Este archivo ha sido creado el 22-01-2024 por Andrés Santamaría Santigosa GENERAL INFORMATION ------------------ 1. Dataset title: Dataset Datos, resultados, matrices y Manual de Codificación 2. Authorship: Name: Manuel Luis de la Mata Benítez Institution: Universidad de Sevilla Email: mluis@us.es ORCID: https://orcid.org/0000-0002-9302-4786 Name: Andrés Santamaría Institution: Universidad de Sevilla Email: asantamaria@us.es ORCID: https://orcid.org/0000-0002-1191-9536 Name: Eva Trigo Sánchez Institution: Universidad de Sevilla Email: trigo@us.es ORCID: https://orcid.org/0000-0002-1103-4025 Name: Mercedes Cubero Pérez Institution: Universidad de Sevilla Email: cubero@us.es ORCID: https://orcid.org/0000-0003-0417-4246 Name: Samuel Arias-Sánchez Institution: Universidad de Sevilla Email: samuel@us.es ORCID: https://orcid.org/0000-0003-0952-1884 Name: Radka Antaliková Institution: University of Aarhus (Denmark) Email: radonka@hum.aau.dk ORCID: Name: Tia G.B. Hansen Institution: University of Aarhus (Denmark) Email: tia@hum.aau.dk ORCID: Name: Marcia Leticia Ruiz Cansino Institution: Universidad Autónoma sde Tamaulipas (México) Email: marcialruiz2004@yahoo.com.mx ORCID: DESCRIPTION ---------- 1. Dataset language: Spanish 2. Abstract: Cross-cultural differences in autobiographical memory (AM) are associated with cultural variations. In models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like [Greenfield, P. M. (2009). Linking social change and developmental change: Shifting. pathways of human development. Developmental Psychology, 45, 401–418. doi:10.1037/a0014726; Kağitçibaşi, C. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403–422. doi:10.1177/0022022105275959] and [Keller, H. (2007). Children development across cultures. New York: Lawrence Erlbaum Associates] have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield’s theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM. Datasets show the coding manual for the responses obtained in the interviews (narratives of the participants), that were fully transcribed.The dimensions of analysis of the responses included in the Dataset are described in the Coding Manual. (open document available in the data repository together with the Dataset). 3. Keywords: autobiographical memory, childhood memories, self, culture, education, gender 4. Date of data collection (fecha única o rango de fechas): 2011-2012 5. Publication Date: 24-01-2024 6. Grant information: Grant Agency: Plan Estatal de Investigación Científica y Técnica y de Innovación (PEICTI). Universidad Autónoma de Tamaulipas (México). Grant Number: 7. Geographical location/s of data collection: Tamaulipas, State of Mexico. ACCESS INFORMATION ------------------------ 1. Creative Commons License of the dataset: CC-BY 2. Dataset DOI: https://doi.org/10.12795/11441/153906 3. Related publication: Mata Benítez, M.d.L., Santamaría Santigosa, A., Trigo Sánchez, M.E., Cubero Pérez, M., Arias-Sánchez, S., Antalíková, R.,Hansen, Tia G.B.,Ruiz, M.L. (2019). The relationship between sociocultural factors and autobiographical memories from childhood: the role of formal schooling. Memory, 27 (1), 103-114. VERSIONING AND PROVENANCE --------------- 2. Were data derived from another source?: NO METHODOLOGICAL INFORMATION ----------------------- 1. Description of the methods used to collect and generate the data: In the present study, the participants were asked to orally narrate three memories from their childhood. The analysis used several characteristics of the memories as dependent measures: memory volume (measured as the number of words in the memory), specificity, content (social vs. individual), autonomous orientation, individual-social orientation (in terms of self-others ratio) and self-focusing. Most of these measures have been extensively used in previous research (see, for instance, Wang, 2001, 2004, and de la Mata et al., 2016) and allowed us to analyse some aspects of autobiographical memories (e.g., autonomy and relatedness) which are also central to self-construal. Age and gender were controlled across educational levels. An oral interview (“Personal Memories Interview”) was designed and applied to collect memories from different life periods. The procedure had two phases. In the first phase, the purpose of the study and the interview was explained to participants. Procedures to ensure data confidentiality were also explained, and participants’ informed consent was obtained. In the second phase, participants were asked to orally narrate their earliest memory and three memories from each of three life periods (childhood, adolescence/youth and adulthood). All interviews were conducted in Spanish and transcribed by the last author. The total duration of the interview, including the questions about memories from different life-periods, ranged from 30 to 45 minutes. In this article, only the data of the three memories from childhood are reported. Interviews were videotaped and transcribed verbatim. The transcription was analysed according to a the following coding system. To calculate inter-judges reliability, two collaborators that were unaware of the sociodemographic characteristics of the participants whose memories they were coding independently coded a sample of 20 memories. Kappa