Este artículo analiza la relación existente entre escolarización formal (entendida como práctica cultural), memoria autobiográfica y yo. La memoria autobiográfica puede ser definida como la memoria para eventos y hechos de la propia vida. La investigación en los últimos años ha evidenciado la existencia de diferencias culturales en memoria autobiográfica. No obstante, el papel que la escolarización formal desempeña en la configuración de nuestros recuerdos autobiográficos no ha sido investigado sistemáticamente. Nuestro estudio explora las características de los recuerdos autobiográficos de mujeres y hombres mejicanos de diferente grado de experiencia escolar formal (alfabetización, básico y universitario). Los/as participantes debían narrar su primer recuerdo autobiográfico. Los resultados mostraron que la escolarización formal parece promover formas de recuerdo autobiográfico muy similares a las que caracterizan a las llamadas "culturas de autonomía" (edad del primer recuerdo, foco en la autonomía, individuo como protagonista del recuerdo, contenido emocional, etc.). Estos resultados son discutidos en términos de relación entre prácticas socio-culturales y recuerdo autobiográfico.
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.
Research over the past two decades has evidenced (cross)cultural variations in autobiographical memory (AM). These variations are consistent with cultural differences in self-construal. However, research about the influence of people's participation in specific cultural practices (e.g., schooling practices) on AM and self is needed. Our study explores some characteristics of AMs of Mexican participants with different backgrounds of formal schooling. The results evidenced differences between schooling levels in the age at the earliest memory, the content of their memories, and the personal self-focusing index. The characteristics of the AMs of the participants with more school experience are similar to those that characterize the "cultures of independence." At a more theoretical level, our data may support the ideas proposed by Greenfield, Keller, and Kagitçibasi about the role of formal schooling (as a crucial sociodemographic factor) in promoting the developmental pathway to independence.
El objetivo de este estudio es llevar a cabo un proceso de simplificación para micronizar áreas de interés del proceso global de enseñanza-aprendizaje en la evaluación de fin de curso de 27 asignaturas de la licenciatura en nutrición. Participan 270 alumnos de la Universidad Autónoma de Tamaulipas (México). Se hace una intervención en tres fases que posteriormente se convierte en un proceso: 1) antes (la preparación), 2) durante (la aplicación), y 3) después (la aplicación de test y retest). Posteriormente, se integra la fundamentación didáctica micro-orientada de las áreas de interés. El análisis revela una aceptable modelación de calificaciones y áreas de interés que aporta elementos prácticos para la formulación del concepto de microevaluación. Se concluye que esto contribuye a la innovación de
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.