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Intervention Targeting Parental Reminiscing and Its Effects on Preschoolers' Memory and Metacognition

31. August 2021 aktualisiert von: Christina Leonard, University of Liege

Training Parents in an Elaborative Reminiscing Style to Boost Preschoolers' Development of Memory and Metacognition: A Randomized Controlled Study

This randomized controlled study aims to investigate the effects of an intervention targeting parental reminiscing style on preschoolers' memory (i.e., episodic and autobiographical) and metacognition (i.e., confidence judgment and memorability-based heuristic).

Studienübersicht

Status

Aktiv, nicht rekrutierend

Bedingungen

Intervention / Behandlung

Detaillierte Beschreibung

It has been demonstrated that parental reminiscing plays an important role in preschoolers' cognitive development among which memory (Waters & al., 2019). Specifically, both correlational and interventional studies show that children of parents using a high-elaborative style during reminiscing (i.e., frequent, detailed and collaborative discussions about the past) recount their memories in a more detailed and coherent way (Wu & Jobson, 2019). Besides, some correlational studies (e.g., Langley et al., 2017) seem to also reveal an effect of parental reminiscing on children's ability to learn new information, as assessed in clinical neuropsychology by episodic memory tasks. However, the mechanisms underlying these influences are currently unclear. Indeed, several non-mutually exclusive hypotheses are frequently suggested (e.g., among which the development of metacognition (Rudek & Haden, 2005)) but, to date, have never been tested. Identifying these mechanisms could contribute to design interventions targeting parental reminiscing and to determine in which clinical contexts to use them. Currently, interventional studies in the field are scarce (for a review, see Corsano & Guidotti, 2019) and lack of consensus.

The primary aims of the present study are multiple. First, we aim to evaluate the effectiveness of a brief intervention program to improve the way parents reminisce with their child. After the intervention, we expect an increase in the frequency of use of the targeted behaviors and thus an increase in the level of parental elaboration. The second goal of this study is to explore the effects of the improvements in parental reminiscing style on children's memory skills, both autobiographical memory (i.e., ability to recount one's own memories) and episodic memory (i.e., ability to learn new information). Regarding autobiographical memory, we anticipate to replicate the results shown in other interventional studies (i.e., an increase in the amount of information reported by children at the end of the intervention; for a review, see Corsano & Guidotti, 2019). Regarding episodic memory, based on the results of correlational studies (e.g., Léonard et al., in prep), we anticipate after the intervention to show among children an improved ability to learn new information. Beyond these primary aims, secondary aims are also targeted in this study. Currently, the mechanisms underlying the relation between parental reminiscing and child's memory are still relatively unknown. A hypothesis that is frequently suggested is the development of metacognition (Rudek & Haden, 2005). One purpose of this study is to test this assumption by focusing on 2 metacognitive skills that develop during the preschool years: (a) the ability to make confidence judgments, (b) the ability to use the memorability-based heuristic. After the intervention, we expect children to make more accurate confidence judgments and to use more successfully the memorability-based heuristic to guide their memory decisions. Therefore, we may obtain information on the active ingredients of the relation between parental reminiscing and memory. Then, in an exploratory way, we explore whether such an intervention could improve parental cognitions as well as parents' perception of reminiscing with their child. We anticipate an improvement in parental cognitions and a more positive perception of reminiscing. Finally, we are interested in assessing parents' adherence to the intervention by exploring their feelings about its format, content and feasibility in daily life.

For all these purposes, a randomized controlled trial is currently being conducted. 2 experimental groups have been created and parent-child dyads were assigned to one of them using a stratified randomization on children's age and when possible on children's gender. Participants from both groups begin the study with an assessment of all variables of interest (i.e., baseline1). Immediately after this baseline assessment, participants from Group 1 receive the intervention. Participants from Group 2 (i.e., a waiting-list group acting as a control group) receive exactly the same intervention but later (i.e., after a second baseline assessment which is held after the completion of the intervention by the Group 1). Approximatively 2 weeks after the intervention, the dyads in each group undergo a post-intervention assessment (i.e., follow-up 1; similar to the baseline assessments). Besides, 6 months later, the Group 1 will participate in a follow-up session to check the persistence of the effects over time (i.e., follow-up 2). If the intervention is successful, this long-term follow-up may allow us to show either the maintenance of effects over time (e.g., an increase in parental elaboration) and/or the appearance of some effects (e.g., effects on child outcomes due to the time it takes for the improvement in parental style to have an effect on them).