indexes (Cohen, 1960) were calculated for this subset of memories. Disagreements between coders were resolved through discussion. The 14 remaining 76 narratives were coded by the same collaborators. The Kappa values for each category are included in the following. Memory volume. The number of words was counted for each memory as an index of memory volume. The average volume of the three narratives was considered. Previous research indicates that the use of a word count provides a proximal index of volume in each language (Wang, 2001, 2004). Memory specificity (specific vs. general). Each memory was coded as either “specific” (1) or “general” (0): Specific: refers to an event that happened one particular moment in time (“I only remember when my mom died. I was seven years old when she died. This is what I remember the most…”). General: refers to events that took place regularly or on multiple occasions (“My mother helped me to do my homework every day”). The number of specific memories was counted and the Kappa value for this analysis was K =.96 Memory content. Each memory was coded as either “individual” (0) or “social” (1): Individual: focuses on purely personal experiences (e.g. success, frustration, fears, etc.) Social: centers on activities of a social group such as the family, neighbourhood, school, etc. Memory content was categorised based on the central focus of the memory narrative rather than the contextual background of each event. For this analysis, the number of social memories was considered and the Kappa value was K = .91. Autonomous orientation. Participants’ tendency to express autonomy and self-determination in their memories was coded according to the narrative content 15 analysis developed by Wang and Leichtman (2000). For that purpose, the number of occurrences of the following instances was counted and summed up to produce a general score for autonomous orientation: (a) Reference to personal needs, desires or preferences (“I really wanted to open my birthday gift”). (b) Reference to personal dislikes or avoidance (“I didn’t like that walk”). (c) Reference to personal judgements, opinions or evaluations of people, objects or events (“I loved my birthday gift”). (d) Reference to control over own actions, or to pressure of a social groups they belonged to “I wanted to be in the boy scouts group, but they asked me so many things”. For this analysis, the average score for each of the three memories was calculated and the Kappa value obtained was K = .91. Individual-social orientation: self/others ratio. The number of times each participant mentioned him/herself and the number of times s/he mentioned other people was counted. The ratio of self/others was calculated by dividing the number of mentions of the self by the number of the mentions of others. We used the average of this ratio in the three memories analysed. The Kappa value obtained for this analysis was K = .86. Self-descriptions. The way the participants described themselves in the memories was coded in two mutually exclusive and exhaustive categories in relation to the agency dimension of the self: a) Personal self-descriptions. Mentions of personal qualities, attributes, beliefs or behaviours, unrelated to other people, were included in this category (“I’m happy”; “I had a nice house”). b) Social self-descriptions. Mentions of social categories, group memberships, 16 interpersonal relations, and sensitivity to the viewpoints of others. (“I love my daddy”; “She is my friend”). For this analysis, Kappa value obtained was K = .92. A self-focusing index was calculated for each participant by dividing the number of personal self-descriptions by the total number of self-descriptions (personal + social self-descriptions). This index was between 0 and 1, and higher scores indicated a greater degree of personal self-focusing. 2. Data processing methods: All the dependent variables involved in the hypotheses related to education level and gender (memory volume, specificity, content, individual/social orientation, autonomous orientation, and self-focusing) were analysed through a factorial ANOVA with educational level (literacy, basic education, and university) and gender (male, female) as between-group factors. 3. Software or instruments needed to interpret the data: SPSS v.25 5. Environmental or experimental conditions: Data were collected in educational centres of Tamaulipas, Mexico. FILE OVERVIEW ---------------------- 2. File list: File name: Datos y resultados Description: Dataset with some results of the study. All Dataset details are described in the Coding Manual. File name: Códigos y normas para el análisis.. Description: Coding Manual. File name: Matrices de resultados Description: Dataset with some results of the study. All Dataset details are described in the Coding Manual File name: Tabla de resultados Description: Tables 4. File format: - SPSS Statistics Data Document (.sav) (.spv) - Word SPECIFIC INFORMATION FOR TABULAR DATA ------------------------------------------- 3. Variables list: All variables are described in the Coding Manual. 4. Codes or symbols for missing data: All codes and symbols are described in Coding Manual. MORE INFORMATION -------------- Dataset details are described in the Coding Manual.