**Reference (OA)** Ineke Wessel, Theresa Schweig & Rafaële J. C. Huntjens (2019). Manipulating the reported age in earliest memories, *Memory*, *27(1)*, 6-18, DOI: 10.1080/09658211.2017.1396345 Link to paper (Open Access): https://doi.org/10.1080/09658211.2017.1396345 **Research Question** Previous work suggests that the estimated age in adults’ earliest autobiographical memories depends on age-information implied by the experimental context (e.g., Kingo, Bohn, & Krøjgaard, 2013) and that the age in decontextualized snippets of memory is younger than in more complete accounts (i.e., event memories, Bruce et al., 2005). We examined the malleability of the estimated age in undergraduates’ earliest memories and its relation with memory quality. **Study 1 (n = 141)** Online study. Undergraduates were presented with vignettes referring to events happening at age two or examples referring to age six. Participants reported their first memories, the age in it, and scored their memories on a number of phenomenological characteristcs. We expected that the early condition would report on average younger ages than the late condition. The questionnaire is presented in materials, the vignettes are listed in a separate file as well, with textual differences highlighted. **Study 2 (n = 162),** Lab-study, examining three groups of participants: 1) asking self-relevant knowledge questions; 2) public-event knowledge questions about participants’ preschool years and 3) artithmettic control questions prior to retrieval. Th expectation was that self-relevant. If the activation of self-relevant knowledge plays a critical role in age-estimatoins, we expected to find younger ages in earliest memories in the self-relevant knowledge condition than in the public-event knowledge and no-age conditions. Alternatively, if just thinking about a particular life-time period is sufficient for generating earlier memories, we expected the age estimates in the self-relevant and public-knowledge conditions to be younger than in the no-age controls. The questionnaires for each condition are under materials. The wording with respect to the preschool years differed for the Dutch and international students, otherwise the questions are identical. The instructions in the quesionnaire are also in a separate file for puproseof quick reference. **In both studies** memories were coded with respect to narrative structure. The coding manual pertains to both studies.