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• W788511094 abstract "ABSTRACTThe major aim of the present study was to investigate the possible relationships between dimensions of executive functioning, affective functioning, and emotion regulation in first year Master students in conference interpreting. We also wanted to explore the existence of potential cognitive and emotional assets specific to students in conference interpreting, representing individual prerequisites which determine and sustain their career from the early stages. Alternatively, if such assets might not be identifiable at the beginning of their professional career, they could be subsequently shaped and trained by experience with interpreting. Self- report and objective measures of executive functioning (working memory and inhibition), plus standardized questionnaires measuring emotional regulation strategies, affective symptoms (depressive, anxious, stress-related) and were administered and contrasted to results in a normative age-matched sample of students. Results indicated that conference interpreting students were significantly less stressed and had better objective performance in executive functioning tasks (interference control and working memory). They also preferred to involve some specific emotional regulation strategies, although they did not differ in terms of recent states of distress from other students. The pattern of interrelationships between these domains of cognitive and emotional functioning was also investigated.KEYWORDS: conference interpretation, distress, emotion regulation, working memory, inhibitionINTRODUCTIONA conference interpreter is described as:a professional language and communication expert who, at multilingual meetings, conveys the meaning of a speaker's message orally and in another language to listeners who would not otherwise understand. The work of a conference interpreter is an oral intellectual exercise which is quite distinct from written translation and requires different training and qualifications (AIIC - The International Association of Conference Interpreters).Besides such formal aspects regarding distinct training and specialization trajectories between translation and interpreting, from a cognitive mechanisms viewpoint, these two processes have been regarded as relying on essentially different processes. The most obvious difference resides in the modes of input and output: visual and written for translation, and auditory and verbal for interpretation. However, there are some other more subtle differences such as different input rates, amount of output produced within a given interval, possibility to retrieve the original source, and last, but clearly not least, the presence or absence of an audience (see Christoffels & de Groot, 2005, for a comprehensive review). All these differences reflect the inherent complexities and pressures associated with the dynamic act of interpreting, which requires the simultaneous encoding, processing, reformulation of a fluid input from the source language, and the production of an equivalent in the target language, continuously monitored and adjusted by the interpreter, so as to create a condensed and clear message for an audience. There are many varieties of interpreting tasks, but the most frequent distinction is between simultaneous interpreting, which involves listening to the speaker and producing the output at the same time, and consecutive interpreting, which allows the interpreter to listen, take some notes and speak either in breaks or after the whole discourse is finished (Gerver, 1976)The high mental load characterizing this complex cognitive task is considered to originate from a unique combination of endogenous (person-related), and exogenous (e.g., environmental or task-related) factors. Several essentially cognitive models have been proposed to describe the interactions between cognitive processes involved in interpreting, most of them emphasizing the mix between cognitive control and language demands imposed by this task (e. …" @default.
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• W788511094 date "2014-09-01" @default.
• W788511094 modified "2023-09-28" @default.
• W788511094 title "Indicators of Cognitive and Emotional Functioning in First-Year Master Students in Conference Interpreting: A Focus on Individual Differences" @default.
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