In this study, all parents are provided with an 8-session intervention (i.e., 1 session/week) targeting different aspects of parental reminiscing: (a) the promotion of child participation (e.g., through parent's use of feedbacks), (b) the structure of reminiscing (e.g., parent's use of open-ended questions) and (c) the content addressed during reminiscing (e.g., contextual information). Parents learn to use the target behaviors through different standardized techniques: (a) psychoeducation, (b) modeling and (c) supervised practice. Due to Covid-19 epidemic, the intervention is held completely online (i.e., 4 e-learnings and 4 videoconferencing sessions).

Studientyp

Interventionell

Einschreibung (Tatsächlich)

40

Phase

  • Unzutreffend

Kontakte und Standorte

Dieser Abschnitt enthält die Kontaktdaten derjenigen, die die Studie durchführen, und Informationen darüber, wo diese Studie durchgeführt wird.

Studienorte

  • Belgien
      • Liège, Belgien, 4000
        • University of Liege

Teilnahmekriterien

Forscher suchen nach Personen, die einer bestimmten Beschreibung entsprechen, die als Auswahlkriterien bezeichnet werden. Einige Beispiele für diese Kriterien sind der allgemeine Gesundheitszustand einer Person oder frühere Behandlungen.

Zulassungskriterien

Studienberechtigtes Alter

3 Jahre bis 5 Jahre (Kind)

Akzeptiert gesunde Freiwillige

Ja

Studienberechtigte Geschlechter

Alle

Beschreibung

Inclusion Criteria:

  • Children: French as mother tong
  • Parent : be the parent who talks the most with the child (if both parents speak equally, the choice of the participating parent is left to them)

Exclusion Criteria:

  • Children: major cognitive or language difficulties at the time of the study and attested by a neuropsychological or language assessment
  • Children: actual medication that may lead to cognitive difficulties

Studienplan

Dieser Abschnitt enthält Einzelheiten zum Studienplan, einschließlich des Studiendesigns und der Messung der Studieninhalte.

Wie ist die Studie aufgebaut?

Designdetails

  • Hauptzweck: Sonstiges
  • Zuteilung: Zufällig
  • Interventionsmodell: Crossover-Aufgabe
  • Maskierung: Single

Waffen und Interventionen

Teilnehmergruppe / Arm
Intervention / Behandlung
Experimental: Group 1
In this condition, the intervention is administered immediately after the baseline.
Verhalten: Intervention targeting parental reminiscing style
8-session intervention (i.e., 1 session/week) targeting 3 main aspects of parental reminiscing: the promotion of child participation, the structure of discussions about the past and the content addressed during these discussions. Different learning techniques are used: psychoeducation, modeling and supervised practice.
Experimental: Group 2 (waiting-list group)
This group is both a control and an experimental group. Indeed, the intervention (i.e., the same as for group 1) is administered but after a second baseline which is held after the completion of the Group 1. This condition will allow to check the specific efficiency of the intervention.
Verhalten: Intervention targeting parental reminiscing style
8-session intervention (i.e., 1 session/week) targeting 3 main aspects of parental reminiscing: the promotion of child participation, the structure of discussions about the past and the content addressed during these discussions. Different learning techniques are used: psychoeducation, modeling and supervised practice.

Was misst die Studie?

Primäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Parental reminiscing style
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Filmed parent-child discussion about a shared event of the previous day (as naturally as possible, without time constraint and in absence of the experimenter). These discussions will be transcribed for analysis with a specific coding scheme. Index : based on various raw scores, indexes will be computed.
Group 1 : Baseline 1 (1 week before the intervention)
Parental reminiscing style
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Filmed parent-child discussion about a shared event of the previous day (as naturally as possible, without time constraint and in absence of the experimenter). These discussions will be transcribed for analysis with a specific coding scheme. Index : based on various raw scores, indexes will be computed.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Parental reminiscing style
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Filmed parent-child discussion about a shared event of the previous day (as naturally as possible, without time constraint and in absence of the experimenter). These discussions will be transcribed for analysis with a specific coding scheme. Index : based on various raw scores, indexes will be computed.
Group 1 : Follow-up 2 (6 months after the intervention)
Parental reminiscing style
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Filmed parent-child discussion about a shared event of the previous day (as naturally as possible, without time constraint and in absence of the experimenter). These discussions will be transcribed for analysis with a specific coding scheme. Index : based on various raw scores, indexes will be computed.
Group 2 : Baseline 1 (10 weeks before the intervention)
Parental reminiscing style
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Filmed parent-child discussion about a shared event of the previous day (as naturally as possible, without time constraint and in absence of the experimenter). These discussions will be transcribed for analysis with a specific coding scheme. Index : based on various raw scores, indexes will be computed.
Group 2 : Baseline 2 (1 week before the intervention)
Parental reminiscing style
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Filmed parent-child discussion about a shared event of the previous day (as naturally as possible, without time constraint and in absence of the experimenter). These discussions will be transcribed for analysis with a specific coding scheme. Index : based on various raw scores, indexes will be computed.
Group 2 : Follow-up 1 (2 weeks after the intervention)
Explicit knowledge about parental reminiscing
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
10-item questionnaire aimed to assess parents' explicit knowledge about how to effectively discuss the past with their child (i.e., each item consists in a scenario and parents have to choose among different options which one would be the best way to interact with their child). 3 parallel versions of this questionnaire were created (i.e., order counterbalanced). Index : number of correct responses.
Group 1 : Baseline 1 (1 week before the intervention)
Explicit knowledge about parental reminiscing
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
10-item questionnaire aimed to assess parents' explicit knowledge about how to effectively discuss the past with their child (i.e., each item consists in a scenario and parents have to choose among different options which one would be the best way to interact with their child). 3 parallel versions of this questionnaire were created (i.e., order counterbalanced). Index : number of correct responses.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Explicit knowledge about parental reminiscing
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
10-item questionnaire aimed to assess parents' explicit knowledge about how to effectively discuss the past with their child (i.e., each item consists in a scenario and parents have to choose among different options which one would be the best way to interact with their child). 3 parallel versions of this questionnaire were created (i.e., order counterbalanced). Index : number of correct responses.
Group 1 : Follow-up 2 (6 months after the intervention)
Explicit knowledge about parental reminiscing
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
10-item questionnaire aimed to assess parents' explicit knowledge about how to effectively discuss the past with their child (i.e., each item consists in a scenario and parents have to choose among different options which one would be the best way to interact with their child). 3 parallel versions of this questionnaire were created (i.e., order counterbalanced). Index : number of correct responses.
Group 2 : Baseline 1 (10 weeks before the intervention)
Explicit knowledge about parental reminiscing
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
