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Impulse buying (IB) represents a pivotal subject in consumer psychology. A general agreement on its core elements and their relationship is arguably established. So far, however, there has been little discussion about how to assess impulse purchases, leading to a potential divergence of practise from theory and complexities in cross-study comparability. This systematic literature review investigates the research methods and metrics employed in high-quality literature to evaluate impulse shopping behaviours across different environments, including online, offline, and multichannel settings. Following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) criteria, the literature search has been conducted on databases relevant for scientific literature, including Scopus, Web of Science, and ProQuest. Fifty-four articles were included in this systematic review. Findings show the existence of four methods to investigate IB, namely quantitative self-reports, laboratory investigations, fieldwork observations, and qualitative interviews. A comparison of the four methods in terms of fit highlights that self-reports and interviews provide a significant contribution in assessing the cognitive facet of impulse purchasing. Laboratory investigations and fieldwork observation find a better fit with the conative and visceral facets of impulsive buying. Considering the major role of affective charges occurring during impulse shopping, complementary research approaches, and metrics belonging to applied psychophysiology and consumer neuroscience are examined. Three opportunities for future research are discussed, including theory building and refinement, understanding individual differences, and honing behavioural predictions.

Dual-task paradigms encompass a broad range of approaches to measure cognitive load in instructional settings. As a common characteristic, an additional task is implemented alongside a learning task to capture the individual’s unengaged cognitive capacities during the learning process. Measures to determine these capacities are, for instance, reaction times and interval errors on the additional task, while the performance on the learning task is to be maintained. Opposite to retrospectively applied subjective ratings, the continuous assessment within a dual-task paradigm allows to simultaneously monitor changes in the performance related to previously defined tasks. Following the Cognitive Load Theory, these changes in performance correspond to cognitive changes related to the establishment of permanently existing knowledge structures. Yet the current state of research indicates a clear lack of standardization of dual-task paradigms over study settings and task procedures. Typically, dual-task designs are adapted uniquely for each study, albeit with some similarities across different settings and task procedures. These similarities range from the type of modality to the frequency used for the additional task. This results in a lack of validity and comparability between studies due to arbitrarily chosen patterns of frequency without a sound scientific base, potentially confounding variables, or undecided adaptation potentials for future studies. In this paper, the lack of validity and comparability between dual-task settings will be presented, the current taxonomies compared and the future steps for a better standardization and implementation discussed.

The aim of the present study was to compare scores from the English and the Spanish versions of two well-known measures of psychological distress using a within-subject approach. This method involved bilingual participants completing both measures in four conditions. For two groups of people, measures were offered in the same language both times and for the other two groups, each language version was offered, the order differing between the groups. The measures were the Clinical Outcomes in Routine Evaluation-Outcome Measure and the Schwartz Outcome Scale-10, both originally created in English and then translated to Spanish. In total, 109 bilingual participants (69.7% women) completed the measures in two occasions and were randomly allocated to the four conditions (English-English, English-Spanish, Spanish-English and Spanish-Spanish). Linear mixed effects models were performed to provide a formal null hypothesis test of the effect of language, order of completion and their interaction for each measure. The results indicate that for the total score of the Clinical Outcomes in Routine Evaluation-Outcome Measure just language had a significant effect, but no significant effects were found for completion order or the language by order interaction. For the Schwartz Outcome Scale-10 scores, none of these effects were statistically significant. This method offers some clear advantages over the more prevalent psychometric methods of testing score comparability across measure translations.

The question of whether some non-human animal species are more intelligent than others is a reoccurring theme in comparative psychology. To convincingly address this question, exact comparability of behavioral methodology and data across species is required. The current article explores one of the rare cases in which three vertebrate species (humans, macaques, and crows) experienced identical experimental conditions during the investigation of a core cognitive capability – the abstract categorization of absolute numerical quantity. We found that not every vertebrate species studied in numerical cognition were able to flexibly discriminate absolute numerosity, which suggests qualitative differences in numerical intelligence are present between vertebrates. Additionally, systematic differences in numerosity judgment accuracy exist among those species that could master abstract and flexible judgments of absolute numerosity, thus arguing for quantitative differences between vertebrates. These results demonstrate that Macphail’s Null Hypotheses – which suggests that all non-human vertebrates are qualitatively and quantitatively of equal intelligence – is untenable.

