the JBI guidelines will be conducted in March 2022. Databases to be searched include Web of Science, Scopus, PsycINFO (via ProQuest platform) and MEDLINE. Exploration of grey literature will involve hand searching reference lists for additional manuscripts. All identified citations will be collated and exported into Excel and duplicates removed. Titles and abstracts will be screened by two independent reviewers for assessment against inclusion criteria for the review. Full-text articles will then be screened for eligibility and collating results.

This study aims to distinguish the development of specific script and thematic conceptual relations in the food domain in children between 2-6 years old, namely (1) functional complementarity; e.g. soup and spoon, (2) complementary co-occurrence; e.g. bread and butter, (3) meal based scripts; e.g. cereal and toast, and (4) event based scripts; e.g. Halloween and candy.

This study aimed to investigate how food rejection may influence the development of different forms of conceptual knowledge in the food domain for children between 2-6 years old.

The present research aims to expand upon seminal developmental studies showing that categorization is crucial in children’s reasoning and subsequent decisions about food. More precisely, our study investigates i) the development of conceptual category knowledge about food (namely taxonomic and thematic) and ii) explores the putative relationship between children’s food rejection (as measured by the Child Food Rejection Scale) and taxonomic and thematic knowledge about food. A proportional (A:B::C:D) 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 three and seven-years-old (n = 144). The children were systematically presented with either a thematic or taxonomic food category base pair (A:B) and then asked to extend the example type of categorization to choose the respective thematic or taxonomic match to the target (C:D).

The current study will examine the clustering of food approach behaviour and appetites in young children and will evaluate the relationship between these food behaviours and socio-economic factors, sensory issues, parent eating habits and child-caregiver food practices.

Children, much like adults, interpret objects and surroundings based on believed category membership, categories which may be formed on the basis of structural, relational, functional, and script-based features (Deak & Bauer, 1995; Waxman & Namy, 1997). What remains unclear is how these category representations are formed and used in the domain of food. Furthermore, there is little research on children’s use of category representation in informing food acceptance and rejection. Considering that concept and category representation is a necessary cognitive process in human interaction with objects, it is crucial to determine how children conceptualize and flexibly categorize food. If we want to promote food acceptance in young children it is not only important for us to understand children's ability to form associations and categories in the food domain, but to determine the development of employing different categorization methods across contexts to make appropriate food selections.

Childhood overweight and obesity continue to give rise to concern worldwide. These problems are closely related to poor eating habits, and the obesogenic environment of modern every-day life. The research carried out in this part of the EDULIA project is of relevance due to the major influence of the food environment on children ́s food-related behaviour. This short summary thus concludes a work package concerned with factors related to children’s eating environment and the food context. In the first part of the work package, expectant and new parents’ eating behaviour were studied from a life-course perspective, across the different stages in pregnancy and early parenthood. How internal and situational barriers can be overcome to establish and maintain healthy eating habits, and how parents act as role models for their children were also studied. The second part of the work package looked into how to nudge preschoolers to try vegetables by playing with innovative eating device, that is, an illustrative serving plate and a flexible skewer encouraging visual and tactile familiarization to vegetables. Finally, the third part of the work package looked into the eating environment at schools to study whether making unhealthy snacks less accessible reduces snack consumption at school. This part also looked into the importance of autonomy support, the influence of parents and adolescents’ perceivedcompetence for healthy eating. The practical, applied goal of the work package was to conduct research to inform recommendations for social marketing campaigns including digital media or ‘nudging’ interventions addressing children ́s social and physical eating environment in order to improve dietary choices.

