Chapter 15 Wolfe Taste Test Bank Docx

Chapter 15: Taste

Test Bank

Type: multiple choice question

Title: Chapter 15 Question 01

1. _______ is the sensation evoked by solutions that contact receptors in the tongue, while _______ includes the former and also retronasal olfaction.

Feedback: Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.1 Describe the difference between taste and flavor.

Bloom’s Level: 2. Understanding

a. Flavor; smell

b. Smell; taste

c. Taste; smell

d. Flavor; taste

e. Taste; flavor

Type: multiple choice question

Title: Chapter 15 Question 02

2. Chewing and swallowing force an odorant emitted by the mouth up behind the palate into the nose, which causes one to experience _______ sensation of the odor perceived.

Feedback: Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 2. Understanding

a. orthonasal olfactory

b. flavor

c. retronasal olfactory

d. nasal

e. smell

Type: multiple choice question

Title: Chapter 15 Question 03

3. The reason that food tastes bland if you have a cold is that your sinuses are usually stuffed, which restricts airflow through the nose and prevents

Feedback: Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 3. Applying

a. sweetness detection.

b. sourness detection.

c. saltiness detection.

d. retronasal olfaction.

e. bitterness detection.

Type: multiple choice question

Title: Chapter 15 Question 04

4. Anesthesia of the chorda tympani causes

Feedback: Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.3 Explain the chorda tympani’s role in taste perception.

Bloom’s Level: 2. Understanding

a. impaired olfaction.

b. damaged taste.

c. flavor enhancement of foods.

d. a delayed reaction to flavors.

e. foods to taste salty.

Type: multiple choice question

Title: Chapter 15 Question 05

5. If you get a shot of novocain at the dentist and it happens to numb your chorda tympani nerve, what will most likely be a side effect?

Feedback: Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.3 Explain the chorda tympani’s role in taste perception.

Bloom’s Level: 3. Applying

a. Impaired olfaction

b. Flavor enhancement of foods

c. A delayed reaction to flavors

d. Impaired taste

e. Foods will taste salty.

Type: multiple choice question

Title: Chapter 15 Question 06

6. Refer to the figure.

This figure illustrates how _______ released into the air inside our mouths as we chew and swallow move through the retronasal passage.

Feedback: Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 2. Understanding

a. chemicals

b. substances

c. molecules

d. cells

e. waves

Type: multiple choice question

Title: Chapter 15 Question 07

7. Refer to the figure.

In this figure, neural signals from the _______ in the papillae are transmitted via the cranial nerves to the brain.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 2. Understanding

a. labeled lines

b. taste buds

c. cilia

d. glomeruli

e. vagus nerve

Type: multiple choice question

Title: Chapter 15 Question 08

8. _______ are structures that give the tongue its bumpy appearance.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering

a. Taste buds

b. Taste receptor cells

c. Cranial nerves

d. Papillae

e. Chorda tympani

Type: multiple choice question

Title: Chapter 15 Question 09

9. Which papillae could be completely removed from the tongue (hypothetically!) with no impact on taste?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 3. Applying

a. Filiform

b. Fungiform at the tip of the tongue

c. Circumvallate

d. Foliate

e. Fungiform in the middle of the tongue

Type: multiple choice question

Title: Chapter 15 Question 10

10. Which of the following is not a type of papillae?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding

a. Filiform

b. Fungiform

c. Foliate

d. Circumvallate

e. Circular

Type: multiple choice question

Title: Chapter 15 Question 11

11. _______ are the taste bud-containing folds of tissue that are located on the rear of the tongue, where the tongue attaches to the mouth.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering

a. Filiform papillae

b. Fungiform papillae

c. Foliate papillae

d. Circumvallate papillae

e. Microvilli

Type: multiple choice question

Title: Chapter 15 Question 12

12. _______ are mushroom-shaped structures distributed most densely on the edges of the tongue, especially the tip.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering

a. Filiform papillae

b. Fungiform papillae

c. Foliate papillae

d. Circumvallate papillae

e. Microvilli

Type: multiple choice question

Title: Chapter 15 Question 13

13. _______ are circular, mound-like structures surrounded by a trench that form an inverted “V” on the rear of the tongue.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering

a. Filiform papillae

b. Fungiform papillae

c. Foliate papillae

d. Circumvallate papillae

e. Microvilli

Type: multiple choice question

Title: Chapter 15 Question 14

14. _______ are the small structures on the tongue that have no taste function and are responsible for its bumpy appearance.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering

a. Filiform papillae

b. Fungiform papillae

c. Foliate papillae

d. Circumvallate papillae

e. Microvilli

Type: multiple choice question

Title: Chapter 15 Question 15

15. Refer to the figure.

This figure demonstrates the difference between

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding

a. sensitized and desensitized tasters.

b. normal and sick tasters.

c. an average taster and a supertaster.

d. various types of papillae.

e. human and monkey tongues.

