In a series of "training" studies we use experimental methods to examine they ways in which conversations during and after a novel event influence children's later memory for that experience. This work draws on research on parent-child talk about the past established clear and consistent individual differences in maternal reminiscing that ranged along a dimension of elaborativeness (see Fivush, Haden & Reese, 2006, for review). In contrast to those who demonstrate a low elaborative style, mothers who employ a high elaborative style ask many Wh-questions, follow-in on their children’s contributions to the conversation, and continue to add new information even when children do not. Paralleling this work, recent studies that have examined mother-child talk during events indicate that preschoolers produce longer and more detailed reports of these experiences if their mothers use elaborative Wh-questions, follow-in on, and positively evaluate their children’s behaviors as activities are unfolding. Instructions that are provided to parents in this set of studies that build upon the prior observational and longitudinal work enable us to make casual statements about ways to boost children's memory.