10-item questionnaire aimed to assess parents' explicit knowledge about how to effectively discuss the past with their child (i.e., each item consists in a scenario and parents have to choose among different options which one would be the best way to interact with their child). 3 parallel versions of this questionnaire were created (i.e., order counterbalanced). Index : number of correct responses.
Group 2 : Baseline 2 (1 week before the intervention)
Explicit knowledge about parental reminiscing
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
10-item questionnaire aimed to assess parents' explicit knowledge about how to effectively discuss the past with their child (i.e., each item consists in a scenario and parents have to choose among different options which one would be the best way to interact with their child). 3 parallel versions of this questionnaire were created (i.e., order counterbalanced). Index : number of correct responses.
Group 2 : Follow-up 1 (2 weeks after the intervention)
Children's autobiographical memory
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Retrieval of autobiographical memories cued by words (i.e., food, play, family, friend, happy, cry). 2 words/assessment (i.e., order counterbalanced). Children's production will be analyzed through a specific coding scheme. Index : the nature and the richness of information addressed by children.
Group 1 : Baseline 1 (1 week before the intervention)
Children's autobiographical memory
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Retrieval of autobiographical memories cued by words (i.e., food, play, family, friend, happy, cry). 2 words/assessment (i.e., order counterbalanced). Children's production will be analyzed through a specific coding scheme. Index : the nature and the richness of information addressed by children.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Children's autobiographical memory
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Retrieval of autobiographical memories cued by words (i.e., food, play, family, friend, happy, cry). 2 words/assessment (i.e., order counterbalanced). Children's production will be analyzed through a specific coding scheme. Index : the nature and the richness of information addressed by children.
Group 1 : Follow-up 2 (6 months after the intervention)
Children's autobiographical memory
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Retrieval of autobiographical memories cued by words (i.e., food, play, family, friend, happy, cry). 2 words/assessment (i.e., order counterbalanced). Children's production will be analyzed through a specific coding scheme. Index : the nature and the richness of information addressed by children.
Group 2 : Baseline 1 (10 weeks before the intervention)
Children's autobiographical memory
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Retrieval of autobiographical memories cued by words (i.e., food, play, family, friend, happy, cry). 2 words/assessment (i.e., order counterbalanced). Children's production will be analyzed through a specific coding scheme. Index : the nature and the richness of information addressed by children.
Group 2 : Baseline 2 (1 week before the intervention)
Children's autobiographical memory
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Retrieval of autobiographical memories cued by words (i.e., food, play, family, friend, happy, cry). 2 words/assessment (i.e., order counterbalanced). Children's production will be analyzed through a specific coding scheme. Index : the nature and the richness of information addressed by children.
Group 2 : Follow-up 1 (2 weeks after the intervention)
Children's episodic memory (1)
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Assessment of children's ability to learn new information through the House Test (Picard et al., 2012) and 2 parallel versions created by our research team for this study (i.e., order counterbalanced). These tasks include an encoding phase and a retrieval phase in the form of free-recall and recognition after a 10-minute delay Index : number of correct responses at the free-recall task and the recognition task.
Group 1 : Baseline 1 (1 week before the intervention)
Children's episodic memory (1)
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's ability to learn new information through the House Test (Picard et al., 2012) and 2 parallel versions created by our research team for this study (i.e., order counterbalanced). These tasks include an encoding phase and a retrieval phase in the form of free-recall and recognition after a 10-minute delay Index : number of correct responses at the free-recall task and the recognition task.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Children's episodic memory (1)
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Assessment of children's ability to learn new information through the House Test (Picard et al., 2012) and 2 parallel versions created by our research team for this study (i.e., order counterbalanced). These tasks include an encoding phase and a retrieval phase in the form of free-recall and recognition after a 10-minute delay Index : number of correct responses at the free-recall task and the recognition task.
Group 1 : Follow-up 2 (6 months after the intervention)
