Ta strona została przetłumaczona automatycznie i dokładność tłumaczenia nie jest gwarantowana. Proszę odnieść się do angielska wersja za tekst źródłowy.

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

31 sierpnia 2021 zaktualizowane przez: 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).

Przegląd badań

Status

Aktywny, nie rekrutujący

Warunki

Interwencja / Leczenie

Szczegółowy opis

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).

Typ studiów

Interwencyjne

Zapisy (Rzeczywisty)

40

Faza

  • Nie dotyczy

Kontakty i lokalizacje

Ta sekcja zawiera dane kontaktowe osób prowadzących badanie oraz informacje o tym, gdzie badanie jest przeprowadzane.

Lokalizacje studiów

  • Belgia
      • Liège, Belgia, 4000
        • University of Liege

Kryteria uczestnictwa

Badacze szukają osób, które pasują do określonego opisu, zwanego kryteriami kwalifikacyjnymi. Niektóre przykłady tych kryteriów to ogólny stan zdrowia danej osoby lub wcześniejsze leczenie.

Kryteria kwalifikacji

Wiek uprawniający do nauki

3 lata do 5 lat (Dziecko)

Akceptuje zdrowych ochotników

Tak

Płeć kwalifikująca się do nauki

Wszystko

Opis

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 studiów

Ta sekcja zawiera szczegółowe informacje na temat planu badania, w tym sposób zaprojektowania badania i jego pomiary.

Jak projektuje się badanie?

Szczegóły projektu

  • Główny cel: Inny
  • Przydział: Randomizowane
  • Model interwencyjny: Zadanie krzyżowe
  • Maskowanie: Pojedynczy

Broń i interwencje

Grupa uczestników / Arm
Interwencja / Leczenie
Eksperymentalny: Group 1
In this condition, the intervention is administered immediately after the baseline.
Behawioralne: 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.
Eksperymentalny: 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.
Behawioralne: 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.

Co mierzy badanie?

Podstawowe miary wyniku

Miara wyniku
Opis środka
Ramy czasowe
Parental reminiscing style
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)

Miary wyników drugorzędnych

Miara wyniku
Opis środka
Ramy czasowe
Children's confidence judgments
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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
Ramy czasowe: 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)

Inne miary wyników

Miara wyniku
Opis środka
Ramy czasowe
Parents' perception of reminiscing with their child (exploratory)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)
Ramy czasowe: 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)

Współpracownicy i badacze

Tutaj znajdziesz osoby i organizacje zaangażowane w to badanie.

Sponsor

University of Liege

Śledczy

  • Dyrektor Studium: Marie Geurten, University of Liege
  • Dyrektor Studium: Sylvie Willems, University of Liege

Publikacje i pomocne linki

Osoba odpowiedzialna za wprowadzenie informacji o badaniu dobrowolnie udostępnia te publikacje. Mogą one dotyczyć wszystkiego, co jest związane z badaniem.

Publikacje ogólne

Daty zapisu na studia

Daty te śledzą postęp w przesyłaniu rekordów badań i podsumowań wyników do ClinicalTrials.gov. Zapisy badań i zgłoszone wyniki są przeglądane przez National Library of Medicine (NLM), aby upewnić się, że spełniają określone standardy kontroli jakości, zanim zostaną opublikowane na publicznej stronie internetowej.

Główne daty studiów

Rozpoczęcie studiów (Rzeczywisty)

21 stycznia 2021

Zakończenie podstawowe (Oczekiwany)

1 stycznia 2022

Ukończenie studiów (Oczekiwany)

1 stycznia 2022

Daty rejestracji na studia

Pierwszy przesłany

31 sierpnia 2021

Pierwszy przesłany, który spełnia kryteria kontroli jakości

31 sierpnia 2021

Pierwszy wysłany (Rzeczywisty)

8 września 2021

Aktualizacje rekordów badań

Ostatnia wysłana aktualizacja (Rzeczywisty)

8 września 2021

Ostatnia przesłana aktualizacja, która spełniała kryteria kontroli jakości

31 sierpnia 2021

Ostatnia weryfikacja

1 sierpnia 2021

Więcej informacji

Terminy związane z tym badaniem

Słowa kluczowe

Inne numery identyfikacyjne badania

  • 1920-44

Plan dla danych uczestnika indywidualnego (IPD)

Planujesz udostępniać dane poszczególnych uczestników (IPD)?

NIE

Opis planu IPD

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

Informacje o lekach i urządzeniach, dokumenty badawcze

Bada produkt leczniczy regulowany przez amerykańską FDA

Nie

Bada produkt urządzenia regulowany przez amerykańską FDA

Nie

Te informacje zostały pobrane bezpośrednio ze strony internetowej clinicaltrials.gov bez żadnych zmian. Jeśli chcesz zmienić, usunąć lub zaktualizować dane swojego badania, skontaktuj się z register@clinicaltrials.gov. Gdy tylko zmiana zostanie wprowadzona na stronie clinicaltrials.gov, zostanie ona automatycznie zaktualizowana również na naszej stronie internetowej .

Badania kliniczne na Relacje rodzic-dziecko

Wyszukaj podobne próby

Sponsorzy i współpracownicy

Warunki medyczne

Interwencje lekowe

CROs by country

CROs in South Korea

Warunki

Rzadkie choroby

Interwencje lekowe

Suplementy diety

Sponsor / Współpracownicy

Lokalizacje

Subskrybuj