In recent years, important methodological attempts have been made to explore the comparability of examination standards, especially in the context of certifications and university entrance. The present study aimed to explore the use of a construct comparability approach through a comparative analysis of the academic scores on 15 subjects from Spanish University Entrance Examinations in the Valencian Community, with a sample of 22,996 students in the call of June 2018. We employed the Rasch partial credit model as an estimation method, counting each subject as the item of an instrument related to academic achievement. The results confirmed the unidimensionality assumption and the goodness of fit of the model in relation to all subjects, although no discrimination between high and low ability students was detected because of the lack of monotonicity of the score categories. We observed that the level of difficulty of the subjects was appropriate to the students’ ability levels. Important conclusions have been drawn for the improvement of the standard qualification process, and future research directions have been proposed. This work was supported by the Vice Chancellor for Research of the University of Alicante (Award number: GRE17-16).

Bullying in schools is a widespread phenomenon, witnessed worldwide, with negative consequences for victims and perpetrators. Although it is an international issue, there are several issues with cross-national and cross-cultural/ethnic research that can make comparisons between countries and cultures/ethnic groups difficult including language, cultural perception, and/or methodological issues. As statistical techniques rapidly develop, there may be more scope to be statistically creative in how we assess the utility of one tool across different groups such as cultures, nations etc. At the very least, an attempt to do this should be paramount in studies investigating different groups (e.g., from different countries) at one time. This study investigated bullying and victimisation rates in a large cross-ethnic and -country comparison between adolescents from four countries and five different ethnic groups including: Israel (Jewish Israelis and Arab Palestinian Israelis), Palestine (the Gaza Strip), Germany, and Greece. A total of 3,186 school children aged 12-15 years completed self-report questionnaires of peer bullying/victimisation. A stepwise data analytic approach was used to test comparability of the psychometric properties: 1. Structural equivalence contributes to the valid use of the instrument in cultural contexts other than the one for which the instrument has been developed. Structural equivalence is a necessary condition for the justification of indirect or direct comparisons between cultural groups. 2. Additionally, it is necessary to demonstrate that the same internal structure of the instrument applies to the cultural and individual levels (structural isomorphism). Findings support the internal structural equivalence of the questionnaire with the exception of the Palestinian sample from the Gaza Strip sample. Subsequently, exploratory factor analysis on the cultural level structure revealed a one-factor structure with congruence measure below 0.85. Thus, no evidence was found for internal structural isomorphism suggesting that no direct comparisons of cultural samples was justified. These results are discussed in detail and the implications for the international research community and cross-national/-ethnic comparison studies in bullying are addressed.

Despite its long tradition in social psychology, we consider that Cognitive Dissonance Theory presents serious flaws concerning its methodology which question the relevance of the theory, limit breakthroughs, and hinder the evaluation of its core hypotheses. In our opinion, these issues are mainly due to operational and methodological weaknesses that have not been sufficiently addressed since the beginnings of the theory. We start by reviewing the ambiguities concerning the definition and conceptualization of the term cognitive dissonance. We then review the ways it has been operationalized and we present the shortcomings of the actual paradigms. To acquire a better understanding of the theory, we advocate a stronger focus on the nature and consequences of the cognitive dissonance state itself. Next, we emphasize the actual lack of standardization, both in the ways to induce cognitive dissonance and to assess it, which impairs the comparability of the results. Last, in addition to reviewing these limits, we suggest new ways to improve the methodology and we conclude on the importance for the field of psychology to take advantage of these important challenges to go forwards.

