Flavor Aversion Learning. - Academia Essay Writers

Flavor Aversion Learning.

Flavor Aversion Learning.

Flavor Aversion Learning.

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Biological Impacts

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Flavor aversion learning is the avoidance of a flavor which precedes an illness experience while flavor preference is the preference for a particular flavor due to experience. Look at the video clip in which Dr. Robert Batsell through a Ted Talk discusses the implications of flavor aversion for cancer treatment. After watching the video clip and reading through the module what are your thoughts as to its effectiveness. Be specific with discussing factual points from the text to connect to your thoughts.

Disscussion post #1

Biological Impacts

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Flavor aversion learning is the avoidance of a flavor which precedes an illness experience while flavor preference is the preference for a particular flavor due to experience. Look at the video clip in which Dr. Robert Batsell through a Ted Talk discusses the implications of flavor aversion for cancer treatment. After watching the video clip and reading through the module what are your thoughts as to it effectiveness. Be specific with discussing factual points from the text to connect to your thoughts.

The link to video: https://www.youtube.com/watch?v=vzlbKeqfwgY&ab_channel=TEDxTalks

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WRITE YOUR INITIAL POST HERE:

Here you can respond to my classmate’s post for discussion #1 1 day ago

Julianne Godsey 

RE: Biological Impacts

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I think that flavor aversion learning is a very real and effective experience. What it all boils down to is the associations that our brains make between a stimulus and a feeling. As discussed in the video, often times the stimulus is a food. If you become ill after eating a certain food, even if the illness is completely unrelated to eating the food, you are likely to develop an aversion to it. This is also a lot more likely if it is a novel food, which is one that you have not had before. However, it does not have to be a food that acts as the stimulus. Also discussed was the effect of certain stimuli on cancer patients. For example, a cancer patient has to go to the third floor of a hospital for their chemotherapy treatment. They take the elevator each time and when it reaches the third floor, it makes a noise indicating that the elevator has reached the desired floor. Shortly after receiving the treatment, the patient becomes very ill. This is called post treatment vomiting and nausea, or PVN. It has since been two years since the patient has finished receiving chemo, however whenever they take an elevator and reach their floor and hear the noise, they become ill, which is called anticipatory vomiting and nausea, or AVN. The PVN acts as an unconditioned response to the stimulus of the treatment. The AVN acts as a conditioned response to the conditioned stimulus, which is the noise from the elevator.

A personal example of flavor aversion learning is my father. When he was younger, he had ate a burger. This burger happened to have mustard on it. Later that day, he became ill and experienced vomiting and nausea. It is unknown whether the illness was caused by the burger or not. However, still to this day, he can barely stomach even the smell or slightest taste of mustard.

I think this says a lot about the way in which we learn because it shows how our body responds to these “lessons,” even if they may be learning things that aren’t correct. What I mean by this is that we become conditioned to hate something because we have associated it with making us ill, even if that isn’t the actual thing that made us ill. I think it is very interesting because throughout life we learn how to interact with the world around us and a large part of this is done through the process of trial and error. I think flavor aversion learning, along with all other aversion learning, is us internalizing the results of our trials and errors, and we see that in the way in which we, in turn, react with the world.

WRITE YOUR RESPONSE HERE TO JULLIANE

Here you can respond to my classmate’s post for discussion #1

9 hours ago

Snezhana Marach 

RE: Biological Impacts

I found this video so helpful in understanding the reasoning behind why people react a certain way to certain foods. Watching this video was so interesting and fascinating for me.  In this video they discussed flavor aversion or another term for it as we know it as classical conditioning. The example the professor gave about the pizza in the would be the CS, The flu that he experienced after eating the pizza was the US, which produced UC response, which was the the illness that followed after eating the certain pizza. When you are eating or drinking while sick, your brain may correlate sickness with a particular type of food. It could be hours between eating food and the feeling of sickness, and the brain will still correlate the two. This has happened to me with so many different foods. To this day i cannot eat cooked onions. I can eat them raw and only one type of it and thats the purple onion. I was forced to eat it one day as a child, and gaged and threw up. After that moment the smell, or just seeing them in my food i will not eat, even if its my most favorite dish. He also speaks about how if you eat a new food, you’ll likely correlate that will the illness instead of something else you always eat. This was very interesting, and very very beneficial.

