1、Designation: E2299 11E2299 13Standard Guide forSensory Evaluation of Products by Children and Minors1This standard is issued under the fixed designation E2299; the number immediately following the designation indicates the year oforiginal adoption or, in the case of revision, the year of last revisi
2、on. A number in parentheses indicates the year of last reapproval. Asuperscript epsilon () indicates an editorial change since the last revision or reapproval.1. Scope1.1 This standard guide provides a framework for understanding the issues relating to conducting sensory and market researchstudies w
3、ith children. It recommends and provides examples for developing ethical, safe, and valid testing methods. It focusesspecifically on the concerns relevant to testing with children from birth through preadolescence. The guide assumes thatteensminors older than 15 years of age are generally capable of
4、 performing sensory tests like adults, and therefore, all standardprocedures used with adult subjects apply. The one exception, however, is legal consent where parental parental/legal guardianpermission should be obtained for anyone under 18 years of age.1.2 The guide will take into account the wide
5、 range of childrens physical, emotional, and cognitive levels of development. Itwill prove useful for developing tasks that are understandable to children. It recommends alternative modes for children tocommunicate their opinions or perceptions back to the researcher, such as appropriate scales and
6、measures.1.3 The ethical standard presented in this document should be viewed as a minimum requirement for testing with minors. Thesafety and protection of children as respondents, as well as an attitude of respect for the value of their input should be of primaryconcern to the researcher.1.4 The co
7、nsiderations raised in this document may also be useful when testing with the elderly or with adults who havedevelopmental handicaps.1.5 This document is not intended to be a complete description of reliable sensory testing techniques and methodologies. Itfocuses instead on special considerations fo
8、r the specific application of sensory techniques when testing with children. It assumesknowledge of basic sensory and statistical analysis techniques.2. Referenced Documents2.1 ASTM Standards:2E253 Terminology Relating to Sensory Evaluation of Materials and ProductsE1958 Guide for Sensory Claim Subs
9、tantiation2.2 ASTM Publications3ASTM Manual 26 Sensory Testing Methods: Second Edition Guidelines for the Selection and Training of Sensory PanelMembers, ASTM STP 758, ASTM International, 19813. Summary of GuideSpecific Applications for Testing With Children3.1 The primary use of children in sensory
10、 studies is to measure the acceptability of foods, beverages, pharmaceutical colorsand flavors, and other products designed to be marketed to, consumed by, or used by children.3.2 In this sense, they answer many of the same questions posed by effectiveaffective sensory tests with adults. Children ar
11、eused to measure overall acceptance, liking, or preference between samples. The resulting information can be used to aid informulation changes or to choose between alternative products.3.3 Sensory testing with children can also be used to identify unique characteristics or functions of products, suc
12、h as theeffectiveness of childproof safety caps. Other applications include advertising research or identification of unfilled needs or wantsas part of the product development process (see Guide E1958).1 This guide is under the jurisdiction of ASTM Committee E18 on Sensory Evaluation and is the dire
13、ct responsibility of Subcommittee E18.05 on SensoryApplications-General.Current edition approved Nov. 15, 2011Oct. 1, 2013. Published January 2012November 2013. Originally approved in 2003. Last previous edition approved in 20032011as E2299 03.E2299 11. DOI: 10.1520/E2299-11.10.1520/E2299-13.2 For r
14、eferencedASTM standards, visit theASTM website, www.astm.org, or contactASTM Customer Service at serviceastm.org. For Annual Book of ASTM Standardsvolume information, refer to the standards Document Summary page on the ASTM website.3 Available from ASTM International Headquarters, 100 Barr Harbor Dr
15、ive, PO Box C700, West Conshohocken, PA 194282959.This document is not an ASTM standard and is intended only to provide the user of an ASTM standard an indication of what changes have been made to the previous version. Becauseit may not be technically possible to adequately depict all changes accura
16、tely, ASTM recommends that users consult prior editions as appropriate. In all cases only the current versionof the standard as published by ASTM is to be considered the official document.Copyright ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United State
17、s13.4 Finally, some organizations are using children for basic research into the effectiveness of different scaling methods orsensory testing methodologies with children of varying ages.4. Significance and Use4.1 It is necessary and useful to test with children because they represent the real end-us
