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This exploratory study seeks to examine self‐reported recall of eating occasions that contain fruit. The aim is to obtain insights around the use of fruit in a range of eating occasions, and to identify the ways that various fruit types are incorporated into the diet.

A longitudinal study obtained detail about eating occasions using 24‐hour dietary recall over a three‐month period. A total of 25 women aged between 35‐66 years with a moderate to high annual household income took part. There were 5,791 eating occasions reported, of which 29 per cent contained fruit.

Individual fruit types were integrated into the diet in varying ways. Diversity was observed within and between participants in terms of the foods and beverages that were typically consumed during eating occasions that contained fruit. The paper documents contextual characteristics of eating occasions that featured individual fruit types.

The study comprised a small, relatively homogeneous sample population, and no quantities of fruit consumed were measured. However, the longitudinal design enabled a broad range of eating occasions containing fruit to be captured for each participant.

The findings help build a more comprehensive understanding of how fruits are incorporated into the diet. The approach can be applied to a larger and more diverse sample population to explore fruit consumption further. Typical usage patterns for individual fruit may then be used to develop effective suggestions for promoting fruit consumption.

To help further our understanding of how keymethodological issues in conjoint analysis influence outcomes, a choice‐based conjoint study measuring consumer preferences for pre‐packed apple selection packs was conducted. The role of stimuli presentation format was considered by comparing the performance of physical prototype stimuli and realistic pictorial representations. This indicated no substantial differences in the choice decisions made using the two presentation formats and suggested that photographic images may be used instead of prototype stimuli. A second issue pertained to the need for training and warm‐up exercises prior to the actual conjoint choice task. While this indicated some differences in choice strategies, a significant improvement in internal validity of choice decisions made with and without training was not achieved. One possible explanation for this finding may be that respondents made choices between apple products, a product category for which decision strategies are likely to be stable and well‐developed.

The goal of this research was to try a new methodology to elicit consumers' willingness to pay for genetically modified (GM) food.

Even though experimental auctions have been used for several years, they do not provide qualitative information on consumers' reasoning behind their purchase behaviours. To provide further illumination in this regard, a thought‐listing technique and a questionnaire were added.

A majority of the consumers involved in this study were ready to pay for the GM food offered. The benefit provided by the GM product did not seem to be the major purchase criterion and sensory assessment appeared to be important. The use of different methodologies on the same sample of participants revealed that there was a gap between purchasing intentions and behaviours, and that a key to efficiently assessing public perception and purchase behaviours is the precision of the context.

The absence of discrimination between the different benefits offered, might come from the limited size of the samples or from the nature of the benefits offered. Future research should consider larger samples and more diversified products.

This study has concrete methodology applications. If one would like to conduct a market study, for instance, on a specific GM product, a general survey on biotechnology will not provide relevant answers.

The implementation of experimental auctions with psychometric tools, created an original and suitable protocol for accessing consumers' willingness to pay as well as their justifications.

There is a growing interest in measuring emotions evoked by food products to gain additional insights in how consumers perceive and choose food products. The aim of this study was to investigate if consumers' emotions are influenced by flavour, gender, consumption habits, actual tasting or consumer attitude towards a product. Chocolate was chosen as the product under study as its consumption is associated with evoking several emotions.

During a between-subjects experiment at a local food fair, consumers (n = 910) evaluated either the name “chocolate”, plain dark chocolate or raspberry flavoured dark chocolate. Participants rated the intensity of 24 emotions and answered the 24 statements of the Attitude to Chocolate Questionnaire.

The results showed that sensory characteristics have a significant influence on the emotional profiles whereas no difference was found between tasting and not tasting. Gender and prior liking had little to no influence. Finally, the results suggested that consumption frequency and attitudes towards chocolate did have an influence on the emotional profiles.

The results show that producers should try to evoke positive emotions which could be emphasised through marketing. Gender differences for emotional profiling advocate that future research should not only analyse global results but also separately analyse by gender. Moreover, usage frequency and attitudes towards chocolate had an impact on the emotions meaning that future research should consider those when setting up research.

This study further contributes to the growing literature on emotions. It examines the added value of actual tasting chocolate while prior research focuses either just names or just sensory evaluation. Also, this paper further explores to which extent flavour, gender, consumption habits and attitude impact the emotional associations of chocolate.

Despite the fact that research on creativity and cognition have garnered the attention of researchers and practitioners for decades, there is a lack of valid, reliable, and accessible instruments for enhancing and measuring these critical skills. Leveraging research from The LEGO Foundation and in collaboration with BrainPOP and the Learning Economy Foundation, this paper introduces an assessment framework for holistic skills and reports evidence from the 2022 validation study.