Insufficient dietary variety in children leads to significant nutrient deficiencies and health issues, both in childhood and later life (DeCosta et al., 2017). Cognitive mechanisms, such as categorization and conceptual knowledge, play an important role in understanding and appropriately accepting or rejecting foods (Mura Paroche et al., 2017). The food domain lends itself to many concepts and categories, such as taxonomic (i.e., lamb is meat), thematic (i.e., lamb goes on a plate), or script (i.e., lamb is eaten at dinner). Such knowledge aids accurate recognition, understanding, and appropriate interaction when confronted with foods situated in context. If conceptual knowledge is underdeveloped, the possibility to understand food and eating situations is mired. When faced with such uncertainty in the food domain, children with increased food rejection tendencies are likely to reject a substance, regardless of whether it is edible or not. It thus stands to reason that impoverished conceptual knowledge in the food domain will lead to increased displays of food rejection in children. Previous evidence demonstrated that food rejections (food neophobia and picky/fussy eating) are associated with impoverished knowledge of taxonomic categories in the food domain (such as the food groups: fruits or vegetables). However, young children have access to other forms of conceptual knowledge to help interpret situations and objects, such as script categories (i.e., breakfast foods) or thematic associates (i.e., soup and spoon). The overarching aim of my research, beginning in October 2018, was to expand upon these previous findings by determining whether food rejection is related to deficits in specific knowledge structures (script and thematic categories), or a global deficit in knowledge of food. The first step of the research required determining at what age children acquire certain types of knowledge and categories in the food domain. The second step was to determine how food rejection influences such knowledge acquisition. Four empirical studies were conducted over the past three years with children between 3 and 7 years old. My findings show that young children first master functional and co-occurring food relations (i.e., soup and spoon), and later master food scripts (i.e., food to expect at breakfast). This indicates that children as young as 3 and 4 years old may already rely on common cooccurrence to guide their food acceptance in eating situations, while older children may depend on script norms. As with taxonomic knowledge, children with poorer conceptual knowledge of both script and co-occurring relations in the food domain exhibit increased levels of food rejection. The research findings provide compelling evidence that educating children about conceptual knowledge and food norms could be an effective strategy for increasing familiarity and subsequently promoting greater food acceptance. The research concludes by suggesting opportunities for developmental psychologists and public health professionals to develop educational initiatives to improve children’s knowledge of food and foster increased dietary variety., Une variété alimentaire insuffisante chez les enfants augmente la prévalence des carences nutritionnelles et des problèmes de santé dans de nombreux pays développés (DeCosta et al. 2017). Les mécanismes cognitifs, tels que la catégorisation et les connaissances conceptuelles, jouent un rôle important dans la compréhension et l'acceptation ou le rejet approprié des aliments. L'alimentation se prête à de nombreuses représentations, telles que les groupes taxonomiques (ex. l'agneau est de la viande), les associations thématiques (ex. l'agneau se mange dans une assiette) ou les concepts de scénario (ex. l'agneau se mange au dîner). Ces connaissances permettent une reconnaissance précise, une compréhension et une interaction appropriée lorsque l'enfant est confronté à des aliments dans un contexte particulier. Si les connaissances conceptuelles sont sous-développées, la possibilité de comprendre les stimuli et les situations est réduite. Lorsqu'un enfant est confronté à l'incertitude dans le domaine alimentaire, il est dès lors plus susceptible de rejeter une substance, qu'elle soit comestible ou non. Ce rejet inapproprié est fréquemment observé chez les jeunes enfants, dont le niveau de connaissances conceptuelles dans le domaine alimentaire est encore insuffisant. Des études antérieures ont montré que les rejets des aliments (néophobie alimentaire et sélectivité alimentaire) sont associés à une connaissance insuffisante des catégories taxonomiques dans le domaine alimentaire (ex. fruits ou légumes). Cependant, les jeunes enfants ont accès à d'autres formes de connaissances conceptuelles pour les aider à interpréter les situations et les objets, comme les catégories de scénario (ex. les aliments du petit déjeuner) ou les associations thématiques (ex. la soupe et la cuillère). L'objectif principal de ma recherche, qui a débuté en octobre 2018, était d'approfondir les résultats antérieurs en déterminant si les rejets alimentaires sont liés à l’immaturité de structures de connaissance spécifiques (catégories de scénario et thématiques), ou à des connaissances insuffisantes du monde des aliments. La première étape de la recherche a nécessité la détermination de l’âge auquel les enfants acquièrent certains types de connaissances et de catégories dans le domaine alimentaire. La deuxième étape consistait à déterminer comment la disposition à rejeter des aliments influence cette acquisition de connaissances. Quatre études empiriques ont été menées au cours des trois dernières années auprès d'enfants âgés de 3 à 7 ans. Les résultats obtenus ont montré que les jeunes enfants maîtrisent d'abord les concepts fonctionnels et les relations alimentaires thématiques (par exemple, la soupe et la cuillère), puis les scénarios alimentaires (par exemple, les aliments associés avec le petit-déjeuner). Cela indique que les enfants de 3 et 4 ans peuvent déjà s'appuyer sur les associations thématiques dans les situations alimentaires, tandis que les enfants plus âgés peuvent orienter leurs choix en fonction de scenarios alimentaires normatifs. Comme pour les connaissances taxonomiques, les enfants ayant une connaissance conceptuelle plus faible des relations basées sur les scénarios alimentaires et des relations basées sur les associations thématiques dans le domaine alimentaire présentent des niveaux plus élevés de rejet des aliments. Les études menées dans cette thèse fournissent des preuves convaincantes que l'éducation des enfants sur les règles et les normes conventionnelles dans le domaine alimentaire pourrait être une stratégie efficace pour accroître la familiarité et promouvoir l'acceptation des aliments. Enfin, les résultats de cette recherche m’ont permis de formuler des suggestions adressées aux psychologues du développement et aux professionnels de la santé publique afin de développer des initiatives éducatives pour améliorer la connaissance des enfants en matière d'alimentation et favoriser un régime alimentaire plus diversifié.

This paper examines existing psychological theories of radicalisation. An interview with a British second-generation Pakistani Muslim, arrested and charged with terrorism-related offences after attempting to join IS, was applied to two existing theories of radicalisation. The results indicated that a lack of identity, a strive for significance, social and group processes, and perceived discrimination and victimisation were the most important factors in the participant’s radicalisation process. Overall, the paper concludes that certain aspects of each theory do not always appear to be present and it is important that models of radicalisation encompass more variables as interactional rather than chronological processes., Student Undergraduate Research E-journal!, Vol 3 (2017): Student Research Conference 2017