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Content uploaded by Michal Maimaran
Author content
All content in this area was uploaded by Michal Maimaran
Content may be subject to copyright.
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If it’s Useful and You Know it, Do You Eat? Preschoolers Refrain from Instrumental Food
MICHAL MAIMARAN
AYELET FISHBACH
Journal of Consumer Research
Forthcoming
2
Michal Maimaran is a visiting assistant professor at the Marketing Department, Kellogg School
of Management, Northwestern University, Evanston, IL, 60208 (m-
maimaran@kellogg.northwestern.edu). Ayelet Fishbach is the Jeffrey Breakenridge Keller
Professor of Behavioral Science and Marketing, Booth School of Business, University of
Chicago, 5807 S. Woodlawn Ave., Chicago, IL 60637 (ayelet.fishbach@chicagobooth.edu). The
authors would like to thank the children of the McGaw YMCA Children’s Center, Evanston,
Illinois, for participating in the research, and the staff of the daycare for their help and support.
The authors would also like to thank Esta Denton, Jill Burnstine and Kaitlyn Lannan for their
help in collecting the data, and the editor, the associate editor, and the reviewers for their
valuable input. This research was supported by an internal funding from Northwestern
University to Michal Maimaran and by a grant from the Templeton Foundation to Ayelet
Fishbach.
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Marketers, educators, and caregivers often refer to instrumental benefits to convince
preschoolers to eat (e.g., “this food will make you strong”). We propose that preschoolers infer
that if food is instrumental to achieve a goal, it is less tasty, and therefore they consume less of it.
Accordingly, we find that preschoolers (3-5.5 years old) rated crackers as less tasty and
consumed fewer of them when the crackers were presented as instrumental to achieve a health
goal (studies 1-2). In addition, preschoolers consumed fewer carrots and crackers when these
were presented as instrumental to knowing how to read (study 3) and count (studies 4-5). This
research supports an inference account for the negative impact of certain persuasive messages on
consumption: preschoolers who are exposed to one association (e.g., between eating carrots and
intellectual performance) infer another association (e.g., between carrots and taste) must be
weaker.
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If you told a three year old she should try a certain dish because it will make her smart,
would she conclude it must not taste very good? If you told her a certain food will make her
strong, would she conclude it is less tasty? In this research we ask what children, as young as
three years old, learn from persuasive messages about food, and how these messages affect their
consumption and enjoyment of food.
We propose that young children infer from messages on food instrumentality that if a
certain food is good for one goal, it cannot be a good means to achieve another goal. As such, if
food is presented as making them strong, or as instrumental to a non-health goal such as knowing
how to read, these children will conclude the food is not as tasty, and will therefore consume less
of it, compared to when the food is presented as tasty or with no accompanying message.
We test these predictions among children three to five years old, because they are at the
beginning of learning about food-related persuasion attempts in person and through the media
(Desrochers and Holt 2007; Powell, Szczypka, and Chaloupka 2007). As such, understanding
information processing among these young children and how these messages affect their
behavior is important. We focus on the food domain using different food items (crackers and
carrots) and different messages (health- and academic-related, such as associating eating carrots
with knowing how to count). By testing young children and using messages about academic,
non-health goals, we are able to go beyond a potential explanation based on learned associations.
This explanation suggests that children learn through experience that food presented as healthy is
less tasty, and thus consume less of it. By contrast, we propose that no prior experience or
learning is necessary for children to infer that if food serves an external goal, it is less tasty.
Given our societal objective to promote healthy eating among young children,
understanding how persuasion messages affect learning and consumption has important policy
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implications. Ultimately, we find that simply serving the food, without any message about the
goal eating it might serve, maximizes consumption of healthy (e.g., carrots) or neutral (e.g.,
crackers) food items. Next, we review the literature on information processing and motivation
related to our basic premise, and present five studies that tested this premise.
THEORETICAL BACKGROUND
Children are frequently exposed to and influenced by persuasion attempts through food
advertising (Batada and Wootan 2007; Borzekowski and Robinson 2001; Cairns, Angus, and
Hastings 2009; Jeffrey, McLellarn, and Fox 1982; Moore and Rideout 2007; Roberto et al. 2010;
Robinson et al. 2001), and these advertisements can have long term effects (Connel, Brucks, and
Nielsen 2014). To understand how food messages affect children’s consumption decisions, we
rely on the distinction between instrumental and experiential benefits of activities. Specifically,
the actions in which consumers engage offer various types of benefits. Some are more
experiential, and hence the benefit is an immediate part of pursuing the activity, and some are
more instrumental and offer benefits only after the action is completed. Experiential benefits are
an integral part of the activity itself and are realized at the time of pursuing the activity, such as
relaxing while reading a good book. In this case, the experience, reading the book, forms its end;
hence the activity is intrinsically motivated. Instrumental benefits, on the other hand, are realized
only after the action is completed and are associated with the goal the action represents, such as
appearing up to date after reading a bestseller. In this case, the activity, reading the book, is
instrumental for achieving the end and is considered extrinsically motivated (Choi and Fishbach
2011; Csikszentmihalyi 2000; Deci and Ryan 1985; Harackiewicz and Sansone 1991; Higgins
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and Trope 1990; Lepper 1981). For activities that offer both experiential and instrumental
benefits, research has documented reduced enjoyment (i.e., experiential benefits) when adult
individuals focus on the activity’s instrumentality (Fishbach and Choi 2012). That is, individuals
infer that an activity that offers instrumental benefits is less enjoyable.
This type of inference is consistent with the general principle of causal discounting,
according to which the presence of one causal factor casts doubt on another causal factor
(Einhorn and Hogarth 1986; Kelley 1972). For example, the presence of peer pressure to
purchase a certain brand casts doubt on the effect of personal preference on the purchase
decision. Research has documented the inference process involved in discounting across various
domains (Khemlani and Oppenheimer 2011; McClure 1998; Oppenheimer 2004), using adult
participants (Hewstone 1994; Morris and Larrick 1995) and school-age children (Karniol and
Ross 1976; Sedlak and Kurtz 1981; Smith 1975). For example, Kasin, Lowe, and Gibbons
(1980) showed that kindergarteners judged a triangle pushed by another square to be
(directionally) less “motivated” to move forward compared to an “independent” triangle.