The act of looking for targets amongst an array of distractors is a cognitive task that has been studied extensively over many decades and has many real-world applications. Research shows that specific visual-cognitive abilities are needed to efficiently and effectively locate a target among distractors. It is, however, not always clear whether the results from traditional, simplified visual search tasks conducted by students will extrapolate to an applied inspection tasks in which professionals search for targets that are more complex, ambiguous, and less salient. More concretely, there are several potential challenges when interpreting traditional visual search results in terms of their implications for the X-ray image inspection task. In this study, we tested whether a theoretical intelligence model with known facets of visual-cognitive abilities (visual processing Gv, short-term memory Gsm, and processing speed Gs) can predict performance in both a traditional visual search task and an X-ray image inspection task in both students and professionals. Results showed that visual search ability as measured with a traditional visual search task is not comparable to an applied X-ray image inspection task. Even though both tasks require aspects of the same visual-cognitive abilities, the overlap between the tasks was small. We concluded that different aspects of visual-cognitive abilities predict performance on the measured tasks. Furthermore, although our tested populations were comparable in terms of performance predictors based on visual-cognitive abilities, professionals outperformed students on an applied X-ray image inspection task. Hence, inferences from our research questions have to be treated with caution, because the comparability of the two populations depends on the task.

We present CROCUFID: a CROss-CUltural Food Image Database that currently contains 840 images, including 479 food images with detailed metadata and 165 images of non-food items. The database includes images of sweet, savory, natural, and processed food from Western and Asian cuisines. To create sufficient variability in valence and arousal we included images of food with different degrees of appetitiveness (fresh, unfamiliar, molded or rotten, spoiled, and partly consumed). We used a standardized photographing protocol, resulting in high resolution images depicting all food items on a standard background (a white plate), seen from a fixed viewing (45°) angle. CROCUFID is freely available under the CC-By Attribution 4.0 International license and hosted on the OSF repository. The advantages of the CROCUFID database over other databases are its (1) free availability, (2) full coverage of the valence – arousal space, (3) use of standardized recording methods, (4) inclusion of multiple cuisines and unfamiliar foods, (5) availability of normative and demographic data, (6) high image quality and (7) capability to support future (e.g., virtual and augmented reality) applications. Individuals from the United Kingdom (N = 266), North-America (N = 275), and Japan (N = 264) provided normative ratings of valence, arousal, perceived healthiness, and desire-to-eat using visual analog scales (VAS). In addition, for each image we computed 17 characteristics that are known to influence affective observer responses (e.g., texture, regularity, complexity, and colorfulness). Significant differences between groups and significant correlations between image characteristics and normative ratings were in accordance with previous research, indicating the validity of CROCUFID. We expect that CROCUFID will facilitate comparability across studies and advance experimental research on the determinants of food-elicited emotions. We plan to extend CROCUFID in the future with images of food from a wide range of different cuisines and with non-food images (for applications in for instance neuro-physiological studies). We invite researchers from all parts of the world to contribute to this effort by creating similar image sets that can be linked to this collection, so that CROCUFID will grow into a truly multicultural food database.

Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6 to 15 with normal IQ (≥ 70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 s.d. lower in word recognition and 0.33 s.d. lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.

The aim of this work is to provide researchers from the field of aesthetics with a guideline on working with artworks as stimuli. Empirical aesthetics research is complicated by the uncertainty of the object of research. There is no way to unquestionably tell whether an object is an artwork or not. However, although the extension of the term artwork (i.e., the range of objects to which this concept applies) remains vague, the different intensions of the term artwork (i.e., the internal concept that constitutes a formal definition) are well defined. Here, I review the various concepts of artworks (i.e., intensions) that scientists from different fields use in current research in empirical aesthetics. The selection of stimuli is often not explained and/or does not match the focus of the study. An application of two or more intensions within one study leads to an indeterminacy of the stimuli and, thus, to systematic problems concerning the interpretation and comparability of the experimental results. Based on these intensions and the Pleasure-Interest Model of Aesthetic Liking (Graf and Landwehr, 2015), I compiled a decision tree in order to provide researchers with an instrument that allows a better control over their stimuli.