Type: multiple choice question

Title: Chapter 15 Question 16

16. When you compare the tongue of a supertaster to the tongue of a nontaster, what difference do you notice?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding

a. The supertaster has a much lower density of fungiform papillae than the nontaster.

b. The supertaster has a much higher density of filiform papillae than the nontaster.

c. The supertaster has a much lower density of filiform papillae than the nontaster.

d. The supertaster has a much higher density of fungiform papillae than the nontaster.

e. The supertaster can curl her tongue but the nontaster cannot.

Type: multiple choice question

Title: Chapter 15 Question 17

17. Which description of the famous tongue map from Boring (1942) is correct?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.2 Explain why the tongue map is a myth.

Bloom’s Level: 2. Understanding

a. Sweet is only tasted on the top front of the tongue.

b. Salt is only tasted on the front tip of the tongue.

c. Bitter is only tasted on the back of the tongue.

d. Sour is only tasted on the sides of the tongue.

e. None of these are correct and the tongue map is false.

Type: multiple choice question

Title: Chapter 15 Question 18

18. _______ are slender projections on the tips of some taste bud cells that extend into the taste pore.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 1. Remembering

a. Cilia

b. Taste buds

c. Microvilli

d. Taste receptor cells

e. Macrovilli

Type: multiple choice question

Title: Chapter 15 Question 19

19. A(n) _______ is any stimulus that can be tasted.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 1. Remembering

a. odorant

b. tastant

c. flavor

d. papillus

e. microvillus

Type: multiple choice question

Title: Chapter 15 Question 20

20. The insular cortex

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 2. Understanding

a. is the first primary cortical processing area for taste.

b. is the last area to receive taste information during the gustation process.

c. integrates taste and smell sensations.

d. processes information about harmful tastes only.

e. protects the taste area of the brain.

Type: multiple choice question

Title: Chapter 15 Question 21

21. The _______ is multimodal in nature, responding to temperature, touch, smell, and taste, and is critical for assigning affective value to stimuli.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 2. Understanding

a. prefrontal cortex

b. occipital lobe

c. insular cortex

d. thalamus

e. orbitofrontal cortex

Type: multiple choice question

Title: Chapter 15 Question 22

22. Suppose you try a new food that you have never tasted before and decide that you really like it. Which part of your brain is most responsible for that affective decision?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 3. Applying

a. Orbitofrontal cortex

b. Prefrontal cortex

c. Occipital lobe

d. Insular cortex

e. Thalamus

Type: multiple choice question

Title: Chapter 15 Question 23

23. Which of the following is not considered to be basic taste?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.1 List the four basic tastes.

Bloom’s Level: 2. Understanding

a. Spicy

b. Salty

c. Bitter

d. Sweet

e. Sour

Type: multiple choice question

Title: Chapter 15 Question 24

24. If you take a bland food like tofu and add capsaicin to it, it will taste

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.1 List the four basic tastes.

Bloom’s Level: 3. Applying

a. saltier.

b. more sour.

c. sweeter.

d. more bitter.

e. spicier.

Type: multiple choice question

Title: Chapter 15 Question 25

25. _______ is the taste quality produced by the positively charged ion (cation) from the molecule NaCl.

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.2 Describe the survival value of salty.

Bloom’s Level: 2. Understanding

a. Salty

b. Sour

c. Sweet

d. Bitter

e. Spicy

Type: multiple choice question

Title: Chapter 15 Question 26

26. _______ is the taste quality produced by the hydrogen ion in foods.

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.3 Describe the survival value of sour.

Bloom’s Level: 2. Understanding

a. Bitter

b. Salty

c. Sour

d. Spicy

e. Sweet

Type: multiple choice question

Title: Chapter 15 Question 27

27. If a glass of water undergoes a chemical reaction such that it has more hydrogen ions in it, it will taste

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.3 Describe the survival value of sour.

Bloom’s Level: 3. Applying

a. salty.

b. sour.

c. sweet.

d. bitter.

e. spicy.