Moreover, the inference that an activity that offers instrumental benefits would be less
enjoyable is consistent with the principle of outcome discounting, or the “means-goals dilution”
(Zhang, Fishbach, and Kruglanski 2007; see also Orehek et al. 2012). This principle suggests that
adding goals (i.e., outcomes) casts doubts on the effectiveness of the common cause for each
specific goal. Thus people perceive a means that serves more than one goal as less effective in
achieving each goal than a means that serves only one goal. For example, exercising is perceived
as less effective in achieving either goal when it serves two goals (e.g., building muscles and
losing weight) than when it serves just one of these goals (Zhang et al. 2007). This principle
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implies that individuals infer that if an action is effective in achieving instrumental benefits, it is
less effective in achieving a positive experience.
Research on over-justification documented a potentially similar inference process when
children expressed lower motivation for an intrinsically motivated action (e.g., drawing) after
they were first offered a reward (e.g., stickers) and then the reward was removed (Deci 1971;
Deci and Ryan 1985; Lepper, Greene, and Nisbett 1973; Ross 1976; Wells and Shultz 1980).
Specifically, young children may infer that in the presence of the external reward, they have
completed the task not because it was enjoyable, but rather because of the reward. Hence, when
the reward is removed, they are no longer motivated to complete the task. Importantly, research
on intrinsic motivation typically measured motivation after an external reward was introduced
and then removed, allowing children to learn about their experience without, with, and then
again without the external reward. However, introducing the reward might decrease motivation
before it is even removed, in particular, if it is not very enticing.
CHILDREN’S INSTRUMENTAL EATING
Research on causal discounting and means-goal dilution mainly assessed inferences of
causality or instrumentality among adults. Although some research on over-justification assessed
children’s consumption (Cooke et al. 2011; Wardle et al. 2003), it was limited to using external
rewards and measuring consumption after these rewards were removed. Building on previous
findings, we ask whether instrumental benefits will reduce consumption when they are still in
place.
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Specifically, we ask whether discounting-like inference processes occur among
preschoolers in the food domain and if so, whether these processes can affect actual
consumption. That is, would presenting food as instrumental to achieving a certain goal (e.g.,
being strong, knowing to count) lead children to conclude the food cannot be an effective means
to achieve a taste goal (which by default, children assume food should have this goal), and
therefore children would consume less of that food?
Eating provides experiential benefits (good taste, satisfying hunger) and instrumental
benefits (e.g., being strong). Attending to the instrumental benefits can make the food seem less
tasty, by inducing the inference that if food serves one goal (i.e., the instrumental benefit), it
serves another goal (e.g., a taste goal) to a lesser extent than if it does not serve the first goal.
This inference, in turn, can lead to reduced consumption. Accordingly, we predict that
emphasizing the food’s instrumental rather than taste benefits, or not emphasizing benefits at all,
will shift children’s attention from the experience (i.e., enjoying the taste) to the instrumentality
(e.g., promoting strength) of eating. Moreover, we predict this shift in attention will decrease
enjoyment of the food such that young consumers will rate it as less tasty and will therefore
reduce current and planned consumption of the food.
To test whether children indeed engage in such an inference-making process, we need a
context in which such new associations can be formed. Therefore, we study young children who
have had fewer opportunities to learn existing cultural associations (e.g., between taste and
health). We further need a context in which food is presented as instrumental to a goal for which
children have no preexisting associations (e.g., eating carrots and knowing how to read), as
children may have preexisting associations between healthy food and less tasty food. Indeed,
although branding can make food attractive (de Droog, Valkenburg, and Buijzen, 2011;
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Wansink, Just, and Payne 2012), “healthy” branding sometimes undermines attractiveness,
particularly among older children. For example, Miller et al. (2011) found that when general
health claims about a cereal were presented on the package (e.g., “this is good for you”), children
8-12 years oldwere less likely to choose a healthy cereal over an unhealthy cereal. Wardle and
Huon (2000) found that children 9-11 years old liked a drink labeled “new drink” more than a
drink labeled “new health drink.” Robinson et al. (2007) found that children 3-5 years old
preferred sampled food items that were branded as McDonalds, which they may have perceived
as less healthy. The negative effect of health branding found in previous research could be due to
preexisting associations between healthy food and less tasty food. In order to test our proposed
online-inference explanation we needed to use in our research another context where we can test
whether new inferences can be formed and affect consumption.
Accordingly, in our studies, we first test whether making food instrumental in achieving a
health goal reduces consumption, and we then use a similar paradigm to test whether novel food-
goals associations will reduce consumption. Specifically, we test whether suggesting that eating
certain foods will make children know how to read or to count, and hence that eating these foods
is instrumental in achieving intellectual goals, reduces consumption compared to when no goal is
mentioned or when a taste goal is mentioned. This paradigm allows us to test the inference-
making hypothesis in a clean manner: if children, as young as three years old, make online
inferences based on discounting, they will conclude that when foods are presented as
instrumental, those foods cannot be as tasty, and therefore they will consume less.
By using these novel food-goal associations, we expand prior research that looked at the
effect of making food instrumental to receiving a reward (e.g. saying, “finish your dinner and
you will get dessert”), a strategy often employed by parents and caregivers. This strategy
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generally leads to decreased liking for the food (Birch, Marlin, and Kramer 1982; Birch, Marlin,
and Rotter 1984; Lepper et al. 1982; Newman and Taylor 1992). For example, Birch et al. (1982)
found that when a reward (e.g., playing) was continent on consumption of a certain food, kids
ranked the food as less preferred. In their study, children lowered their ranking of juice once it
was presented as instrumental for doing another activity (e.g., “drink this juice and you get to
play”). These studies reflect the strong norm that rewards are given in return for bearing costs,
and children infer that food consumption has to be a negative experience if they are compensated
for it, the same way they receive rewards for other disliked activities (e.g., “clean your room and
then you can watch TV”). Emphasizing instrumental benefits is different from promising
rewards. For instance, few food manufactures would claim their food is best consumed with a
reward, because this type of claim undermines the benefits the food has to offer by itself. By
contrast, in an attempt to convince children and their caregivers to purchase this food, many
would claim it provides instrumental (e.g., health) benefits. Accordingly, we study how
presenting food as instrumental for health and intellectual goals influences actual consumption.
Studying the effect of these messages on actual consumption also extends the research on
means-goal dilution that mainly measured perceived instrumentality of means (Zhang et al.
