II ISCAR Congress. San Diego1 Culture, autobiographical memory and self. Formal schooling as a sociocultural activity 1 De la Mata, Manuel L. 1 Santamaría,

II ISCAR Congress. San Diego 1

Culture, autobiographical memory Culture, autobiographical memory and self. Formal schooling as a and self. Formal schooling as a

sociocultural activitysociocultural activity11

De la Mata, Manuel L.1

Santamaría, Andrés1

Tia G.B. Hansen 2

Lucía Ruíz 3

Ruiz, Marcia 3

1. Universidad de Sevilla (Spain).

2. Aalborg Universitet (Denmark)

3. Universidad Autónoma de Tamaulipas (Mexico)

Manuel Luis de la Mata Bení


Formal education is a fundamental setting for socialization, transmission and recreation of social values. This social practice is related to the development of a notion of individual and selfhood that is characteristic of modern societies. This notion includes:

- The acquisition and use of “rational” or “formal” ways of thinking and remembering.

- The development of a set of values as autonomy and self-reflection (characteristic of the modern citizen).

Recent data from cross-cultural psychology have shown differences in the construal of self characteristics of different cultures. So, for instance, Anglo-American and Northern and Central European cultures may focus on individual, demonstrating an independent self-construal. This independent self is considered as a separate and autonomous entity, defined by a unique repertoire of traits, capacities, thoughts and feelings. Asian cultures, in contrast, tend to emphasize a collective or interdependent self, experienced as a part of a social web. These differences in the emphasis on independence vs. interdependence are evidenced in diverse aspect of the self (emotions, cognitive processes, attributions and moral reasoning and achievement motivation, among others) (Markus & Kitayama).

It is generally assumed a global trend to an increasing model of autonomy (although not necessarily associated to separatedness, as Kağitçibaşi claims). Formal schooling seems to be an important factor that promotes the cultural model of autonomy to a great extent.

Autobiographical memory is defined as memory for the facts and events of personal meaningful past. Autobiographical memory is related to the self, and to the experience of personhood, that is, to the experience of enduring as an individual, in a culture, over time. Research in the last years has evidenced cultural differences in autobiographical memory. These differences are consistent with differences observed in self construal between cultures. Observed differences are concerned with aspects like the age of the first memories, the length and the elaboration (including emotions), the content (in relation to autonomy and connectedness) and the characters (self and other) involved.

Starting from this theoretical perspective, we analyze and discuss the data from two studies developed in our groups:

- A cross-cultural study about autobiographical memory, self and culture in Denmark, Spain and Mexico.

- A study about the relationship between formal schooling and autobiographical memory.

The analysis of the data showed that formal schooling experience seemed to promote forms of remembering autobiographical experiences/events that are similar to those that characterise the “cultures of autonomy” (age of the earliest memory, focus on autonomy, the self as the protagonist of the memories, emotional content). These results are discussed in terms of the relationship between socio-cultural activities and autobiographical remembering and self.

Abstract


Autobiographical Memory is memory for information related to self.

When the individuals tell their personal life stories, they are speaking about their selves (self-concepts, identities).

Or, conversely, when the individuals speak about their selves, they seem to refer to their life stories.

AM & Self


AM as a narrative about own’s life.

Self as central protagonist and story teller (dialogical view).

As any narrative, AM is mediated by semiotic tools that the individuals appropriates along their life.

The appropriation of these tools is related to participation in different socio-cultural settings and activities (specially, schooling practices).

AM & Narrative


Self-Narratives and memories of personal events emerge from social interactions.

Self-making as a narrative art (Bruner, 2003).

Narratives are rooted in implicit cultural models about what a person should be.

These models provide guidelines for the construction of self identity.

AM & Narrative (II)


Autobiographical memory (AM) emerges across the preschool years and contributes to the emergence of a new concept of self. It is related to changes that occur in different spheres of social, personality and cognitive development.

The emergence and development of this form of memory is related, according to Nelson, with the development of language, a cultural tool that plays a fundamental role in this development

Individual AM is shaped by social experiences and cultural values

There are cultural, gender and individual differences in AM and its development.

Narratives and memories of personal experiences emerge from social interactions.

AM: A Socio-Cultural Developmental View (Nelson & Fivush, 2004)


- - Self-construalSelf-construal

- Emotion situation knowledge- Emotion situation knowledge

- Beliefs about personal past- Beliefs about personal past

- Narrative environment- Narrative environment

Mechanisms of Cultural Influence (Leitchman, Wang & Pillemer, 2003)


Differences between Euro-American and East-Asian cultures in self-construal: Individualism vs. collectivism (Triandis, 1989; Hofstede, 2003). Independence vs. interdependent (Markus & Kitayama, 1991). Autonomy vs. related self (Kagitçibasi, 200, 2008).

Differences in self-construal are related to differences in AM: Age at the earliest memory. Memory volume & Elaboration. Emotionality. Themes (e.g. agency vs. relation) Specificity.

AM & Cultural Self-Construal


a) Few studies about self-construal and autobiographical memories in other but East Asian and Euro American cultures.

