NCT05037773

Brief Summary

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).

Trial Health

43
At Risk

Trial Health Score

Automated assessment based on enrollment pace, timeline, and geographic reach

Trial has exceeded expected completion date
Enrollment
40

participants targeted

Target at P25-P50 for not_applicable

Timeline
Completed

Started Jan 2021

Geographic Reach
1 country

1 active site

Status
unknown

Health score is calculated from publicly available data and should be used for screening purposes only.

Trial Relationships

Click on a node to explore related trials.

Study Timeline

Key milestones and dates

Study Start

First participant enrolled

January 21, 2021

Completed
7 months until next milestone

First Submitted

Initial submission to the registry

August 31, 2021

Completed
8 days until next milestone

First Posted

Study publicly available on registry

September 8, 2021

Completed
4 months until next milestone

Primary Completion

Last participant's last visit for primary outcome

January 1, 2022

Completed
Same day until next milestone

Study Completion

Last participant's last visit for all outcomes

January 1, 2022

Completed
Last Updated

September 8, 2021

Status Verified

August 1, 2021

Enrollment Period

12 months

First QC Date

August 31, 2021

Last Update Submit

August 31, 2021

Conditions

Child DevelopmentParent-Child Relations

Keywords

Typically developing preschoolersParental reminiscingMemoryMetacognition

Outcome Measures

Primary Outcomes (30)

  • Parental reminiscing style

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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)

    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)

    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)

    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)

    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)

    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)

    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)

    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)

    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)

    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)

    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)

    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)

    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)

Secondary Outcomes (12)

  • Children's confidence judgments

    Group 1 : Baseline 1 (1 week before the intervention)

  • Children's confidence judgments

    Group 1 : Follow-up 1 (2 weeks after the intervention)

  • Children's confidence judgments

    Group 1 : Follow-up 2 (6 months after the intervention)

  • Children's confidence judgments

    Group 2 : Baseline 1 (10 weeks before the intervention)

  • Children's confidence judgments

    Group 2 : Baseline 2 (1 week before the intervention)

  • +7 more secondary outcomes

Other Outcomes (20)

  • Parents' perception of reminiscing with their child (exploratory)

    Group 1 : Baseline 1 (1 week before intervention)

  • Parents' perception of reminiscing with their child (exploratory)

    Group 1 : Follow-up 1 (2 weeks after the intervention)

  • Parents' perception of reminiscing with their child (exploratory)

    Group 1 : Follow-up 2 (6 months after the intervention)

  • +17 more other outcomes

Study Arms (2)

Group 1

EXPERIMENTAL

In this condition, the intervention is administered immediately after the baseline.

Behavioral: Intervention targeting parental reminiscing style

Group 2 (waiting-list group)

EXPERIMENTAL

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.

Behavioral: Intervention targeting parental reminiscing style

Interventions

Intervention targeting parental reminiscing styleBEHAVIORAL

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.

Group 1Group 2 (waiting-list group)

Eligibility Criteria

Age36 Months - 71 Months
Sexall
Healthy VolunteersYes
Age GroupsChild (0-17)

You may qualify if:

  • 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)

You may not qualify if:

  • 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

Contact the study team to confirm eligibility.

Sponsors & Collaborators

Study Sites (1)

University of Liege

Liège, 4000, Belgium

Location

Related Publications (8)

  • Waters TEA, Camia C, Facompre CR, Fivush R. A meta-analytic examination of maternal reminiscing style: Elaboration, gender, and children's cognitive development. Psychol Bull. 2019 Nov;145(11):1082-1102. doi: 10.1037/bul0000211.

    PMID: 31621348BACKGROUND

  • Wu Y, Jobson L. Maternal reminiscing and child autobiographical memory elaboration: A meta-analytic review. Dev Psychol. 2019 Dec;55(12):2505-2521. doi: 10.1037/dev0000821. Epub 2019 Sep 19.

    PMID: 31535892BACKGROUND

  • Langley HA, Coffman JL, Ornstein PA. The Socialization of Children's Memory: Linking Maternal Conversational Style to the Development of Children's Autobiographical and Deliberate Memory Skills. J Cogn Dev. 2017;18(1):63-86. doi: 10.1080/15248372.2015.1135800. Epub 2016 Sep 10.

    PMID: 29270083BACKGROUND

  • Rudek DJ, Haden CA. Mothers' and Preschoolers' Mental State Language During Reminiscing Over Time. Merrill Palmer Q. 2005;51(4):557-583. doi: 10.1353/mpq.2005.0026

    BACKGROUND

  • Corsano P, Guidotti L. Parents' reminiscing training in typically developing and 'at-risk' children: a review. Early Child Dev Care. 2019; 189(1): 143-156. doin: 10.1080/03004430.2017.1289518

    BACKGROUND

  • Geurten M, Bastin C. Behaviors speak louder than explicit reports: Implicit metacognition in 2.5-year-old children. Dev Sci. 2019 Mar;22(2):e12742. doi: 10.1111/desc.12742. Epub 2018 Sep 19.

    PMID: 30159971BACKGROUND

  • Bornstein MH, Putnick DL, Suwalsky JTD. Parenting cognitions --> parenting practices --> child adjustment? The standard model. Dev Psychopathol. 2018 May;30(2):399-416. doi: 10.1017/S0954579417000931. Epub 2017 Jun 19.

    PMID: 28625208BACKGROUND

  • Leonard C, Geurten M, Willems S. Parental reminiscing training and preschoolers' memory and metacognition: A randomized controlled trial. Dev Psychol. 2023 Jul;59(7):1167-1180. doi: 10.1037/dev0001514. Epub 2023 May 18.

    PMID: 37199921DERIVED

Study Officials

  • Marie Geurten

    University of Liege

    STUDY DIRECTOR

  • Sylvie Willems

    University of Liege

    STUDY DIRECTOR

Study Design

Study Type
interventional
Phase
not applicable
Allocation
RANDOMIZED
Masking
SINGLE
Who Masked
OUTCOMES ASSESSOR
Masking Details
The outcome assessors (i.e., in charge of the baseline and post-intervention assessments) do not know to which group the participants belong.
Purpose
OTHER
Intervention Model
CROSSOVER
Model Details: All participants receive the same intervention. However, Group 1 receives the intervention immediately after the baseline and Group 2 (i.e., the waiting-list group - acting as the control group -) receives the intervention after a second baseline assessment which is held after the completion of the Group 1 (i.e., approximatively 10 weeks later). Parent-child dyads were assigned to one of the 2 groups using a stratified randomization on children's age and when possible on children's gender. This design was chosen to check the specific efficiency of the intervention (i.e., which would result in no evolution for the Group 2 between the 2 baselines).
Sponsor Type
OTHER
Responsible Party
PRINCIPAL INVESTIGATOR
PI Title
Principal Investigator

Study Record Dates

First Submitted

August 31, 2021

First Posted

September 8, 2021

Study Start

January 21, 2021

Primary Completion

January 1, 2022

Study Completion

January 1, 2022

Last Updated

September 8, 2021

Record last verified: 2021-08

Data Sharing

IPD Sharing
Will not share

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

Locations

BE(1)