Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24431
Title: 
Authors: 
Keywords: 
Cognitive load
Causal factors
Distance interpreting
Measurement methods
Pedagogical design
Issue Date: 
2022
Citation: 
Zhu, X., & Aryadoust, V. (2022). A synthetic review of cognitive load in distance interpreting: Toward an explanatory model. Frontiers in Psychology, 13, Article 899718. https://doi.org/10.3389/fpsyg.2022.899718
Journal: 
Frontiers in Psychology
Abstract: 
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.
URI: 
ISSN: 
1664-1078
DOI: 
File Permission: 
Open
File Availability: 
With file
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