Children's episodic memory (1)
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Assessment of children's ability to learn new information through the House Test (Picard et al., 2012) and 2 parallel versions created by our research team for this study (i.e., order counterbalanced). These tasks include an encoding phase and a retrieval phase in the form of free-recall and recognition after a 10-minute delay Index : number of correct responses at the free-recall task and the recognition task.
Group 2 : Baseline 1 (10 weeks before the intervention)
Children's episodic memory (1)
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Assessment of children's ability to learn new information through the House Test (Picard et al., 2012) and 2 parallel versions created by our research team for this study (i.e., order counterbalanced). These tasks include an encoding phase and a retrieval phase in the form of free-recall and recognition after a 10-minute delay Index : number of correct responses at the free-recall task and the recognition task.
Group 2 : Baseline 2 (1 week before the intervention)
Children's episodic memory (1)
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's ability to learn new information through the House Test (Picard et al., 2012) and 2 parallel versions created by our research team for this study (i.e., order counterbalanced). These tasks include an encoding phase and a retrieval phase in the form of free-recall and recognition after a 10-minute delay Index : number of correct responses at the free-recall task and the recognition task.
Group 2 : Follow-up 1 (2 weeks after the intervention)
Children's episodic memory (2)
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Assessment of children's ability to learn new information through a story-recall task which consists of listening to a story (i.e., encoding phase) immediately followed by a true-false recognition. 3 comparable story-recall tasks were created (i.e., order counterbalanced). Index : a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate sensitivity scores (i.e., reflecting children's ability to discriminate between studied information and lures).
Group 1 : Baseline 1 (1 week before the intervention)
Children's episodic memory (2)
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's ability to learn new information through a story-recall task which consists of listening to a story (i.e., encoding phase) immediately followed by a true-false recognition. 3 comparable story-recall tasks were created (i.e., order counterbalanced). Index : a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate sensitivity scores (i.e., reflecting children's ability to discriminate between studied information and lures).
Group 1 : Follow-up 1 (2 weeks after the intervention)
Children's episodic memory (2)
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Assessment of children's ability to learn new information through a story-recall task which consists of listening to a story (i.e., encoding phase) immediately followed by a true-false recognition. 3 comparable story-recall tasks were created (i.e., order counterbalanced). Index : a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate sensitivity scores (i.e., reflecting children's ability to discriminate between studied information and lures).
Group 1 : Follow-up 2 (6 months after the intervention)
Children's episodic memory (2)
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Assessment of children's ability to learn new information through a story-recall task which consists of listening to a story (i.e., encoding phase) immediately followed by a true-false recognition. 3 comparable story-recall tasks were created (i.e., order counterbalanced). Index : a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate sensitivity scores (i.e., reflecting children's ability to discriminate between studied information and lures).
Group 2 : Baseline 1 (10 weeks before the intervention)
Children's episodic memory (2)
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Assessment of children's ability to learn new information through a story-recall task which consists of listening to a story (i.e., encoding phase) immediately followed by a true-false recognition. 3 comparable story-recall tasks were created (i.e., order counterbalanced). Index : a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate sensitivity scores (i.e., reflecting children's ability to discriminate between studied information and lures).
Group 2 : Baseline 2 (1 week before the intervention)
Children's episodic memory (2)
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's ability to learn new information through a story-recall task which consists of listening to a story (i.e., encoding phase) immediately followed by a true-false recognition. 3 comparable story-recall tasks were created (i.e., order counterbalanced). Index : a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate sensitivity scores (i.e., reflecting children's ability to discriminate between studied information and lures).
Group 2 : Follow-up 1 (2 weeks after the intervention)

Sekundäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Children's confidence judgments
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Assessment of children's ability to make accurate confidence judgments when performing the aforementioned story-recall tasks. In these tasks, for each memory decision, children have to rate their confidence in their decisions through a 2-point pictorial scale (for a study using this method, see Geurten & Bastin, 2019). Index : the meta d'/d' ratio (Fleming & Lau, 2014) will be calculated to reflect children's ability to make accurate confidence judgments.
Group 1 : Baseline 1 (1 week before the intervention)
Children's confidence judgments
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's ability to make accurate confidence judgments when performing the aforementioned story-recall tasks. In these tasks, for each memory decision, children have to rate their confidence in their decisions through a 2-point pictorial scale (for a study using this method, see Geurten & Bastin, 2019). Index : the meta d'/d' ratio (Fleming & Lau, 2014) will be calculated to reflect children's ability to make accurate confidence judgments.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Children's confidence judgments
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Assessment of children's ability to make accurate confidence judgments when performing the aforementioned story-recall tasks. In these tasks, for each memory decision, children have to rate their confidence in their decisions through a 2-point pictorial scale (for a study using this method, see Geurten & Bastin, 2019). Index : the meta d'/d' ratio (Fleming & Lau, 2014) will be calculated to reflect children's ability to make accurate confidence judgments.
Group 1 : Follow-up 2 (6 months after the intervention)
Children's confidence judgments
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Assessment of children's ability to make accurate confidence judgments when performing the aforementioned story-recall tasks. In these tasks, for each memory decision, children have to rate their confidence in their decisions through a 2-point pictorial scale (for a study using this method, see Geurten & Bastin, 2019). Index : the meta d'/d' ratio (Fleming & Lau, 2014) will be calculated to reflect children's ability to make accurate confidence judgments.
Group 2 : Baseline 1 (10 weeks before the intervention)
Children's confidence judgments
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Assessment of children's ability to make accurate confidence judgments when performing the aforementioned story-recall tasks. In these tasks, for each memory decision, children have to rate their confidence in their decisions through a 2-point pictorial scale (for a study using this method, see Geurten & Bastin, 2019). Index : the meta d'/d' ratio (Fleming & Lau, 2014) will be calculated to reflect children's ability to make accurate confidence judgments.
Group 2 : Baseline 2 (1 week before the intervention)
Children's confidence judgments
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's ability to make accurate confidence judgments when performing the aforementioned story-recall tasks. In these tasks, for each memory decision, children have to rate their confidence in their decisions through a 2-point pictorial scale (for a study using this method, see Geurten & Bastin, 2019). Index : the meta d'/d' ratio (Fleming & Lau, 2014) will be calculated to reflect children's ability to make accurate confidence judgments.
Group 2 : Follow-up 1 (2 weeks after the intervention)
Children's use of the memorability-based heuristic
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Assessment of children's use of the memorability-based heuristic when performing the aforementioned story-recall tasks. Indeed, this measure was allowed by the inclusion in each story of 8 low-memorable events and 8 high-memorable events. Children's use of the memorability-based heuristic was measured by contrasting their tendency to be more or less conservative in memory decisions for low-memorable versus high-memorable events. Index: a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate response bias scores.
Group 1 : Baseline 1 (1 week before the intervention)
Children's use of the memorability-based heuristic
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's use of the memorability-based heuristic when performing the aforementioned story-recall tasks. Indeed, this measure was allowed by the inclusion in each story of 8 low-memorable events and 8 high-memorable events. Children's use of the memorability-based heuristic was measured by contrasting their tendency to be more or less conservative in memory decisions for low-memorable versus high-memorable events. Index: a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate response bias scores.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Children's use of the memorability-based heuristic
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Assessment of children's use of the memorability-based heuristic when performing the aforementioned story-recall tasks. Indeed, this measure was allowed by the inclusion in each story of 8 low-memorable events and 8 high-memorable events. Children's use of the memorability-based heuristic was measured by contrasting their tendency to be more or less conservative in memory decisions for low-memorable versus high-memorable events. Index: a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate response bias scores.
Group 1 : Follow-up 2 (6 months after the intervention)
Children's use of the memorability-based heuristic
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Assessment of children's use of the memorability-based heuristic when performing the aforementioned story-recall tasks. Indeed, this measure was allowed by the inclusion in each story of 8 low-memorable events and 8 high-memorable events. Children's use of the memorability-based heuristic was measured by contrasting their tendency to be more or less conservative in memory decisions for low-memorable versus high-memorable events. Index: a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate response bias scores.
Group 2 : Baseline 1 (10 weeks before the intervention)
Children's use of the memorability-based heuristic
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Assessment of children's use of the memorability-based heuristic when performing the aforementioned story-recall tasks. Indeed, this measure was allowed by the inclusion in each story of 8 low-memorable events and 8 high-memorable events. Children's use of the memorability-based heuristic was measured by contrasting their tendency to be more or less conservative in memory decisions for low-memorable versus high-memorable events. Index: a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate response bias scores.
Group 2 : Baseline 2 (1 week before the intervention)
Children's use of the memorability-based heuristic
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Assessment of children's use of the memorability-based heuristic when performing the aforementioned story-recall tasks. Indeed, this measure was allowed by the inclusion in each story of 8 low-memorable events and 8 high-memorable events. Children's use of the memorability-based heuristic was measured by contrasting their tendency to be more or less conservative in memory decisions for low-memorable versus high-memorable events. Index: a signal detection analysis (Macmillan & Creelman, 2005) will be performed to calculate response bias scores.
Group 2 : Follow-up 1 (2 weeks after the intervention)

