Perception of chemesthetic stimuli in groups who differ by food involvement and culinary experience. (December 2015)

• Record Type: Journal Article
• Authors: Byrnes, Nadia K.; Loss, Christopher R.; Hayes, John E.
• Is Part Of: Food quality and preference. Volume 46(2015:Dec.)
• Page Start: 142
• Page End: 150
• Publication Date: 2015-12
• Subjects: Perceptual mapping -- Chemesthetic -- Expert -- Culinary -- Spicy; Food preferences -- Periodicals; Food -- Quality -- Periodicals; Food industry and trade -- Quality control -- Periodicals; Préférences alimentaires -- Périodiques; Aliments -- Qualité -- Périodiques; Aliments -- Industrie et commerce -- Qualité -- Contrôle -- Périodiques; Food industry and trade -- Quality control; Food preferences; Food -- Quality; Periodicals; 664
• DOI: 10.1016/j.foodqual.2015.07.017
• Languages: English
• ISSNs: 0950-3293

Abstract

Highlights: Experience, either formal or informal, appeared to influence lexical development. Lexical development influenced the outcome of sorting with a descriptive task. Individuals lacking culinary training generated significantly similar perceptual maps. Culinary experts frequently approached sorting as an identification task. Abstract: In the English language, there is generally a limited lexicon when referring to the sensations elicited by chemesthetic stimuli like capsaicin, allyl isothiocyanate, and eugenol, the orally irritating compounds found in chiles, wasabi, and cloves, respectively. Elsewhere, experts and novices have been shown to use language differently, with experts using more precise language. Here, we compare perceptual maps and word usage across three cohorts: experts with formal culinary education, naïve individuals with high Food Involvement Scale (FIS) scores, and naïve individuals with low FIS scores. We hypothesized that increased experience with foods, whether through informal experiential learning or formal culinary education, would have a significant influence on the perceptual maps generated from a sorting task conducted with chemesthetic stimuli, as well as on language use in a descriptive follow-up task to this sorting task. The low- and highFIS non-expert cohorts generated significantly similar maps, though in other respects the highFIS cohort was intermediate between the lowFIS and expert cohorts. The highFIS and expert cohorts generated more attributes but used language more idiosyncratically than the lowFIS group. Overall, the results from the expert group with formal culinary education differed from the two naïve cohorts both in the perceptual map generated using MDS as well as the mean number of attributes generated. Present data suggest that both formal education and informal experiential learning result in lexical development, but the level and type of learning can have a significant influence on language use and the approach to a sorting task.