Emotion and its effects on other psychological phenomena are frequently studied by presenting emotional pictures for a short amount of time. However, the duration of exposure strongly differs across paradigms. In order to ensure the comparability of affective response elicitation across those paradigms, it is crucial to empirically validate emotional material not only with regard to the affective dimensions valence and arousal, but also with regard to varying presentation times. Despite this operational necessity for the temporal robustness of emotional material, there is only tentative empirical evidence on this issue. To close this gap, we conducted a large sample study testing for the influence of presentation time on affective response elicitation. Two hundred and forty emotional pictures were presented for either 200 or 1000 ms and were rated by 302 participants on the core affect dimensions valence and arousal. The most important finding was that affective response elicitation was comparable for 200 and 1000 ms presentation times, indicating reliable temporal robustness of affective response elicitation within the supra-liminal spectrum. Yet, a more detailed look on the data showed that presentation time impacted particularly on high arousing negative stimuli. However, because these interaction effects were exceedingly small, they must be interpreted with caution and do not endanger the main finding, namely the quite reliable temporal robustness of affective response elicitation. Results are discussed with regard to the comparability of affective response elicitation across varying paradigms.

This paper describes the R package crqa to perform cross-recurrence quantification analysis of two time series of either a categorical or continuous nature. Streams of behavioral information, from eye movements to linguistic elements, unfold over time. When two people interact, such as in conversation, they often adapt to each other, leading these behavioral levels to exhibit recurrent states. In dialogue, for example, interlocutors adapt to each other by exchanging interactive cues: smiles, nods, gestures, choice of words, and so on. In order for us to capture closely the goings-on of dynamic interaction, and uncover the extent of coupling between two individuals, we need to quantify how much recurrence is taking place at these levels. Methods available in crqa would allow researchers in cognitive science to pose such questions as how much are two people recurrent at some level of analysis, what is the characteristic lag time for one person to maximally match another, or whether one person is leading another. First, we set the theoretical ground to understand the difference between ‘correlation’ and ‘co-visitation’ when comparing two time series, using an aggregative or cross-recurrence approach. Then, we describe more formally the principles of cross-recurrence, and show with the current package how to carry out analyses applying them. We end the paper by comparing computational efficiency, and results’ consistency, of crqa R package, with the benchmark MATLAB toolbox crptoolbox (Marwan, 2013). We show perfect comparability between the two libraries on both levels.

Our current environment is characterized by the omnipresence of food cues. The sight and smell of real foods, but also graphically depictions of appetizing foods, can guide our eating behavior, for example, by eliciting food craving and influencing food choice. The relevance of visual food cues on human information processing has been demonstrated by a growing body of studies employing food images across the disciplines of psychology, medicine, and neuroscience. However, currently used food image sets vary considerably across laboratories and image characteristics (contrast, brightness, etc.) and food composition (calories, macronutrients, etc.) are often unspecified. These factors might have contributed to some of the inconsistencies of this research. To remedy this, we developed food-pics, a picture database comprising 568 food images and 315 non-food images along with detailed meta-data. A total of N = 1988 individuals with large variance in age and weight from German speaking countries and North America provided normative ratings of valence, arousal, palatability, desire to eat, recognizability and visual complexity. Furthermore, data on macronutrients (g), energy density (kcal), and physical image characteristics (color composition, contrast, brightness, size, complexity) are provided. The food-pics image database is freely available under the creative commons license with the hope that the set will facilitate standardization and comparability across studies and advance experimental research on the determinants of eating behavior. Read F

Data from self-report tools cannot be readily compared between cultures due to culturally specific ways of using a response scale. As such, anchoring vignettes have been proposed as a suitable methodology for correcting against this difference. We developed anchoring vignettes for the Big Five Inventory-44 (BFI-44) to supplement its Likert-type response options. Based on two samples (Rwanda: n = 423; Philippines: n = 143), we evaluated the psychometric properties of the measure both before and after applying the anchoring vignette adjustment. Results show that adjusted scores had better measurement properties, including improved reliability and a more orthogonal correlational structure, relative to scores based on the original Likert scale. Correlations of the Big Five Personality Factors with life satisfaction were essentially unchanged after the vignette-adjustment while correlations with counterproductive were noticeably lower. Overall, these changed findings suggest that the use of anchoring vignette methodology improves the cross-cultural comparability of self-reported personality, a finding of potential interest to the field of global workforce research and development as well as educational policymakers.