2007). Consumption is a measure of high external validity that does not rely on the child’s
developing cognitive abilities to rate food items. Further, measuring actual consumption allows
us to evaluate the net effect of messages on consumption, beyond perceived instrumentality and
liking. Thus, for example, whereas presenting food as improving intellectual abilities can make
adult individuals perceive it as less tasty (due to dilution or discounting) and like it less, they
may still consume this food for the sake of the intellectual benefits. Given the complexity of
adult’s food decision making (Bublitz, Peracchio, and Block 2010) and the fact that adults often
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decide what to eat based on psychological or environmental cues rather than hunger (Tomiyama,
Mann, and Corner 2009; Wansink and Sobel 2007; see also General Discussion), it is not clear
how such novel food-goal associations affect adults’ consumption. Because preschoolers’
consumption is generally driven by taste more than other variables (though other factors, such as
branding and social considerations, also play a role, Birch 1981; Shutts, Kinzler, and DeJesus,
2013), we predict that preschoolers will decrease consumption of instrumental food.
THE PRESENT RESEARCH
To test our hypotheses, we collected data from preschoolers at the McGaw YMCA
Children’s Center, Evanston, Illinois, across five studies and several pretests. In these studies, an
experimenter read preschoolers a picture story in individual sessions. The story featured a girl
who had some food for snack (crackers or carrots). We used storytelling as the experimental
procedure, because listening to a story in the classroom is a routine activity for children in this
daycare, and familiarity with the situation is critical for research with children (Peracchio 1990).
Depending on the experimental condition, the story either stated or did not state the benefits of
the food. Our key dependent variable was preschoolers’ consumption of that snack after listening
to the story.
The first two studies test whether preschoolers consume less (studies 1 and 2), rate as less
tasty (study 2), and are less likely to choose for future consumption (study 1) crackers that were
presented as instrumental to being healthy, compared to tasty and neutral frames. Studies 3, 4,
and 5 test our prediction using non-health messages. Study 3 tests whether presenting eating
baby carrots as instrumental to knowing how to read reduces planned consumption of the carrots,
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compared to when the carrots are presented as tasty or with no message. Study 4 tests whether
presenting eating the baby carrots as instrumental to knowing how to count reduces actual
consumption compared to a neutral frame. Finally, study 5 tests whether the effect of
instrumentality framing on reduced consumption generalizes to stories in which the main
character engages in instrumental activities after eating (e.g., go to school).
STUDY 1: “MAKES YOU STRONG” FRAME UNDERMINES CONSUMPTION
This study tests our hypothesis that presenting otherwise desirable food as instrumental to
achieving health goals decreases present and planned consumption. We conducted several
pretests to identify food (1) that children do not usually associate with health arguments, (2) that
could be perceived as both healthy and tasty, and (3) for which we could accurately measure
consumption. An initial pretest with parents revealed that children are frequently exposed to
health-based persuasion attempts to eat more vegetables. Specifically, 75% of the 89 parents of
children in the relevant age group we surveyed said the one item they often try to convince their
children to eat by saying it is healthy is vegetables (e.g., corn, spinach, carrots, and cauliflower).
The remaining 25% wrote other items (e.g., fruits, dairy, meat, X
2
(1) = 22, p < .001). We
therefore chose to use a neutral product, Wheat Thins crackers. An additional pretest with eight
mothers of children in the relevant age group confirmed these moms thought their children
would like the Wheat Thins crackers (M
= 5.78, SD = 1.2, t (8) = 4.44, p < .01) and would think
these crackers were healthy (M = 5.13, SD = 0.83, t (8) = 3.81, p <.01) and tasty (M = 5.78, SD =
0.97, t (8) = 5.48, p < .01). Significance tests are based on a one-sample t-test against the
midpoint, 4, on a 7-point scale (1 = not at all, 7 = very much).
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Preschoolers in our main study consumed the Wheat Thins crackers after receiving a
message presenting the crackers as instrumental to achieving a health goal, or as tasty, or with no
message (manipulated between subjects). We operationalized the health goal as “being strong
and energetic” based on a pretest with 56 children (age range: 4-5 years, 47% female), in which
we asked what they thought and knew about healthy eating. Fifty-four percent indicated eating
healthy means “being strong”/“good for you”/“makes you grow”/“gives energy,” 24% indicated
it means eating vegetables (with some overlap with the first category, such that some children
indicated healthy eating means “getting strong” and “eating vegetables”), 17% gave various
answers (e.g., “don’t eat dessert”), and 12% did not give an answer or said they did not know.
Because the most frequent interpretation of healthy is being strong and energetic, we used this
meaning as our operationalization of healthy. The message about the crackers was embedded in a
story the experimenter read to the children. We predicted the health message would decrease
present and planned consumption compared with the taste and control messages.
Method
Sixty-six children (age range: 4.5-5.5 years, 63% female) completed the experiment in
one of three message conditions: healthy versus yummy versus control, manipulated between
subjects. Each participant completed the study individually. In the healthy and yummy
conditions the experimenter read the children a story about Tara, who ate Wheat Thins crackers
before going to play (see table 1; see example in figure 1). Depending on the condition, a
different message was presented. In particular, in the healthy condition, the story presented the
crackers as instrumental to being strong (the story read, “Tara felt strong and healthy, and she
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had all the energy…”), as did the experimenter, who pointed to her own arm muscles when
reading that sentence. To verify the child understood the story, the experimenter asked after
reading it, “Did you know that Wheat Thins crackers are good for your health?”
Insert table 1 and figure 1 about here
In the yummy condition, the story emphasized the crackers’ taste benefits (“Tara thought
the crackers were yummy, and she was happy…”), as did the experimenter, who pointed to her
own stomach when reading that sentence. As in the healthy condition, the experimenter asked
after reading the story, “Did you know that Wheat Thins crackers are yummy?” Both appeals
(healthy and yummy) were emotionally equivalent and presented similar pictures of a smiling
girl. The control condition did not use any story.
In all conditions, the experimenter then invited the child to eat Wheat Thins crackers. To
minimize interaction between the experimenter and the child during eating, the experimenter
invited the child to move to another table labeled as the “eating station,” where a bowl with 15
crackers sat. The number of crackers the child ate served as our dependent variable to measure
consumption.
When the children finished eating, they moved back to the main experiment table and
chose between a bag of Wheat Thins crackers and a bag of Ritz crackers to take home. The
choice of crackers served as our dependent variable to measure planned consumption. Here and
in all studies below, the experimenter then thanked participants, gave them a small thank-you
gift, and had them return to class activities.
