Working Memory Capacity as a Predictor of Simultaneous Language Interpreting Performance

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• 作者：Brooke N. Macnamara ; ^{brooke.macnamara@case.edu} ; Andrew R.A. Conway
• 关键词：Working memory capacity ; Simultaneous interpreting ; American Sign Language ; Training ; Bilingual advantage ; Skill acquisition
• 刊名：Journal of Applied Research in Memory and Cognition
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：5
• 期：4
• 页码：434-444
• 全文大小：836 K
• 卷排序：5

文摘

What is the relationship between working memory capacity and skill acquisition among American Sign Language (ASL)-English simultaneous interpreter trainees? ASL-English interpreter trainees were administered measures of working memory capacity, several other cognitive abilities, and simultaneous interpreting performance over two years. We examined amount of training, initial cognitive abilities, change in cognitive abilities, and initial simultaneous interpreting performance as predictors of final simultaneous interpreting performance. We found that amount of training, working memory capacity, and initial simultaneous interpreting performance positively predicted final simultaneous interpreting performance. Several other cognitive ability measures also predicted simultaneous interpreting performance though working memory capacity yielded the strongest and most consistent results among the included measures. Initial simultaneous interpreting performance and working memory capacity accounted for 73% of the variance in final simultaneous interpreting performance. This finding suggests that interpreter programs could measure these two factors at admission to estimate students’ likely success in the program.