Short-Term Memory Improvement After Simultaneous Interpretation Training
Tóm tắt
Simultaneous interpretation (SI) is a cognitively demanding process that has been associated with enhanced memory and executive functions. It is unclear, however, if the previously evidenced interpreter advantages are developed through training and/or experience with SI or rather represent inherent characteristics that allow success in the field. The present study aimed to disentangle these possibilities through a longitudinal examination of students earning a Master of Conference Interpreting and two control populations. The students were tested at the beginning and end of their programs on measures of memory and executive functioning that have previously demonstrated an interpreter advantage. The results revealed no inherent advantage among the students of interpretation. However, an SI training-specific advantage was revealed in verbal short-term memory; the students of interpretation, but not the two control groups, showed a gain between the testing sessions. This controlled longitudinal study demonstrates that training in simultaneous interpretation is associated with cognitive changes.
Tài liệu tham khảo
Abutalebi, J., & Green, D. (2007). Bilingual language production: the neurocognition of language representation and control. Journal of Neurolinguistics, 20(3), 242–275. doi:10.1016/j.jneuroling.2006.10.003.
Arbula, S., Capizzi, M., Lombardo, N., & Vallesi, A. (2016). How life experience shapes cognitive control strategies: the case of air traffic control training. PLoS ONE, 11(6), 1–17. doi:10.1371/journal.pone.0157731.
Babcock, L., & Vallesi, A. (2017). Are simultaneous interpreters expert bilinguals, unique bilinguals, or both? Bilingualism: Language and Cognition, 20(2), 403–417. doi:10.1017/S1366728915000735.
Bajo, M. T., Padilla, F., & Padilla, P. (2000). Comprehension processes in simultaneous interpreting. In A. Chesterman, N. Gallardo San Salvador, & Y. Gambier (Eds.), Translation in context (pp. 127–142). Amsterdam: John Benjamins.
Becker, M., Schubert, T., Strobach, T., Gallinat, J., & Kühn, S. (2016). Simultaneous interpreters vs. professional multilingual controls: group differences in cognitive control as well as brain structure and function. NeuroImage, 134, 250–260. doi:10.1016/j.neuroimage.2016.03.079.
Bialystok, E., Craik, F. I. M., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45(2), 459–64. doi:10.1016/j.neuropsychologia.2006.10.009.
Boot, W. R., Blakely, D. P., & Simons, D. J. (2011). Do action video games improve perception and cognition? Frontiers in Psychology, 2, 226. doi:10.3389/fpsyg.2011.00226.
Burns, J. T. (1965). The effect of errors on reaction time in a serial reaction task. Unpublished dissertation, University of Michigan.
Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31(3), 449–464. doi:10.1016/j.cpr.2010.11.003.
Chmiel, A. (2016). In search of the working memory advantage in conference interpreting—training, experience and task effects. International Journal of Bilingualism. doi:10.1177/1367006916681082. Advanced online publication.
Christoffels, I. K., de Groot, A. M. B., & Kroll, J. F. (2006). Memory and language skills in simultaneous interpreters: the role of expertise and language proficiency. Journal of Memory and Language, 54(3), 324–345. doi:10.1016/j.jml.2005.12.004.
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: evidence from the ANT task. Cognition, 106(1), 59–86. doi:10.1016/j.cognition.2006.12.013.
Costa, A., Hernández, M., Costa-Faidella, J., & Sebastián-Gallés, N. (2009). On the bilingual advantage in conflict processing: now you see it, now you don’t. Cognition, 113(2), 135–149. doi:10.1016/j.cognition.2009.08.001.
Dong, Y., & Liu, Y. (2016). Classes in translating and interpreting produce differential gains in switching and updating. Frontiers in Psychology, 7, 1297. doi:10.3389/fpsyg.2016.01297.
Dong, Y., & Xie, Z. (2014). Contributions of second language proficiency and interpreting experience to cognitive control differences among young adult bilinguals. Journal of Cognitive Psychology, 26(5), 506–519. doi:10.1080/20445911.2014.924951.
Emmorey, K., Luk, G., Pyers, J. E., & Bialystok, E. (2008). The source of enhanced cognitive control in bilinguals: evidence from bimodal bilinguals. Psychological Science, 19(12), 1201–1206. doi:10.1111/j.1467-9280.2008.02224.x.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory, and general fluid intelligence: a latent-variable approach. Journal of Experimental Psychology: General, 128(3), 309–331.
Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–347.
Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534–537.
Green, C. S., Strobach, T., & Schubert, T. (2014). On methodological standards in training and transfer experiments. Psychological Research, 78(6), 756–772. doi:10.1007/s00426-013-0535-3.
Hervais-Adelman, A., Moser-Mercer, B., & Golestani, N. (2015). Brain functional plasticity associated with the emergence of expertise in extreme language control. NeuroImage, 114, 264–274. doi:10.1016/j.neuroimage.2015.03.072.
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: a latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217. doi:10.1037/0096-3445.133.2.189.
Köpke, B., & Nespoulous, J.-L. (2006). Working memory performance in expert and novice interpreters. Interpreting, 8(1), 1–23.
