An eye and pen approach towards note-taking in consecutive interpreting: Cognitive load in the process

When:18 Oct 2016, 3pm - 4:30pm
Venue:Matthews 310 (map ref E19)
Who:Sijia Chen
Sijia Chen

Interpreting & Translation Seminar


In much of the translation and interpreting research, there has been a growing interest in cognitive processing and cognitive load. But such an effort is scant in studies on consecutive interpreting (CI). Note-taking is a distinctive feature of CI and provides a unique opportunity to investigate the interpreting process. Combining eye tracking and pen recording, we could study note-taking and CI in unprecedented ways, and unveil information that was hidden from the traditional product analysis.

The seminar begins with a review on how note-taking in CI has been studied for over half a century. This is followed by a discussion on the construct of cognitive load in interpreting and its measurement, laying a theoretical and methodological foundation for the research. A further step is taken to give a detailed introduction to the experimental design, focusing on why and how certain apparatus have been selected to balance ecological validity and accurate data collection. Some preliminary eye and pen data are also presented, and some interesting findings are discussed.

This seminar will be of interest to people who are interested in research across the disciplines of cognitive sciences and linguistics, and especially those in the field of translation and interpreting

About Sijia Chen

Sijia Chen is a PhD candidate in the Department of Linguistics at Macquarie University, Sydney, Australia. She is interested in the research across the disciplines of cognitive sciences and interpreting studies. Her PhD project is titled: Exploring the process of note-taking in consecutive interpreting: An eye-pen-voice approach towards cognitive load. This mixed-methods study uses eye tracking, digital pen recording, and retrospection to investigate the process of consecutive interpreting and note-taking, and to assess the associated cognitive load.

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