Abstracts
Abstract
Previous research has yielded conflicting evidence as regards the benefits of interpreting training on the development of cognitive processes involved in simultaneous interpreting. In this longitudinal study, we examined the changes in memory and inhibition profiles of two cohorts of interpreting students (study group) and two cohorts of translation students (control group) across three (cohort 1) or two measurement sessions (cohort 2) over their Master’s courses. Results from linear mixed effects models (LME) showed that performance improved for both groups on all measures except for inhibition, but no significant differences between groups in the rate of change were observed. Interpreting students displayed an advantage in inhibition and associative memory already at baseline. Overall, findings suggest that the changes in memory and inhibition profiles of interpreting students may not be related to academic training in interpreting and students with advantages in inhibition and associative memory may self-select for interpreting training.
Keywords:
- interpreting training,
- longitudinal design,
- memory,
- executive functions,
- inhibition
Résumé
Les recherches menées jusqu’à présent sur les bénéfices de la formation en interprétation pour le développement des processus cognitifs impliqués dans l’interprétation simultanée ont produit des résultats contradictoires. Dans cette étude longitudinale, nous examinons l’évolution des fonctions de mémoire et d’inhibition chez deux cohortes d’étudiants en interprétation (groupe expérimental) et deux cohortes d’étudiants en traduction (groupe de contrôle) au cours de trois sessions expérimentales (cohorte 1) ou deux sessions (cohorte 2) réalisées pendant le cursus de Master. Les résultats des modèles linéaires à effets mixtes révèlent une amélioration des performances dans toutes les mesures, à l’exception de l’inhibition, pour les deux groupes. Cependant, aucune différence significative n’a été observée entre les groupes en ce qui concerne la vitesse des changements. Par ailleurs, les étudiants en interprétation présentaient dès le départ un avantage en termes d’inhibition et de mémoire associative. De manière générale, ces résultats suggèrent que les évolutions des fonctions de mémoire et d’inhibition observées chez les étudiants en interprétation ne semblent pas directement liées à la formation académique. Ils indiquent également que les étudiants disposant d’un avantage initial en termes d’inhibition et de mémoire associative pourraient s’auto-sélectionner pour suivre une formation en interprétation.
Mots-clés :
- formation en interprétation,
- étude longitudinale,
- mémoire,
- fonctions exécutives,
- inhibition
Resumen
Las investigaciones anteriores han producido resultados contradictorios sobre los beneficios de la formación en interpretación para el desarrollo de los procesos cognitivos implicados en la interpretación simultánea. En este estudio longitudinal, examinamos la evolución de los perfiles de memoria e inhibición de dos cohortes de estudiantes de interpretación (grupo experimental) y dos cohortes de estudiantes de traducción (grupo de control), a lo largo de tres sesiones experimentales (cohorte 1) o dos sesiones (cohorte 2) realizadas durante su programa de máster. Los resultados de los modelos lineales de efectos mixtos revelaron una mejora en el rendimiento en todas las medidas, excepto en la inhibición, para ambos grupos. Sin embargo, no se observaron diferencias significativas entre los grupos en cuanto a la velocidad de los cambios. Además, los estudiantes de interpretación presentaban desde el inicio una ventaja en términos de inhibición y memoria asociativa. En términos generales, estos resultados sugieren que las evoluciones en los perfiles de memoria e inhibición observadas en los estudiantes de interpretación no parecen estar directamente relacionadas con la formación académica. También indican que los estudiantes con una ventaja inicial en inhibición y memoria asociativa podrían auto-seleccionarse para realizar una formación en interpretación.
Palabras clave:
- formación en interpretación,
- estudio longitudinal,
- memoria,
- funciones ejecutivas,
- inhibición
Appendices
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10.7202/003453ar