Type: multiple choice question

Title: Chapter 15 Question 28

28. If you take a bland food like tofu and add some acid to it, it will taste

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.3 Describe the survival value of sour.

Bloom’s Level: 3. Applying

a. saltier.

b. more sour.

c. sweeter.

d. more bitter.

e. spicier.

Type: multiple choice question

Title: Chapter 15 Question 29

29. _______ is the taste quality that is produced by substances like quinine or caffeine.

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.4 Describe the survival value of bitter.

Bloom’s Level: 2. Understanding

a. Salty

b. Sour

c. Sweet

d. Bitter

e. Spicy

Type: multiple choice question

Title: Chapter 15 Question 30

30. Which specific taste may have evolved to help us sense poisonous foods?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.4 Describe the survival value of bitter.

Bloom’s Level: 2. Understanding

a. Bitter

b. Salty

c. Sour

d. Sweet

e. Umami

Type: multiple choice question

Title: Chapter 15 Question 31

31. If you accidentally consume a poisonous food, what will it probably taste like?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.4 Describe the survival value of bitter.

Bloom’s Level: 3. Applying

a. Salty

b. Sour

c. Umami

d. Sweet

e. Bitter

Type: multiple choice question

Title: Chapter 15 Question 32

32. Which taste sensation is evoked by simple carbohydrates like glucose and fructose?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.5 Describe the survival value of sweet.

Bloom’s Level: 2. Understanding

a. Bitter

b. Salty

c. Sour

d. Sweet

e. Umami

Type: multiple choice question

Title: Chapter 15 Question 33

33. When you sprinkle monosodium glutamate (MSG) on some food, which taste sensation increases?

Feedback: Textbook Reference: 15.4 Are There More Than Four Basic Tastes? Does It Matter?

Learning Objective: 15.4.1 Describe some of the evidence for and against umami as the fifth basic taste.

Bloom’s Level: 2. Understanding

a. Bitter

b. Sweet

c. Umami

d. Sour

e. Salty

Type: multiple choice question

Title: Chapter 15 Question 34

34. Sometimes called the fifth basic taste, _______ is the taste sensation evoked by MSG.

Feedback: Textbook Reference: 15.4 Are There More Than Four Basic Tastes? Does It Matter?

Learning Objective: 15.4.1 Describe some of the evidence for and against umami as the fifth basic taste.

Bloom’s Level: 1. Remembering

a. sweet

b. umami

c. sour

d. salty

e. bitter

Type: multiple choice question

Title: Chapter 15 Question 35

35. Which taste receptors do fat molecules stimulate?

Feedback: Textbook Reference: 15.4 Are There More Than Four Basic Tastes? Does It Matter?

Learning Objective: 15.4.2 Explain why fat is not considered a basic taste.

Bloom’s Level: 2. Understanding

a. Sweet

b. Sour

c. Salty

d. Umami

e. None of the above

Type: multiple choice question

Title: Chapter 15 Question 36

36. A _______ is an individual born without receptors for the bitter PROP.

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter

Learning Objective: 15.5.1 Explain the differences between tasters and nontasters of TPC/PROP.

Bloom’s Level: 2. Understanding

a. supertaster

b. taster

c. blocked taster

d. nontaster

e. gustanomic

Type: multiple choice question

Title: Chapter 15 Question 37

37. What is the term for an individual whose perception of taste sensations is the most intense?

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter

Learning Objective: 15.5.2 Describe the factors that contribute to somebody being a supertaster.

Bloom’s Level: 2. Understanding

a. Nontaster

b. Supertaster

c. Taster

d. Connoisseur

e. Sommelier

Type: multiple choice question

Title: Chapter 15 Question 38

38. The ability to match the intensities of sensations that come from different sensory modalities is known as

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter

Learning Objective: 15.5.2 Describe the factors that contribute to somebody being a supertaster.

Bloom’s Level: 1. Remembering

a. cross-modality matching.

b. cross-adaptation.

c. variety matching.

d. cross-modality comparison.

e. sensory integration.

Type: multiple choice question

Title: Chapter 15 Question 39

39. If you adjust the brightness of a light until it matches the intensity of sourness of the taste of a lemon, you are engaging in

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter

Learning Objective: 15.5.2 Describe the factors that contribute to somebody being a supertaster.

Bloom’s Level: 3. Applying

a. variety matching.

b. scaling.

c. sensory integration.

d. cross-adaptation.

e. cross-modality matching.

