This article reports the findings of a causal-comparative study with spoken language (primarily conference) and signed language (primarily public service) interpreting students carried out at four institutions in the European Union in 2008. The study was built on two previous investigations of essential characteristics, as reported by interpreting students and their professors, to measure these characteristics with standardized performance and motivation tests. It grouped participants as “entry-level” or “advanced” depending upon their prior experience in simultaneous interpreting coursework. The study documented cognitive and motivational scores of spoken language (SP) and signed language (SL) interpreting students at both levels, using a computerized neuropsychological screening test and an achievement motivation instrument. Significant differences between the SP and SL students were found in the areas of visual memory, concentration, and internality (belief that success is due to internal causes), and between the advanced and entry-level students in the areas of concentration and the eagerness to learn new concepts in the absence of external rewards.
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Abdel Latif, Muhammad M. M.
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Melicherčíková, Miroslava
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Russo, Mariachiara
2014. Testing aptitude for interpreting. Interpreting. International Journal of Research and Practice in Interpreting 16:1 ► pp. 1 ff.
Song, Shuxian & Dechao Li
2023. Aptitude for interpreting: the predictive value of cognitive fluency. The Interpreter and Translator Trainer 17:1 ► pp. 155 ff.
Watkins, Freya, Stacey Webb, Christopher Stone & Robin L. Thompson
2022. Language aptitude in the visuospatial modality: L2 British Sign Language acquisition and cognitive skills in British Sign Language-English interpreting students. Frontiers in Psychology 13
Xu, Yi
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