ResumenEn el presente artículo se proponen las nociones de posiciones del yo y de voces como herramientas analíticas para estudiar cómo dos profesores universitarios construyen posibles identidades profesionales. A partir del análisis de entrevistas semi-estructuradas de carácter autobiográfico, se propone responder a tres preguntas: ¿Qué posiciones del yo y qué voces pueden ser identificados en las narrativas de profesores universitarios acerca de su práctica profesional? ¿Cómo se relacionan ambas? ¿Cómo contribuyen a la construcción de sus identidades profesionales? Se desarrolla una concepción de la identidad como una continua y cambiante narrativa en la que el yo se constituye en una realidad múltiple, dinámica y constantemente negociada a partir de la que los individuos establecen quiénes son. Se analizan dos entrevistas, describiendo las distintas posiciones, implícitas o explícitas, que los participantes van adoptando, así como las voces que las articulan, en función de su procedencia o nivel de generalidad. Se concluye que las identidades de estos profesionales se están construyendo en un contexto cultural e ideológico específico. Finalmente, se plantean algunos alcances y limitaciones con vistas a futuros estudios.Palabras clave: identidad, identidad profesional, identidad de profesores, posiciones del yo, voces, narrativa, teoría de los posibles yoes, universidad, educación superior. 2 TEACHING SELF IN THE UNIVERSITY. SELF-POSITIONS AND VOICES IN THE NARRATIVE IDENTITY/IES CONSTRUCTION OF UNIVERSITY TEACHERS. AbstractThe notions of I-positions and voices are proposed as analytical tools for studying how two university teachers use both of these narrative resources to construct and negotiate possible professional identities. The aim of this paper is to answer three questions based on the analysis of semi-structured autobiographical interviews: What positions and voices can be identified in academics´ narratives about their practice? How are these resources related?How do these narratives contribute to the construction of their professional identities? We develop a conception of identity as a continuous and evolving narrative in which the self is constituted as a multiple, dynamic and constantly in negotiation reality from which individuals define who they are. Two interviews are analyzed. Here, the interplay of the different positions adopted by the participants in the interviews, as well as the voices that articulated these positions, are examined in terms of its source or level of generality. We conclude that the professional identities of these experts in education are being constructed in a specific cultural and ideological context. Finally, both benefits and limitations of the current investigation are discussed with regard to possible future studies.Keywords: identity, professional identity, teacher's identity, I-positions, voices, narrative, possible selves' theory, university, higher education.Agradecimientos: nos gustaría hacer explícito nuestro más sincero agradecimiento a la labor tanto del e...

Cross-cultural research over the past two decades has shown very important differences in self-construal. However, the comparison of a wider range of cultures is needed to further understanding into this relationship. In contrast to Markus and Kitayama’s distinction between independent and interdependent self-construal, authors such as Matsumoto, Kagitçibasi, and Oyserman and colleagues have defended a more complex, multidimensional, and situated perspective on self-construal. Recent studies using the Twenty Statement Test (TST) as a measure of self-construal have supported this multidimensional view of the construct. The current study explored self-descriptions in college students from three different countries (Denmark, Spain, and Mexico) by using a shortened version of the TST. The results evidenced some unexpected cultural differences in self-construal. Danish participants referred proportionally less to private and personal attributes and qualities than their Mexican and Spanish participants, and they made more references to interdependence and responsiveness to other. Results do not fit with some basic assumptions of Markus and Kitayama’s theory and give support to the view of self-construal as multidimensional and with variations associated with personal and situational factors.

