口译学员认知控制能力对口译水平的影响研究
The Impact of Cognitive Control on the Interpreting Proficiency of Trainee Interpreters
DOI: 10.12677/ML.2020.85088, PDF,  被引量    科研立项经费支持
作者: 胡敏霞, 宋婷婷:四川大学外国语学院,四川 成都
关键词: 口译学员认知控制口译水平Trainee Interpreters Cognitive Control Interpreting Proficiency
摘要: 口译是高度依赖认知控制的双语活动,但前期鲜有实证证据说明认知控制能力对口译水平的影响。本研究基于61名口译专业硕士(MTI)学生译员在Simon和Modified Anti-Saccade两项任务上的认知表现,建立逐步回归模型考察认知控制对口译水平的预测力。结果显示:由四项监控和抑制能力指标构成的最优模型能够显著预测学生译员口译水平。具体来看:1) 难度高的任务在模型中具有更强解释力,且复杂任务的整体加工反应时和准确率与口译水平也显著相关,说明复杂任务在测试口译员的认知控制时更具生态效度;2) 之前被忽视的准确率指标在模型中占有绝对比重,说明认知控制的准确率对口译水平产生重要影响;3) 模型中抑制能力指标比重最高,说明预测口译水平变化的主要是抑制功能。本研究结论为说明抑制控制在口译中的作用提供了重要证据。
Abstract: Interpreting is an extreme bilingual activity highly dependent on cognitive control. However, few empirical investigations have explored the influence of cognitive control on interpreting proficiency. Based on the cognitive performance of 61 master-level trainee interpreters on the Simon and modified anti-saccade tasks, stepwise regression modeling was used to test whether and how much cognitive control can predict interpreting proficiency. The results revealed that an optimal model that consisted of four monitoring and inhibition measures significantly predicted the interpreting proficiency of trainee interpreters. Specifically, 1) the more difficult task showed larger effect size in the model, and its global response time and accuracy also significantly correlated with interpreting proficiency, indicating more ecological validity in testing interpreters' cognitive control by more complex tasks. 2) The previously overlooked accuracy measures constituted a significant proportion in the model, giving evidence to the instrumental role of cognitive accuracy in predicting interpreting proficiency. 3) Inhibition was found to be the main predictor function of interpreting proficiency in the model. The findings of the present study lend important evidence to the role of inhibitory control in interpreting.
文章引用:胡敏霞, 宋婷婷. 口译学员认知控制能力对口译水平的影响研究[J]. 现代语言学, 2020, 8(5): 647-658. https://doi.org/10.12677/ML.2020.85088

参考文献

[1] Pöchhacker, F. (2016) Introducing Interpreting Studies. 2nd Edition, Routledge, London. [Google Scholar] [CrossRef
[2] Gile, D. (1999) Testing the Effort Models’ Tightrope Hypothesis in Simultaneous Interpreting—A Contribution. Hermes. Journal of Linguistics, 23, 153-172. [Google Scholar] [CrossRef
[3] Gile, D. (2009) Basic Concepts and Models for Interpreter and Translator Training. 2nd Edition, John Benjamins, Amsterdam. [Google Scholar] [CrossRef
[4] Timarová, Š. (2015) Working Memory. In: Pöchhacker, F., Ed., Routledge Encyclopedia of Interpreting Studies, Routledge, New York, 443-446.
[5] Cai, R.D., Dong, Y.P., Zhao, N. and Lin, J.X. (2015) Factors Contributing to Individual Differences in the Development of Consecutive Interpreting Competence for Beginner Student Interpreters. The Interpreter and Translator Trainer, 9, 104-120. [Google Scholar] [CrossRef
[6] Chmiel, A. (2018) In Search of the Working Memory Advantage in Conference Interpreting—Training, Experience and Task Effects. Inter-national Journal of Bilingualism, 22, 371-384. [Google Scholar] [CrossRef
[7] Christoffels, I., De Groot, A. and Kroll, J. (2006) Memory and Language Skills in Simultaneous Interpreters: the Role of Expertise and Language Proficiency. Journal of Memory and Language, 54, 324-345. [Google Scholar] [CrossRef
[8] Dong, Y., Liu, Y. and Cai, R. (2018) How Does Consecutive In-terpreting Training Influence Working Memory: A Longitudinal Study of Potential Links between the Two. Frontiers in Psychology, 9, 875. [Google Scholar] [CrossRef] [PubMed]
[9] Henrard, S. and Van Daele, A. (2017) Different Bilingual Experi-ences Might Modulate Executive Tasks Advantages: Comparative Analysis between Monolinguals, Translators, and Interpreters. Frontiers in Psychology, 8, 1870. [Google Scholar] [CrossRef] [PubMed]
[10] Liu, M., Schallert, D.L. and Carroll, P.J. (2004) Working Memory and Expertise in Simultaneous Interpreting. Interpreting, 6, 19-42. [Google Scholar] [CrossRef
[11] Rosiers, A., Woumans, E., Duyck, W and Eyckmans, J. (2019) Inves-tigating the Presumed Cognitive Advantage of Aspiring Interpreters. Interpreting, 21, 115-134. [Google Scholar] [CrossRef
[12] Timarová, Š., Čeňková, I. and Meylaerts, R. (2015) Simultaneous In-terpreting and Working Memory Capacity. In: Ferreira, A. and Schwieter, J.W., Eds., Psycholinguistic and Cognitive Inquiries Into Translation and Interpreting, Benjamins, Amsterdam, 101-126. [Google Scholar] [CrossRef
