On visual processing of numbers and its effect on the accuracy of
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On visual processing of numbers and its effect on the accuracy of
ADAM MICKIEWICZ UNIVERSITY IN POZNAÅ. Faculty of English. On visual processing of numbers and its effect on the accuracy of simultaneous interpreting.
ADAM MICKIEWICZ UNIVERSITY IN POZNAŃ Faculty of English
On visual processing of numbers and its effect on the accuracy of simultaneous interpreting
Katarzyna Stachowiak, Ph.D. University of Warsaw Paweł Korpal, Ph.D. Adam Mickiewicz University, Poznań wa.amu.edu.pl
Outline
• • • •
cognitive processing in interpreting visual materials in simultaneous interpreting report on our pilot study results and discussion
The cognitive approach (CA) Interpreters' working memory (e.g. Daneman and Carpenter 1980; Padilla et al. 1995; Moser-Mercer et al. 2000; Chmiel 2012) Processing models of SI (Darò and Fabbro 1994; Gerver 1975; Moser-Mercer 1978) Gile’s Effort Models (1995)- SI: - the Listening and Analysis Effort (L) - Short term memory Effort (M) - the Speech production Effort (P) - the Coordination Effort (C)
Visual materials in SI
H1: Access to visual materials → cognitive load reduced H2: Access to visual materials may generate additional load on the part of the interpreter
Gile's Effort Models (based on Kahneman’s capacity theory of attention, 1973) Seeber’s Cognitive Load Model (based on Wickens’ Multiple Resource Model, 1984)
Processing of numbers
numerical data might be regarded as problematic due to their low predictability, low redundancy and high informative content (Mazza 2001) number = (1) the arithmetic value, (2) the order of magnitude (e.g. million vs. billion), (3) the unit (e.g. currency), (4) the extra-linguistic element that the number refers to and (5) the relative value of a given number (e.g. increase vs. decrease) (Jones 2002: 117f.).
The study
The study
The purpose of the study: ● to verify whether simultaneous interpreters, while listening to the source speech and speaking themselves, look at numbers displayed on slides, ● to determine whether visual input in the form of numbers increased interpreting accuracy, ● to investigate inter-group differences (professionals vs. trainees) in terms of interpreting accuracy and eye-tracking measures. Participants: • 8 professional interpreters; •
10 interpreting trainees.
The study Materials/procedure: - two 4-minute recordings to interpret simultaneously from English into Polish (presentation of European countries); - (1) access to visual materials in the form of PPT slides; (2) no access; - the order of presentations was counterbalanced across the participants. Grading scale 1 – correct, 0.5 – approximation, 0 – incorrect/omission Apparatus: EyeLink 1000+ eye-tracker
The study Hypotheses: H1: novices are characterised by longer gaze time and higher fixation count H2: access to visual input facilitates interpreting H3: professional interpreters provide more accurate interpretations than trainees
Results: H1 H1: novices are characterised by longer gaze time and higher fixation count no statistically significant differences (slides: p=0.773; numbers: p=.758)
Results: H1 H1: novices are characterised by longer gaze time and higher fixation count no statistically significant differences (slides: p=0.336); numbers: p=.939)
Results: H2 H2: access to visual input facilitates interpreting (p