Sensory characteristics of farmed cod exposed to low or conventional stress levels prior to slaughter were evaluated by a trained sensory panel. Consumers in two different settings, central location test (CLT) and home‐use test (HUT), also tasted the products and rated them according to overall liking on a 9‐point hedonic scale and sensory attributes on a 9‐point intensity scale. Differences were observed in texture attributes of the two cod groups by the trained sensory panel. Consumers in the CLT distinguished between the two cod groups whereas consumers in the HUT setting did not. Consumers in the CLT scored the products lower with regard to liking, and evaluated sensory attributes differently from consumers in the HUT setting. The results indicated that the cooking method chosen by consumers in the HUT setting influenced the consumer evaluation of cod. Similar cooking methods used in CLT and HUT produced similar results of liking. PRACTICAL APPLICATIONS This paper presents a comparison of sensory evaluation carried out by a trained sensory panel and consumer evaluation of farmed fish. Cod produced with conventional and reduced stress prior to slaughter differed in texture attributes according to sensory evaluation. Information about consumer liking of the end‐product when changing production systems of farmed fish is very important. The sensory evaluation by a trained panel provides good product knowledge, but to be able to estimate the actual consumer liking of the fish products, consumer studies are needed. The results indicated that a central location test (CLT) could be used to predict consumer acceptance in a real‐life setting, given that similar cooking methods are used in both settings. Fish is a very perishable product, and its sensory quality depends very much on factors such as storage time and preparation. Therefore, CLT may be well suited for consumer testing of fish products.

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PurposeThe purpose of this study is to examine attitudes towards fish consumption, social pressure, fish preparation and cooking skills, sensory beliefs, health involvement and fish consumption in childhood as predictors of fish consumption among consumers in their early adulthood. While the impact of these factors on fish consumption has been examined in some extent among adult consumers, this is believed to be the first study where the focus is on people in their late teens and their early 20s.Design/methodology/approachA cross sectional sample of Icelanders between 17 and 26 years old (n=1,735) responded to a questionnaire. Structural equation modelling was used to estimate the direction and strength of relationships between variables.FindingsThe paper finds that attitude towards fish consumption, social pressure and fish preparation and cooking skills were correlated to fish consumption. Sensory beliefs and health involvement were also correlated to fish consumption, but this relationship was mediated by attitudes. Finally, there was a relationship between fish consumption in childhood and fish consumption but that relationship was mediated by sensory beliefs and attitude.Research limitations/implicationsThe number of external variables included in the model is limited and correlational methods were used to estimate the relationship between factors.Originality/valueThe decrease in fish consumption among young consumers is of concern. Understanding the role different variables play in their fish consumption habits can provide health authorities and managers in the fish industry with useful insights for strategies for increasing the intake of fish among young consumers.

Research Findings: Research suggests that behavioral self-regulation skills are critical for early school success, including success in literacy, but few studies have explored the relations that behavioral self-regulation may have with different components of early literacy development. The present study investigated the longitudinal contribution of behavioral self-regulation skills among Icelandic children in preschool to literacy measures of varying complexity in 1st grade. Behavioral selfregulation was assessed using a direct assessment (the Head-to-Toe task) and according to teacher reports (the Child Behavior Rating Scale). A total of 111 children participated in the study (mean age at Wave 1 ¼ 55.70 months, 49% girls). Findings showed that both behavioral self-regulation measures predicted reading comprehension 2 years later after age, gender, maternal education, and emergent literacy skills were controlled, but relations with more basic reading skills-reading accuracy and fluency-were not as robust. Practice or Policy: These findings provide a new insight into the role of behavioral self-regulation in early academic achievement and extend previous research by showing that early self-regulatory skills play a role in children's initial steps in comprehending continuous texts. They also underline a need for a wider focus in emergent literacy interventions aimed at promoting prerequisites for reading.

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