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To investigate the influence of the nature and timing of adult–child talk on event recall, this study engaged 63 three-year-olds and 65 five-year-olds in a staged event and interviewed them 2 weeks later. Children were assigned to 1 of 4 conditions: elaborative pre-, during-, and post-talk, and empty talk (during the event). Children in the elaborative, relative to the empty, talk conditions made fewer errors. Furthermore, post-talk had the greatest influence on correct recall, although for the 5-year-olds, during-talk was also facilitative. Recall was enhanced to a greater extent by the child's contribution to the talk, relative to that of the adult. The findings contribute to an understanding of the mechanisms by which adult–child conversations influence recall. [ABSTRACT FROM AUTHOR]