This report has two main purposes. First, we combine well-known analytical approaches to conduct a comprehensive assessment of agreement and correlation of rating-pairs and to dis-entangle these often confused concepts, providing a best-practice example on concrete data and a tutorial for future reference. Second, we explore whether a screening questionnaire deve-loped for use with parents can be reliably employed with daycare teachers when assessing early expressive vocabulary. A total of 53 vocabulary rating pairs (34 parent-teacher and 19 mother-father pairs) collected for two-year-old children (12 bilingual) are evaluated. First, inter-rater reliability both within and across subgroups is assessed using the intra-class correlation coefficient (ICC). Next, based on this analysis of reliability and on the test-retest reliability of the employed tool, inter-rater agreement is analyzed, magnitude and direction of rating differences are considered. Finally, Pearson correlation coefficients of standardized vocabulary scores are calculated and compared across subgroups. The results underline the necessity to distinguish between reliability measures, agreement and correlation. They also demonstrate the impact of the employed reliability on agreement evaluations. This study provides evidence that parent-teacher ratings of children’s early vocabulary can achieve agreement and correlation comparable to those of mother-father ratings on the assessed vocabulary scale. Bilingualism of the evaluated child decreased the likelihood of raters’ agreement. We conclude that future reports of agree-ment, correlation and reliability of ratings will benefit from better definition of terms and stricter methodological approaches. The methodological tutorial provided here holds the potential to increase comparability across empirical reports and can help improve research practices and knowledge transfer to educational and therapeutic settings.

Over the last decades, large international datasets such as the European Social Survey (ESS), the European Value Study (EVS) and the World Value Survey (WVS) have been collected to compare value means over multiple time points and across many countries. Yet analyzing comparative survey data requires the fulfillment of specific assumptions, i.e., that these values are comparable over time and across countries. Given the large number of groups that can be compared in repeated cross-national datasets, establishing measurement invariance has been, however, considered unrealistic. Indeed, studies which did assess it often failed to establish higher levels of invariance such as scalar invariance. In this paper we first introduce the newly developed approximate approach based on Bayesian structural equation modeling (BSEM) to assess cross-group invariance over countries and time points and contrast the findings with the results from the traditional exact measurement invariance test. BSEM examines whether measurement parameters are approximately (rather than exactly) invariant. We apply BSEM to a subset of items measuring the universalism value from the Portrait Values Questionnaire (PVQ) in the ESS. The invariance of this value is tested simultaneously across 15 ESS countries over six ESS rounds with 173,071 respondents and 90 groups in total. Whereas, the use of the traditional approach only legitimates the comparison of latent means of 37 groups, the Bayesian procedure allows the latent mean comparison of 73 groups. Thus, our empirical application demonstrates for the first time the BSEM test procedure on a particularly large set of groups.

The aim of the present study is the psychometric review of a Spanish language version of the German Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3-8). The SSKJ 3-8 assesses emotion regulation strategies by asking children to indicate how often they use five different emotion regulation strategies in response to a social and an academic stress situation. The Spanish language adaptation of the inventory was developed for a cross-cultural study with Chilean and German fourth-graders. The sample includes 76 German and 169 Chilean fourth graders. The SSKJ 3-8 was first translated into Spanish by a bilingual translator, then back-translated by a German native speaker, and finally adapted for the cultural context in Chile. To analyze the psychometric comparability, the measurement invariance was examined within the framework of the Item Response Theory (IRT) with the R package pairwise. The results show that the new developed Spanish language adaptation of the SSKJ 3-8 is comparable to the German version in terms of psychometric measurement characteristics. Only few items show deviations with regard to strong measurement invariance. We conclude that the Spanish language adaptation of the SSKJ 3-8 is a reliable instrument to assess emotion regulation strategies in Chile.

