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Working memory exertion after simultaneous interpreting in bilinguals.

Isabelle Chou1, Agustina Birba2,3,4, Jiehui Hu5

  • 1Sichuan University College of Foreign Languages and Cultures, China.

Bilingualism (Cambridge, England)
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Summary
This summary is machine-generated.

Simultaneous interpreting (SI) does not improve working memory (WM) and may hinder gains typically seen with practice. This study investigated the cognitive effects of SI on bilinguals.

Keywords:
bilingualismcognitive exertionsimultaneous interpretingworking memory

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Linguistics

Background:

  • Bilingualism is associated with cognitive demands, particularly on working memory (WM).
  • Previous research suggests simultaneous interpreting (SI) taxes WM, but causal evidence is lacking.
  • Understanding the cognitive impact of SI is crucial for interpreting professional development.

Purpose of the Study:

  • To causally investigate the effect of simultaneous interpreting (SI) on working memory (WM) in bilingual individuals.
  • To determine if SI performance impacts cognitive functions beyond WM, such as inhibition and fluency.
  • To differentiate the cognitive effects of SI from those of a control task.

Main Methods:

  • Fifty Chinese-English bilinguals participated in a pre- and post-task assessment.
  • Participants completed either a simultaneous interpreting (SI) task or a text comprehension control task.
  • Working memory (WM), inhibitory control, and verbal fluency were measured before and after the tasks.

Main Results:

  • Working memory (WM) scores, particularly in high-demand conditions, increased after the control task but not after SI.
  • No significant differences in inhibitory control or verbal fluency were observed between the SI and control groups.
  • The findings suggest that SI may impede practice-related improvements in WM.

Conclusions:

  • Simultaneous interpreting (SI) does not appear to enhance working memory (WM) capacity in bilinguals.
  • The demanding nature of SI might interfere with cognitive gains typically associated with practice.
  • This research contributes to a deeper understanding of the cognitive load and effects of interpreting.