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论文作者:英语论文网论文属性:硕士毕业论文 thesis登出时间:2014-04-08编辑:hynh1021点击率:7760
论文字数:51246论文编号:org201404041720267410语种:英语 English地区:中国价格:$ 66
摘要:本文最后提出一些通过扩展记忆能力来提高同传能力的培训建议。然而,记忆力的提高只是同传培训的一个部分,同声传译是一项高度复杂的认知行为,需要多种能力综合提高,只有通过大量合理的训练才能成为优秀的口译员。
Chapter 2. Previous Studies in Working Memory andSimultaneous Interpretation
2.1 Working Memory
Different Types of MemoryThe research into memory dates back to 1885. In psychology, memory is definedas a process by which information is encoded, stored, and retrieved. It is also aninformation processing mechanism. It allows us to keep the impression of things wehave done, and makes our everyday experiences consistent.The memory mechanism of human consists of three systems: sensory memory,working memory (including short-term memory) and long-term memory.Psychologists assume that each sensory channel keeps a sensory memory, whichrecords the precise physical characteristics of the stimulus for several seconds or ashort period of time. Short-term memory is the immediate result of the informationthat could be the focus of our consciousness. Short-term memory is limited butexpandable. The information that could be stored in Short-term memory isapproximately 7±2 chunks (George A. Miller, 1956).In 1974, Baddeley put forward the multicomponent model of working memory,and proved along with his colleagues that working memory is comprised of threeparts: the central executive system, phonological loop, and visual-spatial sketchpad.In 2000, he and his colleagues expanded this model by adding episodic buffer to thissystem. The span of working memory is considered as a limited but expandablecharacteristic, and some researches have been carried out to study whether theexpansion of working memory span could result in better simultaneous interpretationperformance. Zhang Wei’s research found that working memory capacity is highlyrelevant to simultaneous interpretation capability. In his experiment, subjects withhigher working memory capacities performed better in simultaneous interpretationgroup of numbers, letters, words or even sentences. Chunks help us re-organize theinformation we just get so as to expand our short-term memory, and in this way ourworking memory could be expanded as well. Perhaps we all have the experience thata group of randomly placed numbers is easier to remember after chunking. (鲍刚,2005)For example,1,8,6,4,1,9,8,5,2,0,1,2,1,7,9,8This group consists of 12 numbers, and it is not easy to remember all of themone by one. But if we place these numbers in chunks of four numbers -- 1864, 1985,2012, 1798 -- they’re like four particular years in our history textbooks.Chunks are also closely related to the focus of attention, or selective attention.The focus of attention presumably can link activated elements to form new chunks ofinformation (Cowan, 2000).Other researches showed that interpreters bear special cognitive load – a conceptthat overlaps with working memory to some extent. A limited buffer is onecharacteristic of working memory, and cognitive load studies focus on different typesof topics that interpreters may encounter for interpreting (Obler, 2012).
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