[13] Mellinger, C.D. and Hanson, T.A. (2019) Meta-Analyses of Simulta-neous Interpreting and Working Memory. Interpreting, 21, 165-195. [Google Scholar] [CrossRef
[14] Wen, H. and Dong, Y. (2019) How Does Interpreting Experience Enhance Working Memory and Short-Term Memory: A Meta-Analysis. Journal of Cognitive Psychology, 31, 769-784. [Google Scholar] [CrossRef
[15] García, A.M., Muñoz, E. and Kogan, B. (2019) Taxing the Bilingual Mind: Effects of Simultaneous Interpreting Experience on Verbal and Executive Mechanisms. Bilingualism: Language and Cognition, 23, 729-739. [Google Scholar] [CrossRef
[16] Aparicio, X., Heidlmayr, K. and Isel, F. (2017) Inhibition Efficiency in Highly Proficient Bilinguals and Simultaneous Interpreters: Evidence from Language Switching and Stroop Tasks. Journal of Psycholinguistic Research, 46, 1427-1451. [Google Scholar] [CrossRef] [PubMed]
[17] Hiltunen, S., Paakkonen, R., Vik, G.-V. and Krause, C.M. (2016) on Interpreters’ Working Memory and Executive Control. International Journal of Bilingualism, 20, 297-314. [Google Scholar] [CrossRef
[18] Miyake, A. and Friedman, N.P. (2012) The Nature and Organi-zation of Individual Differences in Executive Functions: Four General Conclusions. Current Directions in Psychological Science, 21, 8-14. [Google Scholar] [CrossRef] [PubMed]
[19] Santilli, M., Vilas, M.G., Mikulan, E., Caro, M.M. Muñoz, E., Sedeño, L., Ibañez, A. and García, A. M. (2019) Bilingual Memory, to the Extreme: Lexical Processing in Simultaneous Interpreters. Bilingualism: Language and Cognition, 22, 331-348.
[20] Babcock, L. and Vallesi, A. (2017) Are Simultaneous Interpreters Expert Bilinguals, Unique Bilinguals, or Both? Bilingualism: Language and Cognition, 20, 403-417.
[21] Dong, Y. and Liu, Y. (2016) Classes in Translating and Interpreting Produce Differential Gains in Switching and Updating. Frontiers in Psychology, 7, 1297. [Google Scholar] [CrossRef] [PubMed]
[22] Köpke, B. and Nespoulous, J. (2006) Working Memory Performance in Expert and Novice Interpreters. Interpreting, 8, 1-23. [Google Scholar] [CrossRef
[23] Timarová, Š., Čeňková, I., Meylaerts, R., Hertog, E., Szmalec, A. and Duyck, W. (2014) Simultaneous Interpreting and Working Memory Executive Control. Interpreting, 16, 39-168. [Google Scholar] [CrossRef
[24] Van Der Linden L., Van De Putte E., Woumans E., Duyck W. and Szmalec A. (2018) Does Extreme Language Control Training Improve Cognitive Control? A Comparison of Professional Interpreters, L2 Teachers and Monolinguals. Frontiers in Psychology, 9, 1998. [Google Scholar] [CrossRef] [PubMed]
[25] Woumans, E., Ceuleers, E., Van Der Linden, L., Szmalec, A. and Duyck, W. (2015) Verbal and Non-Verbal Cognitive Control in Bilinguals and Interpreters. Journal of Experimental Psychology, 41, 1579-1586. [Google Scholar] [CrossRef] [PubMed]
[26] Nour, S., Struys, E., Woumans, E., Hollebeke, I. and Stengers, H. (2020) An Interpreter Advantage in Executive Functions? A Systematic Review. Interpreting. http://hdl.handle.net/1854/LU-8557159 [Google Scholar] [CrossRef
[27] Injoque-Ricle, I., Barreyro, J.P., Formoso, J. and Jaichenco, V.I. (2015) Expertise, Working Memory and Articulatory Suppression Effect: Their Relation with Simultaneous Interpreting Performance. Advances in Cognitive Psychology, 11, 56-63. [Google Scholar] [CrossRef] [PubMed]
[28] 刘玉花, 董燕萍. 初级阶段口译活动与工作记忆关系的纵向研究[J]. 外国语(上海外国语大学学报), 2020, 43(1):112-121.
[29] Simon, J.R. and Ruddell, A.P. (1967) Auditory S-R Compatibility: the Effect of an Irrelevant Cue on Information Processing. Journal of Applied Psychology, 51, 300-304. [Google Scholar] [CrossRef] [PubMed]
[30] Bialystok, E., Craik, F.I.M. and Ryan, J. (2006) Executive Control in a Modified Antisaccade Task: Effects of Aging and Bilingualism. The Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 1341-1354. [Google Scholar] [CrossRef] [PubMed]
[31] Bajo, T., Padilla, P., Muñoz, R., Padilla, F., Gómez, C., Puerta, M.C., Gonzalvo, P. and Macizo, P. (2001) Comprehension and Memory Processes in Translation and Interpreting. Quaderns: Revista de Traducció, 6, 27-31.
[32] Lu, C. and Proctor, R. (1995) The Influence of Irrelevant Location Information on Performance: A Review of the Simon and Spatial Stroop Effects. Psychonomic Bulletin & Review, 2, 174-207. [Google Scholar] [CrossRef
[33] Hui, N.-Y., Yuan, M., Fong, M.C.-M. and Wang, W.S. (2020) L2 Proficiency Predicts Inhibitory Ability in L1-Dominant Speakers. International Journal of Bilingualism. [Google Scholar] [CrossRef