Is interpreter advantage a gift or an effect of training? Cognitive changes and interpreting acquisition at the early stage of training

• Zhang, Xueni ^[1] ; Zheng, Binghan ^[1] ; Wang, Rui ^[2] ; He, Haoshen ^[1]
  1. [1] Durham University

     Durham University

     Reino Unido

     
  2. [2] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 29, Nº 1, 2026, págs. 223-233
• Idioma: inglés
• DOI: 10.1017/s136672892500032x
• Texto completo no disponible (Saber más ...)
• Resumen

  • Simultaneous interpreting (SI) is an intensive multitasking activity that requires coordination of a variety of linguistic and cognitive control mechanisms. Research has shown that interpreters perform better in tasks that require domain-general executive functions (EF), but the question remains whether such cognitive alternation is a result of interpreting experience or it reflects a selection bias that only cognitively capable people are recruited and trained to be interpreters. We examined the cognitive changes experienced by beginner-level students engaged in an intensive, two-week interpreting training programme. Our findings show that: (a) only cognitive flexibility was enhanced by training, together with improvement in SI performance; (b) the three EF subcomponents in their pre-existing forms negatively correlated with training gains; and (c) only pre-existing cognitive flexibility was positively associated with improvement in SI performance. Findings were discussed regarding the relationship between cognitive abilities and the early-stage acquisition of interpreting.

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