Results and Discussion
15
Seven children, roughly equally distributed across conditions, did not want to eat at all
(e.g., one had an upset stomach, another wanted to leave), and two children (from the yummy
condition) were highly distracted, resulting in a valid sample of 57 children. Including everyone
in the analysis does not significantly affect the results.
Consumption: As predicted, children in the healthy condition ate fewer crackers than
children in the yummy and control conditions (M
healthy
= 3.1, SD = 3.25; M
yummy
= 7.2, SD =
6.13; M
control
= 9.07, SD = 5.6, F(2, 54) = 6.94, p < .01; see table 2 for a summary of all results).
Planned contrasts revealed a significant difference between the healthy and control conditions
(t(54) = 3.7, p < .005) and between the healthy and yummy conditions (t(54) = 2.67, p = .012),
but not between the yummy and control conditions (t < 1). This finding supports our hypothesis
that health messages reduce consumption among young children.
Insert table 2 about here
Choice: We find a marginal effect of the message manipulation on choice between the
Wheat Thins and Ritz crackers (X
2
(2) = 4.63, p =.09). Consistent with our prediction, children in
the healthy condition planned to consume the Wheat Thins crackers less than those in the
yummy condition, because they were less likely to choose them over the Ritz crackers (M
healthy
=
32% vs. M
yummy
= 65%, X
2
(1) = 4.62, p =.032). Children in the control condition were in the
middle (46%) and not significantly different from those in the yummy and healthy conditions.
Current consumption was positively correlated with planned consumption (r(57) = .42, p < .005).
Although the choice results mirror the difference in consumption between the healthy and
yummy conditions, we do not replicate the difference between the healthy and control
conditions, possibly due to the fact that the choice variable is a binary, weaker variable.
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Post measures: To tease apart the online-inference and the learned-associations accounts,
we approached 35 of those who originally participated in the healthy and yummy conditions
approximately two weeks after they had completed the above procedure (the remaining seven
children were not in the classroom when we conducted the second session). These children then
completed the control-condition procedure (i.e., eating crackers and post-eating choice). As a
recall measure, the experimenter asked participants at the end of the session, “A few weeks ago I
read you a story about Tara and these crackers. Do you remember what Tara thought about these
crackers?” and recorded the open-ended responses. As in the first part, the experimenter then
thanked the children and gave them a small thank-you gift and the crackers they chose.
If learned associations cause the effect of health messages, we should still find an effect
after a delay, because children in the health-frame condition have already learned the crackers
are healthy. By contrast, if children make online inferences about the food items, we should not
find an effect of the health message after the two-week delay, because the message is no longer
at their focus of attention. Supporting our prediction, we found an interaction between the
message and time of measurement (F(1,33) = 8.27, p < .01). Whereas at t
1
, participants in the
healthy condition consumed less than those in the yummy condition, at t
2
, we found no
differences in consumption between participants who originally were in the healthy and yummy
conditions (M
healthy
= 7.31 vs. M
yummy
= 7.86; t < 1). Moreover, children who originally were in
the healthy condition increased their consumption from t
1
, that is, immediately after the appeal
(M = 3.18; based on the sub-sample who completed also the second measurement) to t
2
, that is,
approximately two weeks after the appeal (M = 7.31; t(16) = 3.95, p < .005), whereas
consumption of those originally in the yummy condition did not change (t < 1). Similarly,
whereas at t
1
, participants in the healthy condition were less likely than those in the yummy
17
condition to choose the Wheat Thins crackers over the Ritz crackers, at t
2
, we found no
difference in choice between participants who originally were in the healthy and yummy
conditions (M
healthy
= 53% vs. M
yummy
= 66%, X
2
(1) < 1). Finally, we found no differences in
consumption between children who remembered the message correctly (53% of those originally
in the healthy condition and 47% in the yummy condition) and those who did not (ps > .28).
Taken together, these results suggest health information reduces current and planned
consumption among children only when such information is salient at the time of consumption
(i.e., at t
1
, when children consumed the crackers immediately after hearing the story). When the
health information is not salient, even if the child can retrieve it, it does not affect consumption;
thus attention to healthfulness, rather than knowledge about it, causes the effect. This finding is
consistent with an online-inference account, whereby the instrumentality of the food needs to be
emphasized at the time of consumption and is not consistent with a learned-association account,
according to which mere knowledge about the health benefits would reduce consumption.
To summarize, the results of our first study confirm our hypothesis that presenting food
as instrumental to achieving a health goal (i.e., being strong) decreases preschoolers’ tendency to
consume it, leading to decreased current and planned consumption. After a two-week delay, we
find no effect of the health message. Whereas this null effect is consistent with our online-
inference account, one could wonder about the long-term effects of our manipulation. Note our
manipulation was rather minor—a single exposure to a subtle message. Other health messages to
which children are exposed are probably repeated multiple times over the children’s daily lives
(e.g., every meal); thus we could possibly expect long-term effects even though we did not
observe them in our study.
18
STUDY 2: “MAKES YOU STRONG” FRAME UNDERMINES CONSUMPTION AND
TASTE EVALUATION
Our second study has two main goals. First, we test whether preschoolers experience
healthy-framed foods as less tasty and therefore decrease their consumption. We predict that
presenting the food as instrumental to achieving the health goal undermines the food’s perceived
taste, and the result is lower consumption. Second, we examine whether the effect of reduced
consumption is replicable among younger children (ages 3-4).
As before, we operationalized the health goal as “being strong.” To verify children this
age understand the term “healthy” similarly to the older group, we asked 26 children (age range:
3.5-4.5 years, 52% female) what they think and know about healthy eating. Thirty-nine percent
indicated eating healthy means “being strong”/“good for you”/“makes you grow,” 29% indicated
it means “eating vegetables or fruits” (with some overlap with the first category, such that some
children indicated healthy eating means being strong and eating vegetables), 18% did not give an
answer, 7% gave various answers (“cereal,” “soup”), and 7% said they did not know. Thus the
most frequent interpretation of healthy is being strong and energetic.
To test our predictions, we conducted a study similar to our first study, with several
modifications. First, we included post-eating liking measures to assess taste perception. Second,
because in study 1 yummy and control messages had similar effects on consumption, we
compared a message containing only health information with a control message that did not
present the crackers as instrumental. In particular, unlike study 1, in which the control condition
did not present any message, in this study, the control condition presented a similar message to
the one in the health condition, but without presenting the crackers as instrumental.
