• Journal of the Korean Society of Food Culture
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• v.22 no.1
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• pp.70-76
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• 2007

The purpose of this study was to measure the effects of food neophobia, nausea, and learned food aversion on food rejection and appetite. A total of 250 questionnaires were completed. Path analytic model was used to measure the relationships between variables. Results of the study demonstrated that the path analysis result for the data also indicated excellent model fit. The effects of food neophobia on nausea and food rejection were statistically significant. The effect of food neophobia on learned food aversion and appetite was not statistically significant. As expected, nausea had a significant effects on learned food aversion and appetite. Moreover, nausea played a perfect mediating role in the relationship between food neophobia and appetite. Nausea played a perfect mediating role in the relationship between food neophobia and learned food aversion. Learned food aversion played a partial mediating role in the relationship between nausea and appetite. Learned food aversion did not play a mediating role in the relationship between food neophobia and appetite. In conclusion, based on path analyses, a model was proposed of interrelations between variables. It should be noted that the original model was modified and should, preferably, be validated in future research.

• Korean Journal of Human Ecology
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• v.16 no.1
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• pp.183-191
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• 2007

The purpose of this study was to measure the effect of nausea and learned food aversion on relationships linking food neophobia to appetite and food rejection. A total of 250 questionnaires were completed. Path analytic model was used measure the effect of mediator. Results of the study demonstrated that the path analytic result for the data also indicated excellent model fit. The influences of food neophobia on nausea and food rejection were statistically significant. The influences of nausea on learned food aversion and appetite were statistically significant. The influences of food neophobia on learned food aversion and appetite were not statistically significant. The influence of nausea on food rejection was not statistically significant. Moreover, nausea and aversion played a perfectly mediating roles in the relationship between food neophobia and appetite. Aversion also played no mediating role in the relationship between food neophobia and food rejection.

• Culinary science and hospitality research
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• v.13 no.2
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• pp.153-162
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• 2007

The purpose of this study was to examine the mediating role of nausea, learned food aversion, and appetite on the relationship between food neophobia and food rejection. A total of 250(122 healthy males and 128 healthy females) questionnaires were completed. Path analytic model was used to measure the mediating effect. Results of the study demonstrated that the path analytic result for the data also indicated excellent model fit. Furthermore, the mediating analysis indicated that the influence of food neophobia was mediated by mediator. The effect of food neophobia on appetite was perfectly mediated by nausea and learned food aversion. In the contests of general food rejection, the effect of food neophobia on food rejection was perfectly mediated by appetite. It should be noted that the original model was modified and should, preferably, be validated in future research.

• Journal of Korea Multimedia Society
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• v.16 no.5
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• pp.629-636
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• 2013

Nowadays, many interface devices or training systems have been developed with recent developments in IT technology but only a few training systems for developmentally disabled people have been introduced. In this paper, we present a real-time, interactional and situational training system based on augmented reality in order to improve cognitive capability and adaptive ability in the daily life of developmentally disabled people. Our system is specifically based on serving food in restaurants. This augmented reality based system provides them to experience various different situations safely and take the training session as much as they want under any circumstances. When they use our system, they are able to look around with Head Mounted Display(HMD) and take training sessions easily based on various situational scenarios. After experimenting on our system for 3 months, we found they had no aversion about wearing HMD and learned quicker as they practiced over and over and improved their cognitive capability and adaptive ability. We also got a positive feedback that it had an excellent educational value from teachers in special-education-school.