Organizations increasingly use technology-mediated interviews. However, only limited research is available concerning the comparability of different interview media and most of the available studies stem from a time when technology-mediated interviews were less common than in the present time. In an experiment using simulated selection interviews, we compared traditional face-to-face (FTF) interviews with telephone and videoconference interviews to determine whether ratings of interviewees’ performance, their perceptions of the interview, or their strain and anxiety are affected by the type of interview. Before participating in the actual interview, participants had a more positive view of FTF interviews compared to technology-mediated interviews. However, fairness perceptions did not differ anymore after the interview. Furthermore, there were no differences between the three interview media concerning psychological and physiological indicators of strain or interview anxiety. Nevertheless, ratings of interviewees’ performance were lower in the technology-mediated interviews than in FTF interviews. Thus, differences between different interview media can still be found nowadays even though most applicants are much more familiar with technology-mediated communication than in the past. The results show that organizations should take this into account and therefore avoid using different interview media when they interview different applicants for the same job opening.

Dual-task paradigms encompass a broad range of approaches to measure cognitive load in instructional settings. As a common characteristic, an additional task is implemented alongside a learning task to capture the individual’s unengaged cognitive capacities during the learning process. Measures to determine these capacities are, for instance, reaction times and interval errors on the additional task, while the performance on the learning task is to be maintained. Opposite to retrospectively applied subjective ratings, the continuous assessment within a dual-task paradigm allows to simultaneously monitor changes in the performance related to previously defined tasks. Following the Cognitive Load Theory, these changes in performance correspond to cognitive changes related to the establishment of permanently existing knowledge structures. Yet the current state of research indicates a clear lack of standardization of dual-task paradigms over study settings and task procedures. Typically, dual-task designs are adapted uniquely for each study, albeit with some similarities across different settings and task procedures. These similarities range from the type of modality to the frequency used for the additional task. This results in a lack of validity and comparability between studies due to arbitrarily chosen patterns of frequency without a sound scientific base, potentially confounding variables, or undecided adaptation potentials for future studies. In this paper, the lack of validity and comparability between dual-task settings will be presented, the current taxonomies compared and the future steps for a better standardization and implementation discussed.

Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive load. In Study 1 (N = 97), we developed and analyzed two strategies to measure cognitive load in a differentiated way: (1) Informed rating: We trained learners in differentiating the concepts of cognitive load, so that they could rate them in an informed way. They were asked then to rate 24 different learning situations or learning materials related to either high or low intrinsic, extraneous, or germane load. (2) Naive rating: For this type of rating of cognitive load we developed a questionnaire with two to three items for each type of load. With this questionnaire, the same learning situations had to be rated. In the second study (N = between 65 and 95 for each task), we improved the instrument for the naive rating. For each study, we analyzed whether the instruments are reliable and valid, for Study 1, we also checked for comparability of the two measurement strategies. In Study 2, we conducted a simultaneous scenario based factor analysis. The informed rating seems to be a promising strategy to assess the different aspects of cognitive load, but it seems not economic and feasible for larger studies and a standardized training would be necessary. The improved version of the naive rating turned out to be a useful, feasible, and reliable instrument. Ongoing studies analyze the conceptual validity of this measurement with up to now promising results.

Affective forecasting - predicting the emotional outcome of never-before experienced situations - is pervasive in our lives. When facing novel situations, we can quickly integrate bits and pieces of prior experiences to envisage possible scenarios and their outcomes, and what these might feel like. Such affective glimpses of the future often steer the decisions we make. By enabling principled decision-making in novel situations, affective forecasting confers the important adaptive advantage of eluding the potentially costly consequences of tackling such situations by trial-and-error. Affective forecasting has been hypothesized as uniquely human, yet, in a recent study we found suggestive evidence of this ability in an orangutan. To test nonverbal subjects, we capitalized on culinary examples of affective forecasting and devised a behavioral test that required the subjects to make predictions about novel juice mixes produced from familiar ingredients. In the present study, we administered the same task to two chimpanzees and found that their performance was comparable to that of the previously tested orangutan and 10 humans, who served as a comparison group. To improve the comparability of human and animal performance, in the present study we also introduced a new approach to assessing if the subjects’ performance was indicative of affective forecasting, which relies exclusively on behavioral data. The results of the study open for the possibility that affective forecasting has evolved in the common ancestor of the great apes, providing Hominids with the adaptive advantage of e.g. quickly evaluating heterogeneous food patches using hedonic prediction.