Language aptitude in the visuospatial modality: L2 British Sign Language acquisition and cognitive skills in British...

Area of Science:

• Cognitive Psychology
• Linguistics
• Education

Background:

• Sign language interpreting (SLI) is cognitively demanding for second-language learners.
• High attrition rates in SLI programs suggest a gap in understanding prerequisite skills.
• Limited research exists on the specific cognitive aptitudes required for successful interpreting.

Purpose of the Study:

• To identify prerequisite skills for successful sign language interpreting outcomes.
• To investigate the impact of signing and interpreting proficiency on broader cognitive functions.
• To inform the design and selection processes of SLI training programs.

Main Methods:

• A 3-year longitudinal study assessed 33 British Sign Language (BSL)-English SLI students.
• Cognitive skills assessed included working memory (unimodal, multimodal) and mental rotation (2D, 3D).
• Language proficiency and interpreting skills were measured via course grades, reproduction tests, and consecutive interpreting tasks.

Main Results:

• Initial BSL proficiency and 2D mental rotation correlated with program admission.
• Visuospatial working memory predicted program continuation.
• Visuospatial working memory and mental rotation skills were strongly associated with BSL and SLI performance, especially in production tasks.

Conclusions:

• Visuospatial cognition, particularly working memory and mental rotation, is crucial for sign language interpreting success.
• Findings highlight the importance of visuospatial abilities in SLI training and selection.
• This research provides empirical data to enhance SLI curriculum development and student support.