19
Method
We assigned 49 children (age range: 3-4 years; 41% female) to either a healthy-frame or
control-frame condition. Two experimenters collected the data (one was blind to the research
hypothesis and one was not). Here and in following studies, no effects involving the
experimenter were significant, and thus we do not discuss this factor further.
All participants first went through a preliminary training procedure for the hand-opening
measure (Egan and Diermeier 2012), which we later used to measure liking. The experimenter
asked if the children liked puppies, and explained that if they liked puppies a lot, they should
open their hands wide, but if they did not like them very much, they should open their hands a
little. The experimenter measured their hand spans and repeated the same procedure with spiders,
as a supposedly disliked item. For children who did not like puppies or did like spiders, the
experimenter used other liked items such as cats and going to the beach, and disliked items such
as germs and going to the dentist. The experimenter then measured the full span of their hands to
serve as a baseline.
Then, depending on the experimental condition, the experimenter read a story that either
presented the food as instrumental to achieving a health goal or not (table 1). As in study 1, the
experimenter then offered all children the opportunity to eat the crackers from the story. After
finishing eating, the children returned to the main experiment table, where they were asked to
evaluate the crackers on three measures: (1) smiley scale (Birch, Zimmerman, and Hind 1980;
Macklin and Machleit 1990), ranging from happy (indicates liking), neutral, and unhappy
(indicates dislike); (2) similarity scale: the child places a model of the Wheat Thins crackers on a
20
scale, where one side was marked with a picture of ice cream (to indicate liking) and another side
with a picture of an onion (to indicate disliking). A pretest with 17 moms of children in the
relevant age group showed ice cream and onions are the food items children in this age group
like and dislike the most, respectively; and (3) hand-opening measure: the experimenter asked
the children to indicate by opening their hands how yummy these crackers were, and then
measured their open span with a measuring tape.
Results and Discussion
Two children did not want to eat at all (one from each condition), and three children (two
from healthy and one from control conditions) were highly distracted (e.g., left in the middle of
the experiment), resulting in a valid sample of 44 children. Including everyone in the analysis
does not significantly affect the results.
As predicted, children in the healthy condition ate fewer crackers than children in the
control condition (M
healthy
= 4.67, SD = 5.54; M
control
= 10.00, SD = 5.93; t(42) = 3.07, p < .005),
extending study 1’s results to a younger population.
To assess liking, we first obtained a measure of the hand-opening measure by dividing
children’s responses to the “how yummy” question by the overall span of their hands, resulting
in a score between 0 (no liking) and 1 (highest liking possible). Using this measure, we find that
participants in the healthy condition liked the crackers less than those in the control condition
(M
healthy
= .76, SD = .39; M
control
= .98, SD = .02; t(41) = 2.61, p = .015). Liking in turn mediates
the effect of the goal manipulation on consumption (Low C.I. = .1123, High C.I. = 2.4323) using
the bootstrapping procedure (Preacher and Hayes 2004; Zhao, Lynch, and Chen 2010) with
21
5,000 resamples and setting a 95% confidence interval, though its direct effect on consumption
(when we also include the goal manipulation in the model) is not significant (t (40) = 1.2, p =
.23). The effects on the other liking variables did not reach significance, probably due to
measurement variability with young children (for smiley scale, M
healthy
= 2.67, M
control
= 2.8; for
similarity scale, M
healthy
= 2.62, M
control
= 2.7; t’s < 1).
To summarize, our second study replicates the effect of health (vs. neutral) message on
consumption, such that a health message decreases consumption. Additionally, we find support
for the process by which health messages reduce food consumption: presenting food as
instrumental to achieving health goals decreases enjoyment of the crackers, such that those in the
health-goal condition experienced the crackers as less tasty. The experience of worse taste, in
turn, led to decreased consumption.
Our first two studies established that when food is presented as instrumental to achieving
a health goal, children three to five years old judge the food as less tasty (study 2) and as a result
consume less of it compared to when the food is presented as tasty (study 1) or with no message
(studies 1 and 2). We argue this reaction is due to an online-inference process in which these
children engage, such that they conclude that if the food is presented as instrumental in achieving
one goal (e.g., health), the food cannot be instrumental in achieving another goal (i.e., good
taste). However, an alternative account would be that children already consider healthy food to
be less tasty, because they learned through experience that the healthy food they are served (e.g.,
vegetables) is usually less tasty, and often they are convinced through rewards to consume it. To
address this alternative, we conducted our studies with young children who had less opportunity
to learn about cultural associations between health and taste.
22
To further rule out this alternative account, in studies 3, 4 and 5 we used goals that
children do not spontaneously associate with food: knowing how to read and count. If we still
find that making food instrumental to achieving these new goals reduces consumption, we will
have support for an online-inference account. Specifically, such a finding will further validate
the idea that children conclude that if food serves one goal (helps you know how to read), it
cannot serve another goal (e.g., taste good). The learned-associations account will not be able to
explain such a result if children do not have preexisting associations between the food and the
new goals.
STUDY 3: “HELPS YOU READ” FRAME UNDERMINES PLANNED CONSUMPTION
In study 3, we test whether presenting carrots as instrumental to knowing how to read
reduces planned consumption. If children engage in a discounting-type inference, they will
conclude that if the carrots are good for one goal (knowing how to read), they cannot be as good
in serving another goal (taste good). We used planned (instead of real) consumption, to further
establish that the effect of instrumental goals occurs already in the planned-consumption phase,
before children actually consume the food.
To verify that children do not have a pre-existing association between eating carrots and
knowing how to read, we asked 38 children (age range: 4-5 years, 40% female) whether eating
carrots can help them know how to read. We find that even when presented with such a question
that implies a carrots-reading association, 66% believed carrots cannot help them know how to
read (X
2
(1) = 3.79, p = 0.05). In the main experiment, we manipulate whether children receive
23
information about the carrots being instrumental to knowing how to read, the carrots being
yummy, or a neutral message, and we measure how many carrots children plan to eat.