Generally considered a collectivistic culture(Hofstede, 1984, 2001; Oyserman, Coon & Kemmelmeier, 2002)

(more interdependent self)

b) No studies about the influence of specific cultural practices on earliest personal memories and narratives (e.g. schooling practices)

AM & Cultural Self-Construal (II)


De la Mata et al. (2008) Study of cultural and gender differences in AM and

self-descriptions Participants: college students from three countries:

Denmark, Spain and Mexico.

Studies about self-construal in Denmark, Spain and Mexico show some differences between these countries in terms of individualism vs. collectivism:

(Hofstede, 1984, 2001, 2003; Oyserman, Coon & Kemmelmeier, 2002)

Denmark Spain Mexico

Individualism

CollectivismIndependent self

Interdependent self


De la Mata et al. (2008)

Method: Replication of Wang (2001, 2004):

1) Recall of the earliest memory.

2. Questions about accessibility and emotions.

3) Shortened version of the TST (10 sentences starting by “I am…”

Wang’s (2001, 2004) categories of analysis.


Results: Cultural & Gender differences

Cultural differences in AM:Age of the earliest memory (earlier in the Danish and Spanish students).Emotions (more emotions in Mexicans and Spaniards than in Danes).

Culture x gender interactions in AMEmotions (opposite trends in Danes and Mexicans).Specificity (different trends in Danes compared to Spaniards and Mexicans)..

Gender differences in AM (higher in women)Autonomous orientation. Prior recollections..

Cultural differences in self-descriptions: more positive in Mexicans, more negative in Spaniards and more neutral evaluation in Danes..


Formal schooling, literacy and citizenship:Formal schooling, literacy and citizenship:

Acquisition and development of “rational” or formal Acquisition and development of “rational” or formal ways of thinking (categorization, problem solving, ways of thinking (categorization, problem solving, memory…).memory…).

Notion of individual and self characteristic of Notion of individual and self characteristic of citizenship and modernity.citizenship and modernity.

Relationship between formal schooling and Relationship between formal schooling and

independent self-construalindependent self-construal (Kagitçibasi, 2005, 2007).(Kagitçibasi, 2005, 2007).

Independent self-construal, Formal schooling & Mind


Cross-cultural research comparing schooled and Cross-cultural research comparing schooled and non-schooled people:non-schooled people:

• Categorization and concept formation.

• Memory.

• Reasoning and problem-solving.

Formal schooling & mental processes (I)


Differences interpreted in terms of ways of Differences interpreted in terms of ways of thinking:thinking:

• Theoretical vs. empirical argumentation (Scribner).

• Propositional vs. narrative thinking (Bruner).

• Academic vs. everyday concepts (Vygosky).

Formal schooling & mental processes (II)


Modern concept of mind:Modern concept of mind:

Mind as an entity that contents ideas and mental states Mind as an entity that contents ideas and mental states (thoughts, memories, beliefs….).(thoughts, memories, beliefs….).

Autonomous individual, responsible of his/her mental Autonomous individual, responsible of his/her mental states and actions.states and actions.

Self-consciousness. Self-consciousness.

Self-consciousness emerges through autobiographical Self-consciousness emerges through autobiographical narrative, interpreted from the perspective of the narrative, interpreted from the perspective of the narrative self (Bruner, 1990, 2002).narrative self (Bruner, 1990, 2002).

Literacy and the development of the literate mind (I) (Olson, 1994)


Role of literacy and literate practices in the Role of literacy and literate practices in the development of the modern concept of mind:development of the modern concept of mind:

Separation things-representations: thinking as Separation things-representations: thinking as an “autonomous” activity about the world.an “autonomous” activity about the world.

Thinking as an “epistemic” activity.Thinking as an “epistemic” activity.

Mind as an object defined by mental states.Mind as an object defined by mental states.

Literacy and the development of the literate mind (II) (Olson, 1994)


The present study: Research questions

1) To analyse the relationship between schooling experience and earliest autobiographical memories and self-narratives in Mexican people.

2) To analyse some narrative aspects (i.e. the use of action & mental verbs and metacognitive evaluations) of the earliest memories.

3) To analyse gender differences in autobiographical memories and self-narratives.


Method (1). Participants

60 people coming from Ciudad Victoria, Tamaulipas, México).

- Gender: 30 males and 30 females.

- Schooling experience:

20 (literacy level)

20 (basic level)

20 (university level)


- Oral interviews about earliest personal memories

Method (3). Instrument

- - Transcriptions of personal memoriesTranscriptions of personal memories


Analysis: Categories

AM

• Age at the earliest memory (months)

• Memory content:- individual

- social

• Memory specificity:- specific

- general

• Emotional content

Self

• Autonomous orientation

• Other-self ratio

• Self description


Narrative Analysis (Units)

Action Verbs units

Mental verbs units:

Cognitive

Intentional

Emotional

Metacognitive units

Kappa = .933 (sentences)

Kappa = .873 (Self/others)

Smorti, A. (2004). Narrative strategies among early adolescents involved in bully-victim relationships. Journal of School Violence, 4(1), 5-27


Metacognitive unit (initial evaluation)

Passage 5 of 26 Section 0, Para 42, 191 chars.

