Early STEM and Arts Memories: Comparative Analyses of Memory Quality, Age, Context, and Interest Formation

Early learning experiences can shape individual identity, interests, and future career choices. This study explores autobiographical memories of early experiences of students (N = 228) in both STEM and the arts, focusing on five key aspects: age at experience, memory quality, context, mentioning others, and the perceived role of these experiences in fostering interest. The STEM experiences frequently took place in private contexts, often being individual hands-on experiences, while art-related experiences often took place in cultural institutions like museums and theaters. Art-related experiences were of lower quality and tended to originate from an earlier age. No significant differences emerged in mentioning other people. STEM memories were more often linked to increased interest in the field. The findings contribute to a broader understanding of memorable early experiences in different domains.