Type: multiple choice question

Title: Chapter 15 Question 40

40. Which health consequence of variations in taste sensations has been empirically verified?

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter

Learning Objective: 15.5.3 Discuss the health consequences of variations in taste sensations.

Bloom’s Level: 3. Applying

a. People who are insensitive to PROP tend to digest vegetables faster than those who are more sensitive to it.

b. People who are insensitive to PROP also tend to avoid eating bitter-tasting vegetables and so have a higher incidence of colon polyps.

c. People who find PROP to be very bitter also tend to avoid eating bitter-tasting vegetables and so have a higher incidence of colon polyps.

d. People who find PROP to be very bitter are also more likely to smoke and consume alcohol.

e. People who find PROP to be very bitter tend to eat more bitter-tasting vegetables than those who are insensitive to PROP.

Type: multiple choice question

Title: Chapter 15 Question 41

41. The gustatory system is responsible for

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 2. Understanding

a. differentiating between smells and tastes.

b. integrating smells and tastes.

c. detecting nutrients and “antinutrients” before we ingest them.

d. protecting our olfactory system from approaching harmful foods.

e. All of the above

Type: multiple choice question

Title: Chapter 15 Question 42

42. _______ theory is the theory that deficiency of a given nutrient produces craving for that nutrient.

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 2. Understanding

a. Nutrition deficiency

b. Taste deficiency

c. Craving

d. Compensation hunger

e. Specific hungers

Type: multiple choice question

Title: Chapter 15 Question 43

43. If you have a specific craving for salty foods due to a sodium deficiency, it is an example of the _______ theory.

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 3. Applying

a. nutrition deficiency

b. specific hungers

c. taste deficiency

d. craving

e. compensation hunger

Type: multiple choice question

Title: Chapter 15 Question 44

44. Which of the following is evidence that taste preferences are genetically determined.

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.2 Describe some of the evidence that taste preferences are genetically determined.

Bloom’s Level: 2. Understanding

a. Families in Mexico encourage young children to eat spicy chili peppers.

b. Orange juice tastes strange if you drink it after brushing your teeth.

c. Newborn infants are insensitive to sweet, salty, sour, and bitter and must be taught positive and negative associations with these foods.

d. Newborn infants respond with stereotyped facial expressions the first time they taste sweet, salty, sour, and bitter solutions.

e. People tend to have an aversion to foods that have made them sick in the past.

Type: multiple choice question

Title: Chapter 15 Question 45

45. The labeled lines theory of taste coding holds that each _______ carries a particular taste quality.

Feedback: Textbook Reference: 15.7 The Nature of Taste Qualities

Learning Objective: 15.7.1 Describe how taste sensations may use labeled lines.

Bloom’s Level: 2. Understanding

a. taste nerve fiber

b. taste receptor site

c. papilla

d. taste neuron

e. taste bud

Type: multiple choice question

Title: Chapter 15 Question 46

46. The popularity of the spicy flavor of chili peppers in Mexico is an example of the effect of _______ on taste.

Feedback: Textbook Reference: 15.7 The Nature of Taste Qualities

Learning Objective: 15.7.2 Describe some of the evidence that taste preferences for chili peppers are learned.

Bloom’s Level: 2. Understanding

a. medical intervention

b. smell

c. taste aversion

d. social influences

e. genetic heritage

Type: essay/short answer question

Title: Chapter 15 Question 47

47. What is the difference between taste and flavor?

Feedback: Much of what people normally think of as taste actually comes from retronasal olfaction and not from the tongue itself. When studying gustation, the concept of taste is restricted to the four basic flavors that the tongue senses (sweet, salty, bitter, sour), while flavor is the combination of both the tongue’s sensations and retronasal olfaction.

Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.1 Describe the difference between taste and flavor.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 15 Question 48

48. Describe the four types of tongue papillae.

Feedback: The four types are the filiform papillae, which have no taste function, fungiform papillae, which are shaped like mushrooms and contain taste buds, the foliate papillae, which are folds at the back of the tongue containing taste buds, and circumvallate papillae, which are circular structures in the form of a V at the back of the tongue and that also contain taste buds.

Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 15 Question 49

49. What is umami?

Feedback: Umami is the taste from monosodium glutamate, which some have claimed to be the fifth basic taste. The taste of umami is associated with the presence of protein, though there is controversy over whether protein molecules are small enough to activate taste receptors.

