Efeito do treinamento de memória de trabalho central na interpretação consecutiva

Autores

DOI:

https://doi.org/10.29051/el.v7iesp.4.15603

Palavras-chave:

Memória de trabalho, Capacidade da memória de trabalho, Interpretação consecutiva, Treinamento da memória de trabalho central

Resumo

A interpretação parece ser uma das tarefas de linguagem mais exigentes e complexas, fortemente dependente da memória de trabalho (MT). Este estudo tenta examinar o efeito do treinamento de MT na melhoria da interpretação consecutiva. Para isso, foram selecionados 20 alunos de Estudos de Tradução do Instituto de Educação Superior Kashmar. A habilidade de interpretação dos participantes foi avaliada por meio da implementação de uma escala de interpretação. Em seguida, todos os participantes receberam instruções sobre como expandir sua capacidade de MT por meio do treinamento básico da memória de trabalho. O grupo passou por outra sessão de avaliação após o tratamento. Os resultados foram analisados ​​executando um teste t de amostra pareada. Verificou-se que os exercícios de expansão da capacidade de MT tiveram um efeito significativo na subescala de precisão, enquanto a qualidade e a entrega do idioma de destino, as outras duas subescalas, mostraram pequenas e nenhuma melhorias, respectivamente. Os resultados podem ser usados ​​para treinar intérpretes ou em outros ambientes educacionais que requeiram habilidades de atenção e memória.

Downloads

Não há dados estatísticos.

Biografia do Autor

Mostafa Bahraman, Kashmar Higher Education Institute, Kashmar

Department of English Translation.

Roya Movahed, Kashmar Higher Education Institute, Kashmar

Department of English Translation.

Referências

ATKINSON, R. C.; SHIFFRIN, R. M. Human memory: A proposed system and its control processes. Psychology of learning and motivation (Vol. 2, pp. 89-195): Elsevier. 1968.

BADDELEY, A. D. Essentials of Human Memory Cognitive Psychology, 1368. 1999.

BADDELEY, A. Working memory and language: An overview. Journal of communication disorders, 36(3), 189-208. 2003.

BADDELEY, A. D.; HITCH, G. Working memory. Psychology of learning and motivation (Vol. 8, pp. 47-89): Elsevier. 1974.

BADDELEY, A. D.; HITCH, G. J. Developments in the concept of working memory. Neuropsychology, 8(4), 485. 1994.

CONNERS, F. A.; ROSENQUIST, C. J.; ARNETT, L.; MOORE, M.; HUME, L. E. Improving memory span in children with Down syndrome. Journal of Intellectual Disability Research, 52(3), 244-255. 2008.

COWAN, N. Processing limits of selective attention and working memory: Potential implications for interpreting. Interpreting, 5(2), 117-146. 2000.

COWAN, N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and brain sciences, 24(1), 87-114. 2001.

DAHLSTROM, K.; GILLBERG, C.; FORSSBERG, H.; WESTERBERG, H. Computerized training of working memory in children with ADHDa randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 177186. 2005.

DARÒ, V.; FABBRO, F. Verbal memory during simultaneous interpretation: Effects of phonological interference. Applied linguistics, 15(4), 365-381. 1994.

DEHN, M. J. Working memory and academic learning: Assessment and intervention: John Wiley & Sons. 2011.

DONG, Y.; LIU, Y.; CAI, R. How does consecutive interpreting training influence working memory: A longitudinal study of potential links between the two. Frontiers in psychology, 9, 875. 2018.

GATHERCOLE, S. E.; BADDELEY, A. D. Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8(3), 259-272. 1993.

HOLMES, J.; GATHERCOLE, S. E.; DUNNING, D. L. Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), F9-15. 2009.

HULME, C. Language processing mechanisms and immediate memory: Possible implications for simultaneous interpreting. Ascona II Workshop on Complex cognitive processes: simultaneous interpreting as a research paradigm. 2000.

JAMES, W.; BURKHARDT, F.; BOWERS, F.; SKRUPSKELIS, I. K. The principles of psychology (Vol. 1): Macmillan London. 1890.

KÖPKE, B.; NESPOULOUS, J.-L. Working memory performance in expert and novice interpreters. Interpreting, 8(1), 1-23. 2006.

LEE, J. Rating scales for interpreting performance assessment. The interpreter and translator trainer, 2(2), 165-184. 2008.

LUSTIG, C.; SHAH, P.; SEIDLER, R.; REUTER-LORENZ, P. A. Aging, training, and the brain: a review and future directions. Neuropsychology review, 19(4), 504-522. 2009.

MAHMOODZADEH, K. Consecutive interpreting: Its principles and techniques. Teaching Translation and Interpreting (pp. 231): John Benjamins. 1992.

MAKI, P. M.; MARTIN-THORMEYER, E. HIV, cognition and women. Neuropsychology review, 19(2), 204. 2009.

MEARA, P. Psycholinguistics: A Resource Book for Students: J. Field; Routledge, London, 2003, xviii+ 231 pages: Pergamon. 3004.

MILLER, G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2), 81. 1956.

MINEAR, M.; SHAH, P. Sources of working memory deficits in children and possibilities for remediation. Working memory and education (pp. 273-307): Elsevier. 2006.

MORALES, J.; PADILLA, F.; GÓMEZ-ARIZA, C. J.; BAJO, M. T. Simultaneous interpretation selectively influences working memory and attentional networks. Acta psychologica, 155, 82-91. 2015.

MORRISON, A. B.; CHEIN, J. M. Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic bulletin & review, 18(1), 46-60. 2011.

OSAKA, M. Riidingu-supan no kenkyu 5: doujituyaku tesuto to wakingu memori (Study of reading span 5: Test of simultaneous interpreting and the working memory) Nihonshinrigakkai dai-58-kai taikai ronbunhu (Proceedings of the 58th conference of the Japan Psychological Society) (Vol. 710). 1994.

PADILLA, P. Procesos de memoria y atención en la interpretación de lenguas. PhD diss., inédita, Universidad de Granada. 1995.

PHELAN, M. The interpreter's resource: Multilingual Matters. 2001.

PRINS, P. J.; DOVIS, S.; PONSIOEN, A.; TEN BRINK, E.; VAN DER OORD, S. Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychology, behavior, and social networking, 14(3), 115-122. 2011.

SIGNORELLI, T. M. Working memory in simultaneous interpreters: City University of New York. 2008.

SIGNORELLI, T. M.; HAARMANN, H. J.; OBLER, L. K. Working memory in simultaneous interpreters: Effects of task and age. International Journal of Bilingualism, 16(2), 198-212. 2012.

TIMAROVÁ, Š.; ČEŇKOVÁ, I.; MEYLAERTS, R.; HERTOG, E.; SZMALEC, A.; DUYCK, W. Simultaneous interpreting and working memory capacity. Psycholinguistic and cognitive inquiries into translation and interpreting, 101-126. 2015.

TURLEY-AMES, K. J.; WHITFIELD, M. M. Strategy training and working memory task performance. Journal of Memory and Language, 49(4), 446-468. 2003.

Publicado

10/11/2021

Como Citar

BAHRAMAN, M.; MOVAHED, R. Efeito do treinamento de memória de trabalho central na interpretação consecutiva. Revista EntreLinguas, Araraquara, v. 7, n. esp.4, p. e021067, 2021. DOI: 10.29051/el.v7iesp.4.15603. Disponível em: https://periodicos.fclar.unesp.br/entrelinguas/article/view/15603. Acesso em: 15 ago. 2022.