The complexities associated with both competencies such as multidimensionality, authenticity, and domain specificity pose a major issue for its measurement and credentialing. This paper provides evidence-based insights on promising ways to measure and provide actionable insights on holistic skills.

Preliminary evidence supports the assessment framework for holistic skills.

Future directions for further development of the assessment are discussed.

The framework should also be of help for practitioners looking for research-based guiding principles for the design of learning-through-play activities aimed to help develop holistic skills across a wide range of digital, physical, and hybrid modalities.

The framework provides new instruments and insights for evaluating the social and educational impact of learning-through-play programs and initiatives.

The learning progressions and formative assessment for holistic skills development are novel and clearly needed in research and practice of learning-through-play.

The purpose of this paper is to examine the influence of sensory attributes of milk chocolate on consumers’ emotions and their hedonic ratings using three commercial brands of milk chocolate.

Quantitative descriptive analysis by a trained panel (n=8) was performed to obtain the sensory evaluation of the samples. A group of 127 consumers evaluated the samples to indicate their hedonic ratings (nine-point hedonic scale) and emotions (EsSense Profile®).

The sensory profiles for the three chocolate types showed clear differences. EsSense Profile® methodology revealed that each type of chocolate had a distinct emotional profile. The premium brand was associated with the highest number of positive emotions, whereas the traditional brand was associated with most of the negative emotions (“bored”, “disgusted” and “worried”). The drivers of liking were mainly positive and unclassified emotions. Also, gender differences in emotional profiling were found.

This study illustrates that sensory and emotional measurements can contribute to a better understanding of consumers’ hedonic liking. Moreover, gender differences found in emotional profiling should raise awareness that gender may lead to different emotional profiling. These gender differences are of interest to food companies, for instance, for food product development or marketing purposes.

This study further contributes to the growing literature on emotions. By combining sensory evaluation by a trained panel and emotional profiling by consumers, this paper explores how combining these measurements can contribute to a better understanding of the drivers of liking for milk chocolate.

Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature looks like in classrooms across content areas and grade levels.Design/methodology/approach – In this chapter we provide an overview of the argument for reading–writing integration, highlight four common tools (skill decomposition, skill decontextualization, scaffolding, and authenticity) that teachers use to cope with complexity in literacy classrooms, and describe four classrooms in which teachers strive to integrate reading and writing in support of learning.Findings – We provide detailed examples and analyses of what the integration of reading and writing in the service of learning looks like in four different classroom contexts and focus particularly on how the four teachers use scaffolding and authenticity to cope with complexity and support their students’ literacy learning.Research limitations/implications – We intentionally highlight four noteworthy approaches to literacy instruction, but our examples are relevant to specific contexts and are not meant to encompass the range of promising practices in which teachers and students engage on a daily basis.Practical implications – In this chapter we provide classroom teachers with four concrete tools for coping with the complexities of literacy instruction in classroom settings and highlight what instruction of this nature – with an emphasis on scaffolding and authenticity – looks like in four different classroom contexts.Originality/value of chapter – Teachers and other educational stakeholders must acknowledge and embrace the complexities of learning to read and write, so that students have opportunities to engage in rich and authentic literacy practices in their classrooms.

Literature indicates that those solid chocolate particles cannot be detected by human beings that are smaller than a critical value between 25 and 35 µm. Chocolate containing particles larger than this range is thought to be perceived as grainy. However, there does not seem to be any publication which justifies this threshold. Hence, the main aim of this work is to determine if the threshold at which particles can be detected is indeed 30 µm.

Three dark chocolates containing solid particles of expected D_v,90 of 30 µm, 40 µm and 50 µm were produced. Particle Size Distribution (PSD) was determined using static light scattering while hardness and melting behaviour were characterised using a penetration test and Differential Scanning Calorimetry (DSC), respectively. Sensory analyses were performed with a trained panel (n = 9).

PSD analyses indicated that the solid particle D_v,90 of the three chocolates were around 30 µm, 40 µm and 60 µm, respectively. DSC measurements showed no significant difference in melting behaviour between the chocolates. Hardness measurements showed that the “30 µm chocolate” was significantly harder than both the “40 µm chocolate” and the “60 µm chocolate”, while trained panellists found that the graininess of the 60 µm chocolate was significantly higher than that of the 40 µm and 30 µm chocolates.

These results suggest that particle size detection threshold is higher than 40 µm. Chocolate manufacturers could thus increase the size of the biggest particles from 30 µm to 40 µm, leading to a decrease in production cost.

This is the first study to examine the particle detection limit of chocolate.