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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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).

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).

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).

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).

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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).

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).

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).

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).

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).

Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).

Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).

Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).

Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).

Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).

Visual analogue scales about parents' level of anxiety, depression, irritability and life satisfaction. Index : position on visual analogue scales (from 0 to 10).

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.

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.