Method
We randomly assigned 57 children (age range: 4-5 years, 46% female) to one of three
conditions: read, yummy, and control. As in studies 1 and 2, an experimenter, blind to the
research hypotheses, read the children a story about Tara, who eats baby carrots for a snack
before going out to play. In the read condition, the story read that Tara knows that eating the
baby carrots will help her know how to read; in the yummy condition, the story read that Tara
knows that the baby carrots will be yummy and fun; and in the control condition, we provided no
additional information about the baby carrots (see table 1). Note that we set the message such
that we do not directly make a false statement (i.e., eating carrots will help you know how to
read). Rather, we present what the girl in story, Tara, thinks about the carrots.
The experimenter then presented the child a bowl with 15 wooden baby carrots and said,
“Let’s pretend these are the carrots from the story. Do you want to eat these carrots? How many
do you want to eat? Please take out of the bowl the baby carrots you want to eat.” The
experimenter then waited for the child to take out of the bowl the baby carrots s/he wanted to eat.
This amount served as our dependent variable of planned consumption. The experimenter
debriefed children in the read condition that eating baby carrots is indeed good for them but does
not help them know how to read.
Results and Discussion
24
As predicted, children in the read condition said they wanted to eat fewer carrots than
children in the yummy and control conditions (M
read
= 3.58, SD = 2.38; M
yummy
= 6.53, SD =
4.68; M
control
= 7.11, SD = 4.77, F(2, 54) = 4.05, p = .023). Planned contrasts revealed a
significant difference between the read and control conditions (t(54) = 2.65, p = .01) and
between the read and yummy conditions (t(54) = 2.22, p = .031), but not between the yummy
and control conditions (t < 1).
Using a new food-goal combination and non-neutral food (i.e., carrots), this study
extends the results found in study 1, where the children in the instrumental, healthy condition
consumed significantly less than children in the yummy and control conditions that did not differ
from each other. Thus we are able to generalize our effect to intellectual, non-health goals, such
that when food is presented as instrumental, children plan to consume less of it.
STUDY 4: “HELPS YOU COUNT” FRAME UNDERMINES CONSUMPTION
Our fourth study aims to generalize the effect to another non-health goal—knowing to
count—among younger children (ages 3.5-4.5). To test our predictions, we ran a study similar to
our third study, with several modifications. First, instead of presenting the carrots as instrumental
to knowing how to read, we presented them as instrumental to knowing how to count, which,
based on interviews with teachers at the daycare, is an age-appropriate goal. Second, because in
study 3 yummy and control frames had similar effects on (planned) consumption, we compared
only a message containing the counting goal with a control message that did not emphasize any
25
goals the carrots represent. Finally, in this study, we measured actual consumption of real
carrots.
To verify that children do not have preexisting associations between eating carrots and
knowing how to count, we asked 17 children (age range: 3.5-4.5 years, 47% female) whether
eating carrots can help them know how to count better, less, or no difference. We used this
multiple-response question to reduce demand effects, where children might just say “yes”
regardless of the question. We counterbalanced the order in which the question was asked (i.e.,
whether “better” or “less” appeared first). The order in which alternatives were presented had no
effect. We find that 82% of the children said eating carrots makes no difference when learning
how to count, compared to 18% who said eating carrots would help them know how to count (X
2
(1) = 7.118, p < .01), suggesting children indeed do not have preexisting associations between
eating carrots and knowing how to count. In the main experiment, as detailed below, we
manipulate whether children receive information about the carrots being instrumental to knowing
how to count or not, and measure how much they eat.
Method
We randomly assigned 46 children (age range: 3.5-4.5 years; 50% female) to one of two
conditions: count and control. Two experimenters, both blind to the research hypotheses,
collected the data. Each participant completed the study individually in a separate classroom.
Similar to the procedure in previous studies, the experimenter read the children a story about
Tara, who eats baby carrots for a snack before going out to play. In the count condition, the story
26
read, “Tara knows that eating the baby carrots will help her know how to count to 100.” The
control condition provided no additional information about the baby carrots (see table 1).
In both conditions, the experimenter next offered the child baby carrots to eat. As in
previous studies, the experimenter invited the child to move to another table labeled as the
“eating station,” where a bowl with 42 grams (about 20 units) of petite baby carrots sat. To make
consumption easier and faster, we used petite baby carrots that are narrower and shorter than
regular baby carrots. The amount of grams the child ate served as our dependent variable to
measure consumption. To further minimize interaction with the child, the experimenter read a
book to act distracted while the child was at the eating station.
After finishing eating, the child returned to the main experiment table. The experimenter
debriefed children in the count condition that eating baby carrots is indeed good for them but
does not help them learn how to count.
Results and Discussion
Five children did not want to eat at all (three from the control condition and two from the
count condition), resulting in a valid sample of 41 children. Including everyone in the analysis
does not significantly affect the results.
As predicted, children in the count condition ate fewer carrots than children in the control
condition (M
count
= 7.58 grams, SD = 9.7; M
control
= 17.09 grams, SD = 15.55; t(39) = 2.33, p
=.027). Thus we generalize our effect to another non-health-related goal—knowing how to
count—and show that making the carrots instrumental to achieving this goal reduces actual
consumption among children 3.5-4.5 years old.
27
STUDY 5: “HELPS YOU COUNT” FRAME UNDERMINES CONSUMPTION ACROSS
DIFFERENT STORIES
We conducted our last study to test for the generality of our effect. In previous studies,
we presented a story about Tara, who goes out to play after consuming some snack food.
Because playing is an experiential and fun activity that might not match working toward the
instrumental benefits (e.g., being strong, knowing to read or count), we modified the story to
achieve a better match between the benefits for Tara and her subsequent activity. Specifically, in
our modified stories, Tara engaged in either a neutral, not-fun activity (going to bed) or an
academic activity (going to school). If the mismatch between the experiential activity (going to
play) and the instrumental benefit was the only cause of reduced consumption in our previous
studies, we should not find reduced consumption when the food is presented as instrumental to
counting and Tara engages in a non-fun, neutral activity (go to bed) or in a non-fun,
instrumental activity (go to school). By contrast, we predict that presenting food as instrumental
will also decrease consumption when Tara goes to bed or school.
Method
This study used a similar design as study 4 with two modifications: we used crackers
instead of carrots (in the eating station sat a bowl with 15 Wheat Thins crackers, as in studies 1
and 2), and the girl in the story (Tara) was either going to bed or going to school (instead of
going to play, as in previous studies). We assigned 52 children (age range: 3.5-4.5 years; 45%
28
female) to a 2 (instrumentality: count vs. control) × 2 (activity: going to school vs. going to bed)
between-subjects design. We recruited the entire class at the daycare, which yielded a relatively
small sample, but which was appropriate to test our prediction regarding a main effect for
instrumentality and no effect for activity or an interaction involving that variable. Two
experimenters, both blind to the research hypotheses, presented the stories (see table1) and
collected the data.
