Chapter 6 process

6 Process

• The focus of empirical research is on mental processing operations performed by interpreters; primarily in spoken-language conference interpreting (simultaneous mode).

• Research is interdisciplinary, drawing on cognitive sciences.

6.1 Bilingualism

• Definition: The use of two or more languages (bilingualism, polyglossia).

• Societal Bilingualism vs. Individual Bilinguality:

  • Societal refers to language use in a community.

  • Individual refers to second-language acquisition, processing, and switching.

• Early studies explored bilinguality in relation to translation and interpreting.

6.1.1 Linguistic Dominance

• Psychologists like Wallace E. Lambert studied bilinguals and their reaction times on word-translation tasks.

• Findings led to distinctions between balanced and dominant bilinguals:

  • Dominant bilinguals are faster in their stronger language, while some translate quicker in their weaker language.

• Lambert speculated that results could be due to individual approaches to language acquisition and motivational factors.

6.1.2 Cerebral Lateralization

• Neuropsychological studies explore the neurophysiological basis of language functions in bilinguals.

• Evidence suggests bilinguals may exhibit a different pattern of cerebral lateralization due to factors like age of acquisition and language proficiency.

• Franco Fabbro found more bilateral cerebral involvement during verbal processing in simultaneous interpreters.

• Mixed results and limitations in comparing neuropsychological findings highlight the complexity of interpreting research.

6.1.3 Neurolinguistic Mechanisms

• Neurolinguistic research has utilized clinical data on bilateral aphasia to propose hypotheses about bilingual translational behavior.

• The subset hypothesis posits two subsystems within the cognitive system for each language.

• Each system operates independently, activated based on frequency and recency of use.

6.2 Simultaneity

• Understanding simultaneity is crucial for processing-oriented research in interpreting.

• Focus is on divided attention and synchronous psycholinguistic operations.

6.2.1 Divided Attention

• Early research (e.g., Donald Broadbent) suggested attention-sharing is only possible for automatic tasks.

• Subsequent studies (e.g., Ingrid Pinter) showed practice increases proficiency in simultaneous interpreting tasks.

• Research emphasizes the capacity-sharing model of attention, suggesting interpreters can manage simultaneous tasks effectively.

6.2.2 Pauses and Synchrony

• Interpreters might utilize pauses in the source speech to manage simultaneous output.

• Research by Barik supported the idea while acknowledging limitations regarding the use of pauses.

• Evidence indicates interpreters exhibit a significant degree of simultaneous activity in their listening and speaking processes.

6.2.3 Time Lag and Segmentation

• The 'time lag' (décalage) between hearing and interpreting is a crucial aspect, mostly ranging from 2 to 4 seconds.

• Studies have shown variations based on language pairs, speeds, and types of interpretation.

• Recognizing 'chunks' of input helps interpreters manage complexity in output.

6.3 Comprehension

• Comprehension is key in cognitive science and involves bottom-up (input-driven) and top-down (knowledge-based) processes.

6.3.1 Language Understanding

• Early psycholinguistic research focused on lower-level comprehension processes like phoneme identification and sentence parsing.

• Unlike speech recognition studies, interpreting-specific research in low-level processes is limited.

6.3.2 Knowledge-Based Processing

• Comprehension is active and constructed with prior knowledge impacting integration.

• Chernov showed interpreters could anticipate and reconstruct meanings based on contextual expectations.

6.4 Memory

• Memory plays a vital role in cognitive processing with distinctions between short-term and long-term memory.

6.4.1 Storage and Process

• Early studies indicated that memory performance varies based on the nature of the task (e.g., interpreting vs. listening).

• Ongoing research on the interaction between short-term memory resources and the demands of interpreting tasks.

6.4.2 Working Memory and Attention

• Baddeley's model of working memory outlines a system for managing speech and visual information.

• Studies demonstrate that interpreters exhibit unique management of memory resources.

6.5 Production

• Production processes in interpreting are less studied compared to comprehension.

6.5.1 From Intention to Articulation

• Production involves conceptualization, formulation, and articulation, reflecting the need for self-monitoring and correction.

6.5.2 Hesitation and Correction

• Research on pauses indicates they reflect cognitive activity during output generation.

• Findings suggest professional interpreters exhibit fewer disfluencies compared to students.

6.6 Input Variables

• Various input factors affect attention, memory, and comprehension in interpreting, like sound quality and source complexity.

6.6.1 Sound and Vision

• Quality of input (acoustic and visual) is crucial for effective interpretation.

• Studies show that impaired perception due to noise leads to increased difficulty.

6.6.2 Accent and Intonation

• Familiarity with accents impacts interpreters' performance and perception of input quality.

• Research indicates strong accents or intonation may complicate interpretation tasks.

6.6.3 Speed and Mode of Delivery

• The delivery rate is essential in simultaneous interpreting, with faster input leading to potential overload.

• Studies highlight that intonation affects perceived message speed and processing ease.

6.7 Strategies

• Interpreting is viewed as a strategic process involving adaptive techniques to manage cognitive challenges.

6.7.1 Norms, Strategies, Constraints

• Interpreters adapt strategies based on expectations and performance standards, alongside cognitive load strategies.

6.7.2 Task-Related Strategies

• On-line strategies specific to modes of interpreting involve techniques like note-taking and lag adjustment.

6.7.3 Coping with Structure

• Strategies include timing, restructuring, and chunking to manage dissimilar grammatical structures.

6.7.4 Communicating Content

• Compression and condensation strategies help streamline conveyed content in interpreting while balancing input loads.

Further Reading

• Bilingualism: de Bot (2000), de Groot (1997), Fabbro et al. (1990), Kurz (1994, 1996).

• Simultaneity: Barik (1972, 1973), Cokely (1992a), Gerver (1975, 1976).

• Comprehension: Bajo et al. (2000), Chernov (1979/2002, 1994), Dillinger (1994).