WRITE YOUR RESPONSE HERE TO SNEZHANA

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Discussion post # 2

Memory Functioning

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Connecting to at least 2 facts for each theory compare Atkinson–Shiffrin three-stage model with Baddeley’s rehearsal systems approach. Include an example of information that is within each stage of the memory system to illustrate what type of information each memory system holds.

WRITE ONLY YOUR INITIAL POST HERE: (no responding to classmates for this one)

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DISSCUSSION #3: ONLY respond to Sheriane and Kristie . You don’t have to do the initial post.

Developmental Milestones

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Define and explain of overcoming the crisis of Generativity versus Stagnation. Give an example and explain any societal implication that can impact either generativity or stagnation.

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RESPOND TO MY CLASSMATES POST REGUARDING DISSCUSSION #3

1 day ago

Sherriane Young 

RE: Developmental Milestones

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When talking about the psychosocial crisis of generativity versus stagnation, it was like a bell going off. I say this because I totally understand what was meant in our textbook about “feeling an obligation to contribute their resources, skills, and creativity to improving the quality of life for the young” (Newman & Newman, 2015). As an adult I feel that I must be a role model to younger generations and that saying is not doing. People need to see words in action, and it is important to share with younger generations the things that have helped me with success as well as with failures. That mentoring newer nurses and teaching young mothers how to care for their babies is a passion. As a person in my middle adult years it can be difficult to watch as some of my friends and peers stop. When I say stop, I mean exactly that. They stop growing and stop doing. It is one of the most annoying and frustrating things that I have ever seen. But for some people it is because of their lack of confidence. As I am writing this, I am thinking of a friend that once her mother died, did not know how to cope. She simply stopped trying to grow as a person and just surrounded herself with her husband and her children. She has been stuck in that loss. Little did I know that when I took this class, I would learn that is stagnation. She has let one of her adult daughters take over the role of being the matriarch of the family. It really has been strange to watch and hard for me to be around. She is negative and has become a hypochondriac. She is a nice lady, but it really has been strange to observe this situation. But coming to this class I have learned what has happened to my friend.

So many times when I am talking to my peers and colleagues I get the statement “I cannot take a class for college, I will be 100 by the time I am done” , my answer is always the same “I might be 100, but I will be 100 with a degree”. I am from the mind set that my best days are always ahead of me. My friend watches television and being bored seems to be the norm and has settled in to just doing the same things every day. Sorry world, I always want to grow, and I am too busy studying, writing papers for school, sharing my knowledge, and living life.

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1 day ago

Kristie Balogh 

RE: Developmental Milestones

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The psychosocial crisis known as generativity versus stagnation is a crisis that individuals go through during middle adulthood. During this crisis, adults feel obligated to nurture and positively impact future generations. This can be accomplished through parenting as well as contributing to society. Mentoring youth is a great way to contribute and can be truly self-fulfilling. To accomplish the sense of generativity, adults care for others and work to make the world a better place. However, stagnation is also a possible outcome and it occurs when adults do not find a way to contribute to society. This is often linked to individuals who are more self-centered and those who make no effort to improve themselves or become involved with others. Stagnation results in adults feeling uninvolved and disconnected from the world.

Following the same mundane routine every day is not good for anyone, but especially those in this stage. This is the time in a person’s life when he or she will think about what they have accomplished so far, or how they have positively impacted the people around them and their community. It is important for people in this stage to have healthy personal connections and a sense of control over their lives. It is during this time when someone might make the decision to go back to school, volunteer in their community, or explore and learn new things on their own time. Any adjustment that could lead to greater self-fulfillment is a step in the right direction because no one wants to feel “stuck” or unaccomplished.

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