42: En realidad no sabría cuál es el más viejito. Me vienen varios y a lo mejor me confundo. No es un recuerdo que yo lo recuerde, lo ubico por unas fotografías...

42. In fact I wouldn’t know which memory is the oldest. There are some of them coming to my mind and perhaps I’m wrong. It is not something I remember. I locate it in some photos…


Metacognitive unit (final evaluation)

Passage 1 of 17 Section 0, Para 6, 77 chars.

6: ...es un recuerdo muy agradable. No sé, me provoca una sensación de tranquilidad, de placer.

6: …it’s a very pleasant memory. I don’t know, it makes me feel calmness and pleasure.


Results: Autobiographical memory

Age at the earliest memory

66 65,3

44,6

0

10

20

30

40

50

60

70

Age (months)

Literacy

Basic Level

University

Schooling experience: F =17.68; df=2; p =.000**, η2 =.424



Emotional content

0,85

21,75

0

0,5

1

1,5

2

2,5

LiteracyBasicUniversity

Schooling experience: F =3.038; df =2; p =.057, η2 = .112



Memory Content

7

1416

13

64

0

5

10

15

20

Literacy Basic University

IndividualSocial

Schooling experience: χ2=9.448; df =2; p =.009 **


Memory Specificity

7

12

1513

8

5

0

5

10

15

20


Specific

General

Schooling experience: χ2=6.652; df =2; p =.036 *



Results: Self

Gender & Autonomy: F = 4.389; df = 1; p = .041*, η2 = .084

Gender & Autonomous Orientation

0,37

0,46

0

0,1

0,2

0,3

0,4

0,5

Index of Autonomy

Women

Men


Gender & Other/Self Ratio: F =6.895; df = 1; p = .012*, η2 = .126

Gender & Other/Self Ratio

0,89

2,64

0

0,5

1

1,5

2

2,5

3

Index of Social orientation

Women

Men

Results: Self


Results: Self

Self-Description

0,68 0,710,8

0

0,2

0,4

0,6

0,8

1

Agentive self score

Literacy

Basic

University

Schooling Level & Self-Description: F =4.554; df =2; p =.015*, η2 = .159


Results: Self

Self-Description

0,660,79

0

0,2

0,4

0,6

0,8

1

Agentive self-score

Women

Men

Gender & Self-Description: F =16.564; df =2; p =.000**, η2 = .257


Narrative analysis: Formal schooling

Total units

14,6

24,322,15

0

5

10

15

20

25

30

35

40

Total units


Schooling Level: F = 6,184; df= 2; p = .004, η2 = .205


Type of Units

68,1459,72

45,33

24,0132,95

41,1

7,16 5,5612,33

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


% Units

Metacognitive

Mental verbs

Action verbs




Mental states verbs

3,45

8,2 8,3

0123456789

10

Mental states verbs





Cognitive verbs

2,4

5,255,65

0

1

2

3

4

5

6

7

8

Cognitive verbs

Literacy

Basic

University




Emotional verbs

0,75

2,35 2,15

0

1

2

3

4

5

Emotional verbs





Metacognitive units

0,81,2

2,4

0

1

2

3

4

5

Metacognitive units





Self

5,95

9,358,95

0

2

4

6

8

10

Units

Literacy

Basic

University



Narrative analysis: Gender

Self

6,83

9,33

0

2

4

6

8

10

UnitsFemale

Male



Summary of results

Differences in four categories of AM between schooling levels. Only one category showed no significant differences: emotionality of the memories.

University participants memories were earlier, more personal/individual and more specific than the other participants’ memories.

Gender differences in autonomous and social self-orientation: men showed a higher index of autonomy and women a higher level of social orientation in their memories.

Differences in self-description related to schooling level and gender: University participants (men and women) showed a higher index of agentivity than the other participants; men showed more agentive self descriptions in their personal narratives.


Summary of results (II)

Differences in the use of mental states (both cognitive and emotional) verbs and metacognitive units between schooling levels. Participants with higher levels of schooling used more mental verbs and metacognitive expressions in their earliest memories.

Differences in the proportion of units referred to the self between schooling levels: participants with higher levels of schooling used more sentences referred to the self.

Gender differences in the proportion of units referred to the self: higher in men than in women.


Some preliminary conclusions

• Differences between schooling levels are similar to cultural differences associated to independent vs. interdependent self-construal.

• Narrative analysis shows evidence of the relationship between schooling experience and the reference to mental states in autobiographical narratives

• Need to deepen into the relationship between formal schooling, AM and self construal

• Limitations due to sample size (data assessment and analysis not completed yet).


Thank you for your attention!!

¡Muchas gracias por su atención!

Contact:

[email protected]

Documents

II ISCAR Congress. San Diego1 Culture, autobiographical memory and self. Formal schooling as a sociocultural activity 1 De la Mata, Manuel L. 1 Santamaría,