Andere Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Parents' perception of reminiscing with their child (exploratory)
Zeitfenster: Group 1 : Baseline 1 (1 week before intervention)
The first 5 words that come to parents' mind when they think about the discussions they have with their child about school days. Index : the mean of valence of words (i.e., negative, neutral, positive) assessed by external judges.
Group 1 : Baseline 1 (1 week before intervention)
Parents' perception of reminiscing with their child (exploratory)
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
The first 5 words that come to parents' mind when they think about the discussions they have with their child about school days. Index : the mean of valence of words (i.e., negative, neutral, positive) assessed by external judges.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Parents' perception of reminiscing with their child (exploratory)
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
The first 5 words that come to parents' mind when they think about the discussions they have with their child about school days. Index : the mean of valence of words (i.e., negative, neutral, positive) assessed by external judges.
Group 1 : Follow-up 2 (6 months after the intervention)
Parents' perception of reminiscing with their child (exploratory)
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
The first 5 words that come to parents' mind when they think about the discussions they have with their child about school days. Index : the mean of valence of words (i.e., negative, neutral, positive) assessed by external judges.
Group 2 : Baseline 1 (10 weeks before the intervention)
Parents' perception of reminiscing with their child (exploratory)
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
The first 5 words that come to parents' mind when they think about the discussions they have with their child about school days. Index : the mean of valence of words (i.e., negative, neutral, positive) assessed by external judges.
Group 2 : Baseline 2 (1 week before the intervention)
Parents' perception of reminiscing with their child (exploratory)
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
The first 5 words that come to parents' mind when they think about the discussions they have with their child about school days. Index : the mean of valence of words (i.e., negative, neutral, positive) assessed by external judges.
Group 2 : Follow-up 1 (2 weeks after the intervention)
Parenting cognitions (exploratory)
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Assessment of parenting cognitions as defined by Bornstein et al. (2018) through visual analogue scales (e.g., parental self-efficacy, parental satisfaction, parenting knowledge, ...). Index : position on visual analogue scales (from 0 to 10).
Group 1 : Baseline 1 (1 week before the intervention)
Parenting cognitions (exploratory)
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Assessment of parenting cognitions as defined by Bornstein et al. (2018) through visual analogue scales (e.g., parental self-efficacy, parental satisfaction, parenting knowledge, ...). Index : position on visual analogue scales (from 0 to 10).
Group 1 : Follow-up 1 (2 weeks after the intervention)
Parenting cognitions (exploratory)
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Assessment of parenting cognitions as defined by Bornstein et al. (2018) through visual analogue scales (e.g., parental self-efficacy, parental satisfaction, parenting knowledge, ...). Index : position on visual analogue scales (from 0 to 10).
Group 1 : Follow-up 2 (6 months after the intervention)
Parenting cognitions (exploratory)
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Assessment of parenting cognitions as defined by Bornstein et al. (2018) through visual analogue scales (e.g., parental self-efficacy, parental satisfaction, parenting knowledge, ...). Index : position on visual analogue scales (from 0 to 10).
Group 2 : Baseline 1 (10 weeks before the intervention)
Parenting cognitions (exploratory)
Zeitfenster: Group 2 : Baseline 2 (2 weeks before the intervention)
Assessment of parenting cognitions as defined by Bornstein et al. (2018) through visual analogue scales (e.g., parental self-efficacy, parental satisfaction, parenting knowledge, ...). Index : position on visual analogue scales (from 0 to 10).
Group 2 : Baseline 2 (2 weeks before the intervention)
Parenting cognitions (exploratory)
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Assessment of parenting cognitions as defined by Bornstein et al. (2018) through visual analogue scales (e.g., parental self-efficacy, parental satisfaction, parenting knowledge, ...). Index : position on visual analogue scales (from 0 to 10).
Group 2 : Follow-up 1 (2 weeks after the intervention)
Parents' general feeling (exploratory)
Zeitfenster: Group 1 : Baseline 1 (1 week before the intervention)
Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).
Group 1 : Baseline 1 (1 week before the intervention)
Parents' general feeling (exploratory)
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).
Group 1 : Follow-up 1 (2 weeks after the intervention)
Parents' general feeling (exploratory)
Zeitfenster: Group 1 : Follow-up 2 (6 months after the intervention)
Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).
Group 1 : Follow-up 2 (6 months after the intervention)
Parents' general feeling (exploratory)
Zeitfenster: Group 2 : Baseline 1 (10 weeks before the intervention)
Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).
Group 2 : Baseline 1 (10 weeks before the intervention)
Parents' general feeling (exploratory)
Zeitfenster: Group 2 : Baseline 2 (1 week before the intervention)
Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).
Group 2 : Baseline 2 (1 week before the intervention)
Parents' general feeling (exploratory)
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).
Group 2 : Follow-up 1 (2 weeks after the intervention)
Feasibility and adherence of the intervention (exploratory)
Zeitfenster: Group 1 : Follow-up 1 (2 weeks after the intervention)
Online questionnaire in the form of visual analogue scales (e.g., measure of the degree of ease with which the parents apply the target behaviors in daily life) and open-ended questions (e.g., barriers to the daily use of the target behaviors). The drop-out rate will also be analyzed.
Group 1 : Follow-up 1 (2 weeks after the intervention)
Feasibility and adherence of the intervention (exploratory)
Zeitfenster: Group 2 : Follow-up 1 (2 weeks after the intervention)
Online questionnaire in the form of visual analogue scales (e.g., measure of the degree of ease with which the parents apply the target behaviors in daily life) and open-ended questions (e.g., barriers to the daily use of the target behaviors). The drop-out rate will also be analyzed.
Group 2 : Follow-up 1 (2 weeks after the intervention)

