Himmbler Olivares
Biographic Data
| ID | 133878 |
|---|---|
| NAME | Himmbler Olivares |
| GIVEN NAMES | Himmbler |
| FAMILY NAME | Olivares |
| SIGNATURE | OLIVARES H |
| AFFILIATIONS | University of Concepción |
| ORCID | 0000-0001-9223-3351 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Gesture restriction decreases the quality in simultaneousinterpreting
Gestures integrate with speech and support planning and delivery. This study examined whether restricting gesture degrades simultaneous interpreting quality. Eight L1-Spanish interpreters rendered two matched English speeches (EN→ES) in a within-subjects design: gestural (as usual) and non-gestural (hands holding a table-mounted bar). Outputs were rated on accuracy, terminology, cohesion and prosody; pauses and self-repairs indexed fluency. Inter…
Remembering the occupation of 'Araucanía
Historically, several views exist about the occupation of Mapuche lands at the end of the XIX century in Chile: A traditional view emphasizes the idea of occupation performed by the Chilean army, to ensure economic development and progress. This view also includes, in some cases, a prejudicious and racist conception of indigenous people. On the other hand, more contemporary views emphasize the violence through which the Chilean army took Mapuche …
Temporality, Language and Body in Collaborative Remembering
Socioemotional interactions in collaborative learning
Research into socioemotional interactions in collaborative learning situations has focused on their positive or negative effects. Emphasis has also been placed on how affective aspects contribute to cognitive ones. The present work shows this type of interactions from the perspective of intersubjectivity in the framework of cultural semiotic psychology. Using naturalistic observation in a collaborative learning situation, the results show moments…
The expressive dimension of interpersonal coordination and collaborative remembering
While individuals interact, they coordinate their feelings and emotions. They also coordinate several kinds of expression while interacting, like facial expressions and gestures. Inspired by Karl Bühler’s Organon model and Henri Bergson’s description of remembering experiences, we explore interpersonal coordination during a collaborative remembering task between two people. We present a case study of one dyad employing videography to identify and…
La urdiembre en la enseñanza
Este estudio busca ser un aporte a la pedagogía general al indagar un tipo particular de intervenciones pedagógicas denominadas expresiones articuladoras, caracterizadas por introducir conexiones entre diferentes asuntos técnicos o temas asociados a una disciplina que emergen durante una clase. Se determinaron dos tipos de expresiones articuladoras: de carácter local o global. En particular, se realizó un análisis de videos de clases de matemátic…
The physiognomic and the geometrical apprehensions of metaphor
This article presents the evolution of Heinz Werner’s thought on metaphor from 1919 until Symbol Formation (1963). Early on, he distinguished between the logical and the psychological approach to metaphor, where the former analyzes the conceptual conflation produced by metaphor and the latter centers on the subjective experience of this incongruence. Starting with an inquiry into direct experience, he initially develops the notion of pneuma and l…
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The physiognomic and the geometrical apprehensions of metaphor
This article presents the evolution of Heinz Werner’s thought on metaphor from 1919 until Symbol Formation (1963). Early on, he distinguished between the logical and the psychological approach to metaphor, where the former analyzes the conceptual conflation produced by metaphor and the latter centers on the subjective experience of this incongruence. Starting with an inquiry into direct experience, he initially develops the notion of pneuma and l…
The expressive dimension of interpersonal coordination and collaborative remembering
While individuals interact, they coordinate their feelings and emotions. They also coordinate several kinds of expression while interacting, like facial expressions and gestures. Inspired by Karl Bühler’s Organon model and Henri Bergson’s description of remembering experiences, we explore interpersonal coordination during a collaborative remembering task between two people. We present a case study of one dyad employing videography to identify and…
La urdiembre en la enseñanza
Este estudio busca ser un aporte a la pedagogía general al indagar un tipo particular de intervenciones pedagógicas denominadas expresiones articuladoras, caracterizadas por introducir conexiones entre diferentes asuntos técnicos o temas asociados a una disciplina que emergen durante una clase. Se determinaron dos tipos de expresiones articuladoras: de carácter local o global. En particular, se realizó un análisis de videos de clases de matemátic…
Socioemotional interactions in collaborative learning
Research into socioemotional interactions in collaborative learning situations has focused on their positive or negative effects. Emphasis has also been placed on how affective aspects contribute to cognitive ones. The present work shows this type of interactions from the perspective of intersubjectivity in the framework of cultural semiotic psychology. Using naturalistic observation in a collaborative learning situation, the results show moments…
Temporality, Language and Body in Collaborative Remembering
Remembering the occupation of 'Araucanía
Historically, several views exist about the occupation of Mapuche lands at the end of the XIX century in Chile: A traditional view emphasizes the idea of occupation performed by the Chilean army, to ensure economic development and progress. This view also includes, in some cases, a prejudicious and racist conception of indigenous people. On the other hand, more contemporary views emphasize the violence through which the Chilean army took Mapuche …
Gesture restriction decreases the quality in simultaneousinterpreting
Gestures integrate with speech and support planning and delivery. This study examined whether restricting gesture degrades simultaneous interpreting quality. Eight L1-Spanish interpreters rendered two matched English speeches (EN→ES) in a within-subjects design: gestural (as usual) and non-gestural (hands holding a table-mounted bar). Outputs were rated on accuracy, terminology, cohesion and prosody; pauses and self-repairs indexed fluency. Inter…
Psychology (5 works) · Social Representations and Identity (4 works) · Epistemology (3 works) · Sociology (3 works) · Action Observation and Synchronization (2 works) · Cognitive psychology (2 works) · Cognitive science (2 works) · Computer Science (2 works) · Educational theories and practices (2 works) · Gesture (2 works)