An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a
signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found,
a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which
students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic
background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more
important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting
abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive
and personal factors.
2020. Translation and Interpreting Assessment Research. In Translator and Interpreter Education Research [New Frontiers in Translation Studies, ], ► pp. 61 ff.
2016. Correlation between anxiety and academic self-concept in interpreter trainees. Círculo de Lingüística Aplicada a la Comunicación 67 ► pp. 57 ff.
Brown, Catherine M. & Bridget Leary
2013. Social and Cultural Capital for Students with NVLD: The Transition to College. In Treating NVLD in Children, ► pp. 247 ff.
Fengxia, Jiang
2015. Evaluating Emotional Stability as a Predictor of Chinese MTI Students' Interpreter Aptitude. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 362 ff.
Fengxia, Jiang
2016. Evaluating Emotional Stability as a Predictor of Chinese MTI Students' Interpreter Aptitude. In Psychology and Mental Health, ► pp. 862 ff.
Ferdowsi, Sima & Mohammad Hasan Razmi
2024. Anxiety-provoking factors in consecutive interpreting: a qualitative study of Iranian student interpreter trainees. Asian-Pacific Journal of Second and Foreign Language Education 9:1
Han, Chao
2023. Interrogating the predictive validity of aptitude testing for interpreting: a systematic methodological review. The Interpreter and Translator Trainer 17:1 ► pp. 7 ff.
Hlavac, Jim
2023. Knowledge, skills and abilities (KSAs) as a metric to re-conceptualise aptitude: a multi-stakeholder perspective. The Interpreter and Translator Trainer 17:1 ► pp. 29 ff.
Lee, Sang-Bin
2014. An Interpreting Self-Efficacy (ISE) scale for undergraduate students majoring in consecutive interpreting: construction and preliminary validation. The Interpreter and Translator Trainer 8:2 ► pp. 183 ff.
Lu, Xinchao & Xiuling Xu
2023. Testing aptitude for simultaneous interpreting: the predictive validity of recall and lexical-syntactic flexibility test. The Interpreter and Translator Trainer 17:1 ► pp. 97 ff.
Martinez, David & Jenny L. Singleton
2019. Individual differences in lexical learning across two language modalities: Sign learning, word learning, and their relationship in hearing non-signing adults. Acta Psychologica 198 ► pp. 102892 ff.
Melicherčíková, Miroslava & Soňa Hodáková
2023. Prieniky a odlišnosti v kognitívno-osobnostnom profile a tlmočníckom výkone profesionálov a študentov,
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
Williams, Joshua T., Isabelle Darcy & Sharlene D. Newman
2017. THE BENEFICIAL ROLE OF L1 SPOKEN LANGUAGE SKILLS ON INITIAL L2 SIGN LANGUAGE LEARNING. Studies in Second Language Acquisition 39:4 ► pp. 833 ff.
Xing, Xing & Hua Zeng
2022. Exploring the effects of personality hardiness on interpreters' performance with interpreting anxiety as a mediator: An explanatory sequential mixed-methods study. Across Languages and Cultures 23:2 ► pp. 187 ff.
Yan, Jackie Xiu, Jun Pan & Honghua Wang
2018. The Interplay Between Foreign Language Anxiety, Willingness to Communicate and Other Learner Factors in Tertiary Interpreting Classrooms. In Research on Translator and Interpreter Training [New Frontiers in Translation Studies, ], ► pp. 147 ff.
This list is based on CrossRef data as of 31 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.