Results and Discussion
Four children did not want to eat at all (one from each condition), and one child (from the
count-school condition) was highly distracted (i.e., did not sit quietly even to listen to the story),
resulting in a valid sample of 47 children. Including everyone in the analysis does not
significantly affect the results.
An ANOVA of number of crackers consumed on instrumentality (count vs. control) and
activity (school vs. bed) yielded the predicted main effect for instrumentality (F(3, 43) = 13.64, p
< .005). Those who read that crackers help learning how to count ate less than those in the
control condition (M
count
= 5.32, SD = 5.01; M
control
= 10.78, SD = 4.8). Neither the main effect of
activity (school vs. bed) nor the interaction between the two factors was significant (p’s > .6).
See figure 2.
Insert figure 2 about here
29
These results suggest that the type of activity mentioned in the story does not interact
with the effect of making the food instrumental. Moreover, even when the crackers are presented
as instrumental to an activity that is relevant to what is in the story (i.e., knowing to count when
going to school), children do not seem to consume more of the crackers.
GENERAL DISCUSSION
Across five studies, using various food items, various instrumental messages and various
story frames, and measuring planned and actual consumption, we find consistent evidence that
making food instrumental in achieving a goal, relative to presenting the food as yummy or with
no message, decreases preschoolers’ consumption (current and planned) by leading to lower taste
ratings. When food is presented as instrumental, children conclude it cannot be as tasty, and
therefore they reduce consumption.
Our first study finds that children 4.5-5.5 years old consume less and are less likely to
choose the consumed crackers when these crackers are presented as instrumental to being
healthy (i.e., “makes you strong”), as compared to when no information is presented or when the
crackers are presented as tasty. Our second study extends the effect on consumption to children
3-4 years old, showing also that presenting the food as instrumental leads to perceiving the
crackers as less tasty compared to control. Moreover, the reduced liking for the health-framed
crackers mediates the effect on consumption. Our third study generalizes the effect to academic,
non-health goals and finds that when food is presented as instrumental to knowing how to read,
children 4-5 years old report they would consume fewer carrots. Our fourth study extends this
30
result to another non-health goal and shows that when carrots are presented as instrumental to
learning how to count, children 3.5-4.5 years old consume fewer carrots. Our last study extends
previous results to stories that do not include a potential mismatch between the food
instrumentality and the main character’s activity (i.e., going to bed or school, instead of going
out to play).
Alternative Explanations and Future Research
Research on over-justification focused on the role of rewards, showing that rewards
often undermine intrinsic motivation once removed, especially among young children (e.g.,
Lepper et al., 1973). Building on this literature, one can think of the goals we associated the food
with in our research (i.e., being healthy, knowing how to read, knowing how to count) as
rewards, which in turn decrease intrinsic motivation. Against this view, we argue our studies also
presented taste benefits (yummy condition, studies 1 and 3), which can be construed as rewards,
but had no effect on consumption relative to the no-message condition. Importantly, even if the
goals formed a psychological reward, we find a decrease in consumption (i.e., lower intrinsic
motivation) while the goal-message is in place and no effect when the goal message is removed
(per the second measurement in study 1). These findings are different from research on over-
justification, which used a paradigm of introducing a reward and then removing it, and found a
decrease in motivation once the reward was removed but not while it was in place.
It is also possible that children this age simply might not value the goals we used
(being strong, knowing how to read and count), and therefore they discounted the information
presented to them altogether. Yet not caring about these goals would not explain why, across all
31
studies, children reduced consumption compared to a control or taste-frame condition and also
concluded the food was less tasty (study 2). In fact, we would predict goals children do not care
about at all would have similar effects on consumption. We nonetheless wanted to test whether
children value the goals we have used. In a post-test we conducted with 26 children 3.5-4.5 years
old and 27 children 4-5 years old, we asked children to indicate the importance of various goals
(e.g., being strong, being handsome/pretty, having a lot of friends, knowing how to read,
knowing how to count), using the hand-opening measure described in study 2.We find no
difference in the importance these children assign to these various goals, suggesting the goals we
used are at least as important as other goals children have, such as being handsome/pretty or
having a lot of friends.
Importantly, we believe that any food goal likely undermines other food goals.
Consistent with prior research showing the undermining effect of combining intrinsic
motivations on interest in the actions (Higgins et al. 1995), we assume an emphasis on the food’s
taste would lead to a lower health rating, and even an emphasis on the food’s intellectual benefits
could reduce the perception that the food will make you strong (both instrumental goals). This
prediction is consistent with our inference model but not with a learned-associations model.
Testing these hypotheses would entail measuring perceived instrumentality which is a different
variable than the one we used in our studies (i.e., consumption). The effect of these additional
goals on consumption will be determined by whether consumption is driven by these goals more
or less than it is driven by taste.
Future research could also test how instrumental messages affect consumption when the
child highly values these benefits at the moment of consumption, such that she is willing to forgo
taste. Young children do consume food for reasons beyond taste (e.g., a desire to socially
32
connect, Birch 1981; Shutts et al. 2013), and they understand instrumentality (e.g., they take
medicine to feel better or satisfy a demanding parent). Therefore, when a child faces an
immediate challenge and believes food consumption is instrumental for that challenge, making
the food instrumental might increase (or at least will not decrease) consumption, despite
lowering taste perceptions. For example, if children prepare for a counting task, and are told that
crackers help them know how to count, they might consume more.
Finally, we studied very young children (3-5.5 years old). Older children, who process
information in a more complex manner (John 1999), acquire information differently (Peracchio
1992), and might rely less on taste when making food decisions due to higher self-control, might
show different effects on consumption. Moreover, although we know a great deal about the
effect of making food instrumental to health goals on adults’ consumption, such that in some
cases it decreases consumption (Raghunathan, Naylor, and Hoyer 2006) but in other cases it
increases consumption (Provencher, Polivy, and Herman 2008; Wansink and Chandon 2006),
especially among dieters (Irmak, Vallen, and Robinson 2011), it is not clear how making food
instrumental to a non-health goal would affect adults’ consumption. To the extent that adults
serve food to children and decide how to present the food to them, understanding how adults
react to such messages is important. Yet, studying this question empirically is difficult because it
requires persuading adults that certain foods provide non-health benefits (i.e., creating new
associations, e.g., “carrots make you smart”).
