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Sign language interpreting is a cognitively challenging task performed mostly by second language learners. SLI students must first gain language fluency in a new visuospatial modality and then move between spoken and signed modalities as they interpret. As a result, many students plateau before reaching working fluency, and SLI training program drop-out rates are high. However, we know little about the requisite skills to become a successful interpreter: the few existing studies investigating SLI aptitude in terms of linguistic and cognitive (...) skills lack baseline measures. Here we report a 3-year exploratory longitudinal skills assessments study with British Sign Language -English SLI students at two universities. Our aims were two-fold: first, to better understand the prerequisite skills that lead to successful SLI outcomes; second, to better understand how signing and interpreting skills impact other aspects of cognition. A battery of tasks was completed at four time points to assess skills, including but not limited to: multimodal and unimodal working memory, 2-dimensional and 3-dimensional mental rotation, and English comprehension. Dependent measures were BSL and SLI course grades, BSL reproduction tests, and consecutive SLI tasks. Results reveal that initial BSL proficiency and 2D-MR were associated with selection for the degree program, while visuospatial working memory was linked to continuing with the program. 3D-MR improved throughout the degree, alongside some limited gains in auditory, visuospatial, and multimodal working memory tasks. Visuospatial working memory and MR were the skills closest associated with BSL and SLI outcomes, particularly those tasks involving sign language production, thus, highlighting the importance of cognition related to the visuospatial modality. These preliminary data will inform SLI training programs, from applicant selection to curriculum design. (shrink) | |
Distance Interpreting (DI) is a form of technology-mediated interpreting which has gained traction due to the high demand for multilingual conferences, live-streaming programs, and public service sectors. The current study synthesized the DI literature to build a framework that represents the construct and measurement of cognitive load in DI. Two major areas of research were identified, i.e., causal factors and methods of measuring cognitive load. A number of causal factors that can induce change in cognitive load in DI were identified (...) and reviewed. These included factors derived from tasks (e.g., mode of presentation), environment (e.g., booth type), and interpreters (e.g., technology awareness). In addition, four methods for measuring cognitive load in DI were identified and surveyed: subjective methods, performance methods, analytical methods, and psycho-physiological methods. Together, the causal factors and measurement methods provide a multifarious approach to delineating and quantifying cognitive load in DI. This multidimensional framework can be applied as a tool for pedagogical design in interpreting programs at both the undergraduate and graduate levels. It can also provide implications for other fields of educational psychology and language learning and assessment. (shrink) |
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