Abstract
An experimental design was utilized to examine the effects of elaborative talk during and/or after an event on children's event memory reports. Sixty preschoolers were assigned randomly to one of four conditions that varied according to a researcher's use of high- or low- elaborative during- and/or post-event talk about a camping event. In a memory conversation 1 day after the event, children who were engaged in high-elaborative during-event talk and those whose memory conversation featured high-elaborative post-event talk reported more information than children in low-elaborative during- or post-event talk groups. Moreover, 3 weeks later, when a standard memory interview was conducted with all children, high-elaborative during-event talk influenced the children's memory reports.
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