Liu, M., Schallert, D. L., & Carroll, P. J. (2004). Working memory and expertise in simultaneous interpreting. Interpreting, 6(1), 19–42.
Luk, G., Bialystok, E., Craik, F. I. M., & Grady, C. L. (2011). Lifelong bilingualism maintains white matter integrity in older adults. Journal of Neuroscience, 31(46), 16808–16813. doi:10.1523/JNEUROSCI.4563-11.2011.
Macnamara, B. N. (2012). Interpreter cognitive aptitudes. Journal of Interpretation, 19(1), 9–32.
Macnamara, B. N., & Conway, A. R. A. (2014). Novel evidence in support of the bilingual advantage: influences of task demands and experience on cognitive control and working memory. Psychonomic Bulletin & Review, 21(2), 520–525. doi:10.3758/s13423-013-0524-y.
Macnamara, B. N., & Conway, A. R. A. (2016). Working memory capacity as a predictor of simultaneous language interpreting performance. Journal of Applied Research in Memory and Cognition, 5(4), 434–444. doi:10.1016/j.jarmac.2015.12.001.
Meiran, N. (1996). Reconfiguration of processing mode prior to task performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(6), 1423–1442.
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–91. doi:10.1037/a0028228.
Morales, J., Padilla, F., Gómez-Ariza, C. J., & Bajo, M. T. (2015). Simultaneous interpretation selectively influences working memory and attentional networks. Acta Psychologica, 155, 82–91. doi:10.1016/j.actpsy.2014.12.004.
Paap, K. R., Johnson, H. A., & Sawi, O. (2015). Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex, 69, 265–278. doi:10.1016/j.cortex.2015.04.014.
Padilla, P., Bajo, M. T., Cañas, J. J., & Padilla, F. (1995). Cognitive processes of memory in simultaneous interpretation. In J. Tommola (Ed.), Topics in interpreting research. Turku: University of Turku Centre for Translation and Interpreting.
Rogers, R. D., & Monsell, S. (1995). Costs of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General, 124(2), 207–231.
Rubin, O., & Meiran, N. (2005). On the origins of the task mixing cost in the cuing task-switching paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1477–1491. doi:10.1037/0278-7393.31.6.1477.
Seeber, K. G., & Kerzel, D. (2011). Cognitive load in simultaneous interpreting: model meets data. International Journal of Bilingualism, 16(2), 228–242. doi:10.1177/1367006911402982.
Service, E., Simola, M., Metsänheimo, O., & Maury, S. (2002). Bilingual working memory span is affected by language skill. European Journal of Cognitive Psychology, 14(3), 383–408. doi:10.1080/09541440143000140.
Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628–654.
Signorelli, T. M., Haarmann, H. J., & Obler, L. K. (2012). Working memory in simultaneous interpreters: effects of task and age. International Journal of Bilingualism, 16(2), 198–212. doi:10.1177/1367006911403200.
Statistics, U. S. B. of L. (2015). Fastest growing occupations. Retrieved from http://www.bls.gov/ooh/fastest-growing.htm.
Stavrakaki, S., Megari, K., Kosmidis, M. H., Apostolidou, M., & Takou, E. (2012). Working memory and verbal fluency in simultaneous interpreters. Journal of Clinical and Experimental Neuropsychology, 34(6), 624–33. doi:10.1080/13803395.2012.667068.
Strobach, T., Salminen, T., Karbach, J., & Schubert, T. (2014). Practice-related optimization and transfer of executive functions: a general review and a specific realization of their mechanisms in dual tasks. Psychological Research, 78(6), 836–851. doi:10.1007/s00426-014-0563-7.
Strobach, T., Becker, M., Schubert, T., & Kühn, S. (2015). Better dual-task processing in simultaneous interpreters. Frontiers in Psychology, 6, 1590. doi:10.3389/fpsyg.2015.01590.
Tzou, Y.-Z., Eslami, Z. R., Chen, H.-C., & Vaid, J. (2012). Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: evidence from Mandarin-English speakers. International Journal of Bilingualism, 16(2), 213–227. doi:10.1177/1367006911403197.
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37(3), 498–505.
Woumans, E., Ceuleers, E., Van der Linden, L., Szmalec, A., & Duyck, W. (2015). Verbal and nonverbal cognitive control in bilinguals and interpreters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(5), 1579–1586. doi:10.1037/xlm0000107.
Yudes, C., Macizo, P., & Bajo, T. (2011). The influence of expertise in simultaneous interpreting on non-verbal executive processes. Frontiers in Psychology, 2, 309. doi:10.3389/fpsyg.2011.00309.
Yudes, C., Macizo, P., & Bajo, T. (2012). Coordinating comprehension and production in simultaneous interpreters: evidence from the articulatory suppression effect. Bilingualism: Language and Cognition, 15(2), 329–339. doi:10.1017/S1366728911000150.
Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: evidence of brief mental training. Consciousness and Cognition, 19(2), 597–605. doi:10.1016/j.concog.2010.03.014.