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 |
Appears in Collections: | Journal Articles |
Files in This Item:
File | Description | Size | Format | |
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FP-13-899718.pdf | 1.04 MB | Adobe PDF | View/Open |
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