Commentary: Broca Pars Triangularis Constitutes a "Hub" of the Language-Control Network during Simultaneous Language Translation

Assessing mental demand in consecutive interpreting: Insights from an fNIRS study

Consecutive interpreting involves a demanding language task where mental workload (MWL) is crucial for assessing interpreters' performance. An elevated cognitive load in interpreters may lead to the interpretation failures. The widely used NASA-TLX questionnaire effectively measures MWL. However, a global score was employed in previous interpretation studies, overlooking the distinct contributions of MWL components to the interpreters' performance. Accordingly, we recruited twenty novice interpreters who were postgraduate students specializing in interpreting to complete the consecutive interpreting task. Throughout the process, we used functional near-infrared spectroscopy (fNIRS) to monitor the hemodynamic response in participants' brains. The NASA-TLX was used to measure the MWL during interpreting with six components, including mental demand, physical demand, temporal demand, performance, effort, and frustration. Five interpretation experts were invited to assess the interpretation quality. The Bayes factor approach was employed to explore the components that contributes the most to the interpretation quality. It indicated that mental demand strongly contributed to the interpretation quality. Moreover, the mediation analysis revealed a positive correlation between mental demand and brain activation in three brain areas, which, in turn, was negatively correlated with interpretation quality, indicating the predictive role of mental demand in interpretation quality through the mediating of brain activation. The functions of the mediating brain areas, including the inferior frontal gyrus, middle temporal gyrus, and inferior temporal gyrus, aligned with the three efforts proposed by Gile's effort model, which emphasizes the significance of three fundamental efforts in achieving successful interpreting. These findings have implications for interpreter learning and training.

Tracking Lexical Access and Code-Switching in Multilingual Participants with Different Degrees of Simultaneous Interpretation Expertise

With the worldwide increase in people speaking more than one language, a better understanding of the behavioural and neural mechanisms governing lexical selection, lexical access in multiple languages and code switching has attracted widespread interest from several disciplines. Previous studies documented higher costs when processing a non‐native (L2) than a native (L1) language or when switching from L2 to L1. However, studies on auditory language reception are still scarce and did not take into account the degree of switching experience. Accordingly, in the present study, we combined behavioural and electrophysiological measurements to assess lexical access in L1 and L2 as well as code switching in professional simultaneous interpreters, trainee interpreters, foreign language teachers and Anglistics students, while the participants performed a bilingual auditory lexical decision task. The purpose of this study was to expand the knowledge on code switching in auditory language processing and examine whether the degree of simultaneous interpretation experience might reduce switching costs. As a main result, we revealed that L2 compared to L1 trials, as well as switch compared to non‐switch trials, generally resulted in lower accuracies, longer reaction times and increased N400 amplitudes in all groups of participants. Otherwise, we did not reveal any influence of switching direction and interpretation expertise on N400 parameters. Taken together, these results suggest that a late age of L2 acquisition leads to switching costs, irrespective of proficiency level. Furthermore, we provided first evidence that simultaneous interpretation training does not diminish switching costs, at least when focusing on lexical access.

A Synthetic Review of Cognitive Load in Distance Interpreting: Toward an Explanatory Model

Distance Interpreting (DI) is a form of technology-mediated interpreting which has gained traction due to the high demand for multilingual conferences, live-streaming programs, and public service sectors. The current study synthesized the DI literature to build a framework that represents the construct and measurement of cognitive load in DI. Two major areas of research were identified, i.e., causal factors and methods of measuring cognitive load. A number of causal factors that can induce change in cognitive load in DI were identified and reviewed. These included factors derived from tasks (e.g., mode of presentation), environment (e.g., booth type), and interpreters (e.g., technology awareness). In addition, four methods for measuring cognitive load in DI were identified and surveyed: subjective methods, performance methods, analytical methods, and psycho-physiological methods. Together, the causal factors and measurement methods provide a multifarious approach to delineating and quantifying cognitive load in DI. This multidimensional framework can be applied as a tool for pedagogical design in interpreting programs at both the undergraduate and graduate levels. It can also provide implications for other fields of educational psychology and language learning and assessment.