18、ers for many products. Some productsare developed specifically for children, and some are dual-purpose products that are intended for adults and children. Examplesinclude: baby foods, diapers, ready-to-eat cereal, juices, food or lunch kits, candy, toys, vitamins and other pharmaceuticals, musicand
19、videos, interactive learning tools, and packaging.4.2 Children have influence over their parents purchase decisions. They also have more money than in the past, adultspurchase decisions and are responsible for more many or some of their own purchase decisions at an earlier age.As a result, manymanuf
20、acturers advertise specifically to children.decisions.4.3 Creating a product for children requires input from children because their wants and needs differ from those of adults. Forexample, they may differ from adults in preferences or sensory acuity, or both, for sweetness, saltiness, carbonation,
21、and texture.It is impossible to predict the nature of these differences without actual input from the intended target audience, and for that reason,testing with children continues to grow in the consumer product industry.audience.5. Test Methods5.1 Skill Development and Appropriate Testing:5.1.1 Tes
22、ting with children requires special consideration of their language development, motor skills, and social andpsychological development. Every child is unique, and there is great variation within and across age groups. In developingappropriate test methodologies for children, it is more important to
23、consider individual skill development than chronological age.Table 1 provides a general guideline for expectations of skill level and appropriate evaluation techniques for each age group. Foreach age group, there is corresponding text discussing special testing considerations.5.1.2 The researcher sh
24、ould keep in mind that there are many children in each age grouping who will fall below or above theseskill levels. It is the responsibility of the researcher to verify the ability of the children to complete the task as planned,plannedor to modify it as required to meet the needs of the children se
25、lected for testing. For example, while some second grade childrenmay be able to read and understand test instructions, others will need assistance with that task.5.2 Infants (Birth to 18 months) and Toddlers (18 months to 3 years):5.2.1 Recommended Evaluation Techniques and Types of Information:5.2.
26、1.1 Information may be gathered from behavioral observations, diaries, or records from an adult experimenter who may bea trained evaluator, or the childs primary caregiver. It is the adult who interprets infant or toddler responses. With toddlers, someverbal responses may also be obtained. When the
27、primary caregiver is involved, having an unbiased observer watch the interactionbetween the child and adult is beneficial. Video taping the test allows greater flexibility and opportunity for additional review.5.2.1.2 Information may include observations recorded before, during, or after product use
28、 in either a clinical environment ormore natural usage situation (such as the home or a group child care environment). Behavioral observations may include hand andeye movement, facial expressions, time spent playing, amount and time of consumption, or interaction with the product. Diariesor records
29、can be used to track intake or consumption, frequency and duration of use, length of attention span, or the conditionof the product before, during and after use. In addition, an adult can fill out a simple questionnaire with facial scales as a way tomimic the childs response and aid in interpretatio
30、n.5.2.2 Cautions:5.2.2.1 Due to the limited language, attention span, and motor skills, the length of the testing session and number of productsevaluated must be limited. Input from the primaryparent/primary caregiver as to the amount and length of exposure is critical.Consideration may be given to
31、exposing the caregiver to the products prior to the test as a way to screen and eliminate a largenumber of samples. This technique also allows the caregiver to increase their comfort level about exposing their child to theproduct.5.2.2.2 Caution should be used when the caregiver is asked to make a s
32、ubjective judgement for the young child. Primarycaregivers, especially parents, may respond from personal preferences, interpreting for the child their own personal opinion. Atother times, primary caregivers or parents may unknowingly establish a pattern of responses that they believe would present
33、theirchild in a positive manner to the evaluator. An option to reduce potential biases includes providing an environment that fostershonest responses (for example, fielding through a third party agency or non-company identified facility, indicating the importanceof the data, or how the data will be