The COVID-19 pandemic created a unique set of circumstances in which to investigate collective memory and future simulations of events reported during the onset of a potentially historic event. Between early April and late June 2020, we asked over 4,000 individuals from 15 countries across four continents to report on remarkable (a) national and (b) global events that (i) had happened since the first cases of COVID-19 were reported, and (ii) they expected to happen in the future. Whereas themes of infections, lockdown, and politics dominated global and national past events in most countries, themes of economy, a second wave, and lockdown dominated future events. The themes and phenomenological characteristics of the events differed based on contextual group factors. First, across all conditions, the event themes differed to a small yet significant degree depending on the severity of the pandemic and stringency of governmental response at the national level. Second, participants reported national events as less negative and more vivid than global events, and group differences in emotional valence were largest for future events. This research demonstrates that even during the early stages of the pandemic, themes relating to its onset and course were shared across many countries, thus providing preliminary evidence for the emergence of collective memories of this event as it was occurring. Current findings provide a profile of past and future collective events from the early stages of the ongoing pandemic, and factors accounting for the consistencies and differences in event representations across 15 countries are discussed. Supplementary Information The online version contains supplementary material available at 10.3758/s13421-022-01329-8.

The aim of cultural psychology is understanding how mind is related to cultural, social, institutional, and historical contexts. This endeavor requires an adequate unit of analysis. We believe this unit of analysis to be mediated action. Our view of action as the unit of analysis has important theoretical and methodological consequences. In the theoretical domain, it means assuming a notion of culture as a set of semiotically mediated activity settings, and a view of cognition as heterogeneous, contextually and historically-culturally situated and semiotically mediated. We outline three methodological implications: a historical or genetic perspective, the analysis of activity in everyday cultural contexts, and the use of semiotically mediated action as a unit of analysis. Finally, we explain the way in which we have employed mediated action as a conceptual and methodological tool for conducting research in cultural psychology and illustrate some of these ideas with reference to specific studies carried out by our research group.KEY WORDS: activity settings, cultural psychology, heterogeneity of verbal thinking, historically-culturally situated thinking, mediated and situated action Cultural psychology has developed as an alternative to psychological projects that have tended to sideline culture and its dialectical relation with individuals as key elements in their agendas. While cultural psychology recognizes the biological and cultural nature of human beings, its analysis focuses on the role of culture in psychological development; its core interest lies not in universal mental functions, but in their differential dimensions. Cultural THEORY & PSYCHOLOGY VOL. 20(1): 76-101

The relationship between autobiographical memories and self is important in many theories. Promising recent approaches from cross-cultural psychology use a concept of "self-construal", in which reference to others can be as important as indicators of autonomy. However, these studies typically ask for earliest memories only, whereas we would expect the roles of others to change over the course of development. Taking as a premise that adolescents' life unfolds in three concurrent settings -family, school, and friendship -we asked 66 adolescents (22 Norwegians in Study 1, and 40 Slovaks in Study 2) for a meaningful memory from each of these settings. The memories they selected from the family setting were oldest, school memories intermediate and friend memories most recent, suggesting a developmental trajectory in which the three settings have changed in importance. Memories from the friendship setting were also most frequently on their mind. Furthermore, family memories referred most to other people, friend memories marginally less and school memories least, suggesting different contributions of these settings to self-construal. We conclude that characteristics of adolescents' meaningful memories reflect shifting settings' dominance during development and complementary roles of family, school and friends for adolescents' current self-construal.

The relationship between culture and autobiographical memory has become an important research topic since research over the past three decades has shown (cross)-cultural variations in the content and style of autobiographical memories that are related to differences in how people from diverse cultures describe themselves and others. However, most research has compared North-American to Asian cultures, leaving a need to address the relationship in others. Our study examines differences in characteristics of autobiographical memory in three countries: Mexico, Spain and Denmark, using Qi Wang's methodology and categories of analysis. College students from these three countries were asked to describe their earliest memory. Results confirm the expected differences, with Danish and Spanish participants' earliest memories dating significantly earlier than that of the Mexican participants. At the same time, Danish participants were less likely to spontaneously mention emotions and feeling states in their earliest memories. On the other hand, Mexicans demonstrated a higher level of autonomous orientation than the participants in the other two groups. Gender was found to interact with several indicators, and even displayed a cross-over effect in emotion. The findings are interpreted as supporting the view of cultured self-construals, while also suggesting the need for more attention to the situated character of cultural differences.

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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.