Marketing Implications
33
Using a highly important context—food consumption by preschoolers—with clear
practical, medical, and policy implications, we shed light on information processing among
young children by testing the effects of health-related and non-health messages on their
consumption. With increasing rates of obesity (Brownell and Horgen 2004; Chandon and
Wansink 2012; Hill and Peters 1998) and childhood obesity (Hedley et al. 2004; Troiano and
Flegal 1998; though see Ogden et al. 2014), understanding how to help children eat healthier is
crucial (Birch 1999), especially from a young age (Solveig, Kramer, and Narayan2014). Prior
research suggested several interventions, including increasing the accessibility of certain food
items (Hearn et al., 1998; Just and Wansink 2009; Reicks et al. 2012) or using appropriate role
models (Birch, 1980). Our research suggests that when encouraging children to eat healthy (or
neutral) food, making the food instrumental may backfire. Emphasizing the taste benefits,
assuming they are credible, or even not mentioning the benefits at all, is superior to making the
food instrumental to achieving certain goals in terms of encouraging consumption and creating a
positive experience. This conclusion is consistent with Reicks et al. (2012), who find that merely
placing pictures of vegetables on school lunch trays, without any accompanying messages,
increased consumption of vegetables.
Marketing food as instrumental in achieving certain goals may still have a positive
impact on consumption among children, by influencing caregivers to purchase and serve this
food. Caregivers affect children’s food choices by making specific foods available and by acting
as role models for their children (Young, Fors, and Hayes 2004). Our conclusion refers to
marketing pitches directed at the children: we find that when serving food to preschoolers,
presenting the food without any instrumental message is best.
34
DATA COLLECTION INFORMATION
A research assistant and the first author collected the data for study 1 and study 2 in summer
2011 and winter 2012, respectively. A research assistant collected the data for study 3 in winter
2013. Two research assistants collected the data for study 4 in summer 2013. Two research
assistants collected the data for study 5 in winter 2014. All data were collected at the McGaw
YMCA Children’s Center, Evanston, Illinois. The first author analyzed the data while consulting
the second author.
35
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Table 1: Text of the Stories Used in Studies 1-5
Study Condition Panel 1 Panel 2 Panel 3 Panel 4
Study 1 Healthy This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara ate
the ‘Wheat
Thins’ crackers
for snack.
Tara felt strong
and healthy, and
She had all the
energy she
needed to play
outside.
Yummy This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara ate
the ‘Wheat
Thins’ crackers
for snack.
Tara thought the
crackers were
yummy,
And she was
happy to play
outside.
Study 2 Healthy This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara ate
the ‘Wheat
Thins’ crackers
for snack.
Tara felt strong
and healthy, and
She had all the
energy she
needed to play
outside.
Control This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara ate
the ‘Wheat
Thins’ crackers
for snack.
And she went to
play outside.
Study 3 Read This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara
plans to eat
baby carrots for
snack
Tara knows that
eating the baby
carrots will help
her know how
to read,
So she eats
them and goes
to play outside.
Yummy This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara
plans to eat
baby carrots for
snack
Tara knows that
eating the baby
carrots will be
yummy and fun,
So she eats
them
and goes to play
outside
Control This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara
plans to eat
baby carrots for
snack
So she eats
them and goes
to play outside
Study 4 Count This is Tara.
Tara likes to eat
a snack before
she goes out
and play.
Today Tara
plans to eat
baby carrots for
snack
Tara knows that
eating the baby
carrots will help
her know how
to count to 100
So she eats
them and goes
to play outside
Control This is Tara.
Tara likes to eat
a snack before
Today Tara
plans to eat
baby carrots for
So she eats
them and goes
to play outside
45
she goes out
and play.
snack
Study 5 Count
School/Bed
This is Tara.
Tara likes to eat
a snack before
she goes to
school/bed
Today Tara
plans to eat
Wheat thins
crackers for
snack
Tara knows that
eating the
Wheat thins
crackers will
help her know
how to count to
100
So she eats
them and goes
to school/bed
Control
School/Bed
This is Tara.
Tara likes to eat
a snack before
she goes to
school/bed
Today Tara
plans to eat
Wheat thins
crackers for
snack
So she eats
them and goes
to school/bed
46
Table 2: Summary of Results: Mean Consumption (SD in parenthesis)
Instrumental
Conditions
Control
Condition
Yummy
Condition
Test Statistic
Study 1:
Instrumental condition: Health
Food: Crackers (max = 15)
3.1 (3.25)
9.07 (5.6) 7.2 (6.13) F(2, 54) = 6.94,
p < .01
Study 2:
Instrumental condition: Health
Food: Crackers (max = 15)
4.67 (5.54) 10.00 (5.93)
t(42) = 3.07,
p < .005
Study 3:
Instrumental condition: Read
Food: Wood carrots (planned
consumption; max = 15)
3.58 (2.38) 7.11 (4.77) 6.53 (4.68)
F(2, 54) = 4.05,
p = .023
Study 4:
Instrumental condition: Count
Food: Carrots
(max = 42 grams)
7.58 (9.7) 17.09 (15.55) t(39) = 2.33,
p = .027
Study 5:
Instrumental condition: Count
Food: Crackers (max = 15)
5.32 (5.01) 10.78 (4.8) F(3, 43) = 13.64,
p < .005
47
FIGURE 1: AN EXAMPLE OF THE PICTURE STORY TAKEN FROM THE HEALTHY
CONDITION IN STUDIES 1 AND 2
This is Tara. Tara likes to eat
a snack before she goes out
and play.
Today Tara ate the ‘Wheat
Thins’ crackers for snack.
Tara felt strong and healthy,
and
She had all the energy
she needed to play
outside.
48
FIGURE 2: COUNT GOAL DECREASES CONSUMPTION INDEPENDENTLY OF THE
ACTIVITY IN THE STORY (STUDY 5)
11.25
10.27
5.50
5.17
0.00
3.00
6.00
9.00
12.00
15.00
Go to School Go to Bed
Control
Count-Goal
Average Number of Crackers Eaten (max=15)
Story Activity