Mitarbeiter und Ermittler

Hier finden Sie Personen und Organisationen, die an dieser Studie beteiligt sind.

Sponsor

University of Liege

Ermittler

  • Studienleiter: Marie Geurten, University of Liege
  • Studienleiter: Sylvie Willems, University of Liege

Publikationen und hilfreiche Links

Die Bereitstellung dieser Publikationen erfolgt freiwillig durch die für die Eingabe von Informationen über die Studie verantwortliche Person. Diese können sich auf alles beziehen, was mit dem Studium zu tun hat.

Allgemeine Veröffentlichungen

Studienaufzeichnungsdaten

Diese Daten verfolgen den Fortschritt der Übermittlung von Studienaufzeichnungen und zusammenfassenden Ergebnissen an ClinicalTrials.gov. Studienaufzeichnungen und gemeldete Ergebnisse werden von der National Library of Medicine (NLM) überprüft, um sicherzustellen, dass sie bestimmten Qualitätskontrollstandards entsprechen, bevor sie auf der öffentlichen Website veröffentlicht werden.

Haupttermine studieren

Studienbeginn (Tatsächlich)

21. Januar 2021

Primärer Abschluss (Voraussichtlich)

1. Januar 2022

Studienabschluss (Voraussichtlich)

1. Januar 2022

Studienanmeldedaten

Zuerst eingereicht

31. August 2021

Zuerst eingereicht, das die QC-Kriterien erfüllt hat

31. August 2021

Zuerst gepostet (Tatsächlich)

8. September 2021

Studienaufzeichnungsaktualisierungen

Letztes Update gepostet (Tatsächlich)

8. September 2021

Letztes eingereichtes Update, das die QC-Kriterien erfüllt

31. August 2021

Zuletzt verifiziert

1. August 2021

Mehr Informationen

Begriffe im Zusammenhang mit dieser Studie

Schlüsselwörter

Andere Studien-ID-Nummern

  • 1920-44

Plan für individuelle Teilnehmerdaten (IPD)

Planen Sie, individuelle Teilnehmerdaten (IPD) zu teilen?

NEIN

Beschreibung des IPD-Plans

Data and analyses will be available from an online repository or from the principal investigator.

Arzneimittel- und Geräteinformationen, Studienunterlagen

Studiert ein von der US-amerikanischen FDA reguliertes Arzneimittelprodukt

Nein

Studiert ein von der US-amerikanischen FDA reguliertes Geräteprodukt

Nein

Diese Informationen wurden ohne Änderungen direkt von der Website clinicaltrials.gov abgerufen. Wenn Sie Ihre Studiendaten ändern, entfernen oder aktualisieren möchten, wenden Sie sich bitte an register@clinicaltrials.gov. Sobald eine Änderung auf clinicaltrials.gov implementiert wird, wird diese automatisch auch auf unserer Website aktualisiert .

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