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the negative properties to all kinds of foods than children displaying lower levels of food rejections. These findings entitle us to hypothesize that knowledge-based food education programs should take into account the valence of the properties taught to children, as well as the state of processing of the food presented. Furthermore, one should take children's interindividual differences into account because they influence how the knowledge gained through these programs may be generalized.Children learn and use various strategies to solve
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