The Impact of Training on Cognitive and Interpreting Performance in the Short and Medium Term

Abstract

The paper focuses on improving cognitive skills and interpreting performance in university education of future interpreters. In empirical research, the authors analyzed cognitive and interpreting performance of students (n = 60) in order to determine whether the quality of their performance is more influenced by predispositions in the form of specific cognitive skills or practical interpreting training in the short to medium term. The research sample consisted of students in the 3rd year of the bachelor’s (N=28) and 1st year of the master’s studies (N=32) in translation and interpreting. The research analyzed students’ performance in the d2 test of attention (overall performance, accuracy, error rate and fluctuation), cognitive process regulation test (multitasking - task combining the addition test and listening span task) in both consecutive and simultaneous interpreting, taking into account the length and extent of practical interpreting training of students of individual levels of study. We assumed that interpreting performance, and thus the ability to regulate cognitive skills, is improved with training. Overall, master’s students of all language combinations achieved on average higher score in consecutive interpreting than bachelor’s students. The results show that master’s students performed better in consecutive interpreting as well as in the cognitive processes regulation test, which significantly correlates with consecutive interpreting. On the other hand, bachelor’s students performed better in simultaneous interpreting, and they had also higher scores in the CPRT addition test, which significantly correlates with simultaneous interpreting. These results suggest that students’ interpreting performance is likely to be more influenced by their cognitive performance (and thus certain predispositions) than by training and experience to the extent and length offered by university education. When the difference of participants’ experience in interpreting is relatively small, their interpreting performance is probably more influenced by personal predispositions (e.g. performance of working memory in complex, cognitively demanding tasks, ability to cope with stressful situations, level of motivation) than by training. These personal predispositions will presumably develop in individuals during their interpreting practice, while this development is likely to be (under the same conditions) more intense in participants with better ability to regulate cognitive processes who are therefore likely to perform better, after acquiring certain amount of experience, in consecutive interpreting than their colleagues with a weaker ability to regulate cognitive processes. From the overall perspective, it can be states that the extent and length of practical experience in interpreting, which is offered by university studies in the form of interpreting seminars at bachelor’s and master’s level, are sufficient to practice basic modes, procedures and strategies and provide graduates with a basic set of interpreting skills. Nevertheless, in the longer term, it will be crucial how future interpreters will further develop their individual skills in practice. It can be assumed that cognitive and personal preconditions, drawing the starting line for further education and development, will also play an important role in this process.