Textbook Reference: 15.4 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.4.1 Describe some of the evidence for and against umami as the fifth basic taste.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 15 Question 50

50. What is the labeled lines theory and what does it have to do with taste?

Feedback: The labeled lines theory is a theory of taste coding that suggests that each taste nerve fiber carries a particular taste quality, such as NaCl receptor fibers coding for salty, and sucrose receptor fibers coding for sweet.

Textbook Reference: 15.7 The Nature of Taste Qualities

Learning Objective: 15.7.1 Describe how taste sensations may use labeled lines.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 15 Question 51

51. Explain what smell has to do with taste.

Feedback: Taste is technically just the sensations that are coded by the tongue; sweet, salty, sour, and bitter. Flavor includes sensations from retronasal olfaction—that is, smell, in addition to taste. What most people think of as taste is actually flavor, the combination of taste and retronasal olfaction. This means that smell makes a large contribution to the sense of “taste.” For instance, when one has a cold and congested sinuses, foods may taste bland because retronasal olfaction is not contributing to the sensations. Additionally, flavors like sweet are coded by the tongue but enhanced when combined with retronasal olfaction, meaning that smell may contribute even to basic tastes. Retronasal olfaction occurs when particles from foods being chewed or beverages being swallowed move up through the retronasal passage and make their way to the olfactory epithelium, where they are processed by the olfactory system. Even though these odors are being sensed in the nose, one perceives them as being sensed from the mouth, leading to the confusion about the contributions of smell to taste.

Textbook Reference: 15.1 Taste versus Flavor

Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 15 Question 52

52. Describe the differences between nontasters, tasters, and supertasters in terms of sensitivity to bitterness.

Feedback: The difference between tasters and nontasters was first discovered when Arthur Fox synthesized the chemical PTC and noticed that it tasted extremely bitter to some people and not at all bitter to others. Further testing revealed that about one-third of people found the chemical tasteless (nontasters) and two-thirds of people found the chemical to be extremely bitter (tasters). Later threshold studies established that thresholds for perceiving the bitterness of PTC was bimodal, with nontasters having very high thresholds and tasters having very low thresholds. Roland Fischer substituted PTC with the safer compound PROP and conducted further studies on tasters and nontasters and established that tasters (for whom bitter tastes are especially intense) tended to avoid certain vegetables and beverages with bitter tastes. Later tests with the technique of cross-modality matching, in which perceptions from one modality are matched with equivalent perceptions from another modality, led to the discovery of supertasters. Nontasters equated the sensation of PROP with other sensations, like the ticking of a watch or the sound of a whisper, while tasters chose much more intense sensations to match. Some tasters equated the taste of PROP with staring directly at the sun or the most intense pain ever experienced while others equated it to the pain of a mild headache or the smell of bacon frying. The more extreme tasters were dubbed supertasters and soon it was discovered that not only were they sensitive to PROP but also that they had higher counts of fungiform papillae on their tongues. Thus, three categories of tasters—nontasters, tasters, and supertasters—have been established, with the differences being their sensitivity to the chemical PROP and the concentration of taste buds on their tongues.

Textbook Reference: 15.5 Genetic Variation in Bitter

Learning Objective: 15.5.3 Discuss the health consequences of variations in taste sensations.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 15 Question 53

53. What is the specific hungers theory, and what is some evidence for and against it?

Feedback: The specific hungers theory suggests that people crave foods that contain nutrients their body is deficient in. Some evidence for this theory comes from cases such as the 3 1/2-year-old boy who had an intense craving for salt and who later died when his salt intake was restricted on a hospital diet. Autopsy later confirmed that he had a tumor in his adrenal gland that caused him to be deficient in sodium. Further support for the theory came from the pediatrician Clara Davis, who gave 6-month-old infants the choice of what foods to eat and found that they ate a variety of foods and thrived. Further work showed that the infants were, in fact, prioritizing novel foods, which just so happened to be healthier for them. Other research established that the specific hungers theory only works for the salty and sweet foods, but not for other nutrients. Moreover, it seems that learning plays a great role in eating, since acquired taste aversions seem to be more powerful than specific hungers for beneficial foods. For instance, someone may develop an aversion to eating fish if they become sick after eating it, yet fish might be a healthy food. In summary, it seems that we do develop specific hungers for sweet or salty foods if our bodies are low in glucose or sodium, respectively, but it does not appear that we have specific hungers for foods containing other sorts of nutrients, even if we are deficient in those nutrients.

Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 4. Analyzing