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

31 août 2021 mis à jour par: 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).

Aperçu de l'étude

Statut

Actif, ne recrute pas

Les conditions

Intervention / Traitement

Description détaillée

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).

Type d'étude

Interventionnel

Inscription (Réel)

40

Phase

  • N'est pas applicable

Contacts et emplacements

Cette section fournit les coordonnées de ceux qui mènent l'étude et des informations sur le lieu où cette étude est menée.

Lieux d'étude

  • Belgique
      • Liège, Belgique, 4000
        • University of Liège

Critères de participation

Les chercheurs recherchent des personnes qui correspondent à une certaine description, appelée critères d'éligibilité. Certains exemples de ces critères sont l'état de santé général d'une personne ou des traitements antérieurs.

Critère d'éligibilité

Âges éligibles pour étudier

3 ans à 5 ans (Enfant)

Accepte les volontaires sains

Oui

Sexes éligibles pour l'étude

Tout

La description

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

Plan d'étude

Cette section fournit des détails sur le plan d'étude, y compris la façon dont l'étude est conçue et ce que l'étude mesure.

Comment l'étude est-elle conçue ?

Détails de conception

  • Objectif principal: Autre
  • Répartition: Randomisé
  • Modèle interventionnel: Affectation croisée
  • Masquage: Seul

Armes et Interventions

Groupe de participants / Bras
Intervention / Traitement
Expérimental: Group 1
In this condition, the intervention is administered immediately after the baseline.
Comportemental: 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.
Expérimental: 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.
Comportemental: 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.

Que mesure l'étude ?

Principaux critères de jugement

Mesure des résultats
Description de la mesure
Délai
Parental reminiscing style
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)

Mesures de résultats secondaires

Mesure des résultats
Description de la mesure
Délai
Children's confidence judgments
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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
Délai: 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)

Autres mesures de résultats

Mesure des résultats
Description de la mesure
Délai
Parents' perception of reminiscing with their child (exploratory)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)
Délai: 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)

Collaborateurs et enquêteurs

C'est ici que vous trouverez les personnes et les organisations impliquées dans cette étude.

Parrainer

University of Liege

Les enquêteurs

  • Directeur d'études: Marie Geurten, University of Liège
  • Directeur d'études: Sylvie Willems, University of Liège

Publications et liens utiles

La personne responsable de la saisie des informations sur l'étude fournit volontairement ces publications. Il peut s'agir de tout ce qui concerne l'étude.

Publications générales

Dates d'enregistrement des études

Ces dates suivent la progression des dossiers d'étude et des soumissions de résultats sommaires à ClinicalTrials.gov. Les dossiers d'étude et les résultats rapportés sont examinés par la Bibliothèque nationale de médecine (NLM) pour s'assurer qu'ils répondent à des normes de contrôle de qualité spécifiques avant d'être publiés sur le site Web public.

Dates principales de l'étude

Début de l'étude (Réel)

21 janvier 2021

Achèvement primaire (Anticipé)

1 janvier 2022

Achèvement de l'étude (Anticipé)

1 janvier 2022

Dates d'inscription aux études

Première soumission

31 août 2021

Première soumission répondant aux critères de contrôle qualité

31 août 2021

Première publication (Réel)

8 septembre 2021

Mises à jour des dossiers d'étude

Dernière mise à jour publiée (Réel)

8 septembre 2021

Dernière mise à jour soumise répondant aux critères de contrôle qualité

31 août 2021

Dernière vérification

1 août 2021

Plus d'information

Termes liés à cette étude

Mots clés

Autres numéros d'identification d'étude

  • 1920-44

Plan pour les données individuelles des participants (IPD)

Prévoyez-vous de partager les données individuelles des participants (DPI) ?

NON

Description du régime IPD

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

Informations sur les médicaments et les dispositifs, documents d'étude

Étudie un produit pharmaceutique réglementé par la FDA américaine

Non

Étudie un produit d'appareil réglementé par la FDA américaine

Non

Ces informations ont été extraites directement du site Web clinicaltrials.gov sans aucune modification. Si vous avez des demandes de modification, de suppression ou de mise à jour des détails de votre étude, veuillez contacter register@clinicaltrials.gov. Dès qu'un changement est mis en œuvre sur clinicaltrials.gov, il sera également mis à jour automatiquement sur notre site Web .

Essais cliniques sur Relations parents-enfants

Essais cliniques sur Intervention targeting parental reminiscing style

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Sponsors et collaborateurs

Les conditions médicales

Interventions en matière de drogue

CROs by country

CROs in Mali

Conditions

Maladies rares

Interventions en matière de drogue

Compléments alimentaires

Commanditaire / collaborateurs

Emplacements

3
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