34、used, or both). Another option is to have the parent parent/primary caregiver feed the childfirst, record the childs response and then the parent parent/primary caregiver may be instructed to taste and record their ownresponse.5.2.2.3 Whether the observer is the primary caregiver, an experimenter or
35、 trained evaluator, adult interpretation of observationalresponses are subjective and may be affected by factors unrelated to the product in question. For example, physical discomfort onthe part of the child, such as tiredness or illness, may result in behaviors such as refusing to eat or pushing pr
36、oducts away withhands.An unbiased observer or videotaping the session, or both, in conjunction with parental parental/primary caregiver input canaid in cases where interpretation of a response is unclear. Multiple exposures and repeated evaluations may also be helpful.E2299 132TABLE 1 Summary of Ski
37、lls and Behaviors of Children and TeensASkill/Behavior InfantBirth to 18 months Toddler18 months to 3 years Pre-School3 to 5 yearsBeginning Readers5 to 8 yearsKindergarten-2nd GradePre-Teen8 to 12 years2nd Grade-6th GradeTeenage12 to 15 years6th Grade-12th GradeLanguageVerbal, Reading/Written Langua
38、ge,VocabularyPre-Verbal. Rely on facialexpressions. Cannot read.Cannot write. Use sounds,very few words.Beginning to vocalize, adultinterpretation still required.Cannot read. Cannot write.Early word usagedeveloping.Early language development.Can observe facialexpressions, respond toquestions and pic
39、tures.Generally reading and writingskills are not present.Moderately developed verbaland vocabulary skills;cognitive skills increase.Early reading and writingskills vary greatly at this age.Adult assistance is advised.Increasingly verbalself-expression improves.Reading and writtenlanguage skills inc
40、reaserapidly and are sufficient formost self-administered tasksat the upper limits of this agegroup.Generally strong languageand vocabulary skills.Reading and writtenlanguage skills continue toincrease. Adult level in mostrespects.Attention Span Gaged by eye contact andbodily movement. Brightcolors,
41、 sound, andmovements captureattention.Gaged by eye contact orinvolvement with task, bodilymovement. Bright colors,sound, and movementscapture attention.Limited, but increasing.Bright colors, movement areeffective.Limited by understanding oftask and interest level,challenge. Limit tasks to 15min.Atte
42、ntion span is increasing,but holding interest is criticaland sometimes difficult.Taking tests is a familiaractivity.Similar to adults, involvementand interest subject to peerpressure.Attention Span Gauged by eye contact andbodily movement. Brightcolors, sound, andmovements captureattention.Gauged by
43、 eye contact orinvolvement with task, bodilymovement. Bright colors,sound, and movementscapture attention.Limited, but increasing.Bright colors, movement areeffective.Limited by understanding oftask and interest level,challenge. Limit tasks to 15min.Attention span is increasing,but holding interest
44、is criticaland sometimes difficult.Taking tests is a familiaractivity.Similar to adults, involvementand interest subject to peerpressure.Reasoning Limited to pain and pleasure. Limited, but concept of “no”becoming a factor. Definitepreferences begin toemerge.Limited, but beginning to beable to verba
45、lize what isliked and what is not.Developing with increasedlearning, cause/effectconcepts.Full ability for understandingand reasoning, capable ofdecision making.Reasoning skills are fullydeveloped and similar toadults.Decision Making Do not make complexdecisions.Do not make complexdecisions, but “ye
46、s”/“no” canbe decisive. Ability to choosebegins.Limited, but concepts of whatis liked and what is notstrengthen. Able to chooseone thing over another.Ability to decide isincreasing, but influence ofadult approval is evident.Capable of complexdecisions, peer influences afactor.Fully capable of adultd
47、ecision processes, subjectto peer influences.Understanding Scales Do not understand scales. Do not understand scales. Understanding of simplescales beginning, sorting oridentification tasks moreeffective.Scale understandingincreasing, simple is best,use easy vocabulary.Capable of understandingscalin
48、g concepts withadequate instruction.Similar to adults.Motor Skills Possess some gross motorskills, no fine motor skillsRapid gains in gross motorskills, fine motor skills stilllimited.Development of gross andfine motor skills increasing.Gross motor skillsdeveloped, fine skillsbecoming more refined.H
49、and to eye and other finemotor skills developed.Similar to adults.Recommended EvaluationTechniquesBehavioral ObservationsDiariesConsumption or duration measurementsPrevious, plus: PairedComparisonSorting and MatchingLimited PreferenceRankingOne-on-one interviewsPrevious, plus:Simple attribute ratingsLiking scalespictorial (suchas star scale) or simple wordscales.Group discussionsConcept testingPrevious, plus more abstractreasoning tasks.Hedonic scales.Simple attribute scaling andratings.Capable of all adultevaluation techniques.Adult Involvement Primary CaregiverTrai
