The health benefits of consuming fruits and vegetables (FVs) are clear, but most children do not eat them regularly. At school, FVs are available, but children often refuse them or throw them away. This review article illustrates the evidence for and against behavioral–economic approaches to increasing FV consumption in schools. Simple but effective interventions include prompting children to take FVs and serving vegetables before other foods are available. Also effective is reducing their handling costs (e.g., serving sliced fruit) and opportunity costs (e.g., scheduling lunch after recess). Still larger improvements can be achieved by improving the taste of FVs, or by incentivizing consumption. Although controversial, even small incentives can produce immediate and lasting effects. Game-based virtual incentives can reduce the costs of incentive systems, while minimizing concerns that children are being bribed into healthy habit formation.

The present study examined the social foraging of rats in an open arena. The relative quantity of food varied across two food sources, or "patches." Five food quantity ratios (1:1, 1:2, 1:8, 8:1, 2:1) were presented in a series of 30-min sessions. Ratios varied randomly across 6-min components within sessions (Phase 1), or in a consistent order across sessions (Phase 2). Group and individual preferences were well described by the ideal free distribution and the generalized matching law, respectively, with evidence of undermatching at both group and individual levels. Sensitivity of individual and collective behavior to the relative quantities of food was higher in Phase 2 than in Phase 1. Competitiveness rankings, assessed before and after experimental sessions by delivering food in rapid succession from a single feeder, was positively related to sensitivity values in Phase 1, but less consistently so in Phase 2. This study illustrates a promising experimental method for investigating foraging in a social context.