Despite the extensive bulk of literature on maternal reminiscing style, only a handful of reminiscing studies have investigated gender differences in parental reminiscing style, with none of these studies having explored the possible relationship between parental involvement level and parental reminiscing style. The current study investigated gender differences in parental reminiscing style across positive and negative event types in an egalitarian Scandinavian context while exploring the potential relationship between parental reminiscing style and parental involvement level. Mothers and fathers from N = 88 families reminisced about shared happy and sad events, respectively, with their 4-year-old children. Overall, parental involvement level was not related to parental reminiscing style. However, mothers' elaborations and positive evaluations were associated with their level of involvement level in the sad event conversations. Although mothers and fathers did not differ in their reminiscing style overall, gender differences appeared in the consistency of parental reminiscing style across event types.

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Emotional reminiscing is a context where children learn culture‐specific ways of understanding past emotional experiences through parentally scaffolded conversations, and learn how to connect these disparate experiences into their developing autobiographical memory. The goal of the present investigation was to explore possible gender differences in emotional reminiscing in an egalitarian cultural context (Denmark). Mothers and fathers from families (N = 88) reminisced about a happy and a sad past event with their 4.5‐year‐old children. Parents' and children's contributions were coded for emotion words, emotion attributions, and explanations. The emotional content did not differ as a function of parent or child gender. However, Danish children talked more about emotions overall with their mothers compared to their fathers. The results are discussed in light of the socio‐cultural practices.

The trip task has been used as a verbal test for examining preschool children's episodic future thinking. However, the only existing study using the trip task merely examined 3-year-olds. In order to investigate how future projections develop, we examined a total of 241 preschool children in three age groups (35-, 47-, and 55-month-olds). As expected, the results revealed a developmental progression with the older children outperforming their younger peers. The obtained results correspond to existing evidence using behavioral tasks, and thereby underscores the robustness of previous findings showing that the ability to project oneself into the future undergoes a marked development from three to five years of age. In addition, and more specifically, the results presented here when considered together with other evidence, may suggest a hitherto neglected developmental spurt from around 3.5-to 4-years of age in relation to episodic future thinking, calling for further research in this age range.