Panel topics 28-30 June 2021 | Università di Bologna, Forlì Campus, Dipartimento di Interpretazione e Traduzione, MC2 Lab - Eventi on Demand
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panel topics 28-30 June 2021 | Università di Bologna, Forlì Campus, Dipartimento di Interpretazione e Traduzione, MC2 Lab
3rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
table of contents
Track A .................................................................................................................................................. 3
1. Leveraging MT Literacy .................................................................................................................... 2
Maureen Ehrensberger-Dow & Sharon O'Brien .............................................................................................. 1
2. Translator and Interpreter Studies: State of the art ........................................................................ 2
Olha Lehka-Paul .............................................................................................................................................. 2
3. Cognition in T&I oriented language acquisition and training .......................................................... 3
Astrid Schmidhofer & Enrique Cerezo Herrero ................................................................................................ 3
4. Writing research and translation studies: "... working together is success" (H. Ford) ................... 4
Carmen Heine ................................................................................................................................................. 4
5. Exploring cognitive aspects of literary translation .......................................................................... 5
Claudine Borg.................................................................................................................................................. 5
6. Priming as a factor in translators' and interpreters productions: A psycholinguistic approach to
source interference .............................................................................................................................. 6
Robert M. Maier ............................................................................................................................................. 6
Track B ................................................................................................................................................ 11
7. Psycholinguistic perspectives on emotional language processing .................................................. 7
Anna Hatzidaki ................................................................................................................................................ 7
8. Many minds: Theories of Mind in translation.................................................................................. 8
Annie Sturm & Riccardo Raimondo ................................................................................................................. 8
9. The translator's psychological 'self' ................................................................................................. 9
Paulina Pietrzak .............................................................................................................................................. 9
10. Self-efficacy beliefs in translator education ................................................................................ 10
María del Mar Haro Soler ............................................................................................................................. 10
11. Translation process research and radical enactivism .................................................................. 11
Michael Carl & Fabio Alves ........................................................................................................................... 11
12. Contesting epistemologies in Cognitive Translation and Interpreting Studies .......................... 12
Sandra L. Halverson & Álvaro Marín García.................................................................................................. 123rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
Track C ................................................................................................................................................ 18
13. Cognitive models of simultaneous interpreting .......................................................................... 13
Kilian G. Seeber ............................................................................................................................................. 13
14. Investigating dialogue interpreting: current advances and research methods.......................... 14
Jelena Vranjes & Esther de Boe ..................................................................................................................... 14
15. Revisiting Interpreting in the Age of 4E Cognition ....................................................................... 15
Alper Kumcu & Asiye Öztürk ......................................................................................................................... 15
16. Cognitive load in interpreting ...................................................................................................... 16
Agnieszka Chmiel & Przemysław Janikowski ................................................................................................. 16
17. Training interpreters by distance mode - current advances ....................................................... 17
Ewa Gumul.................................................................................................................................................... 17
18. Human-computer interaction and the augmented interpreter .................................................. 18
Susana Rodríguez .......................................................................................................................................... 18
Track D ............................................................................................................................................... 25
19. Emerging and new avenues of child language brokering research ............................................. 19
Rachele Antonini & Ira Torresi ...................................................................................................................... 19
20. Experimental research in AVT and MA ........................................................................................ 20
Gian Maria Greco & Anna Jankowska ........................................................................................................... 20
21. Accessibility through translation ................................................................................................. 21
Catalina Jiménez Hurtado & Antonio Chica Núñez ....................................................................................... 21
22. Standing on firmer grounds: CTIS and the quest for open data .................................................. 22
Christian Olalla-Soler .................................................................................................................................... 22
23. Authenticity and ecological validity in cognitive process research ............................................. 23
Michaela Albl-Mikasa & Anne Catherine Gieshoff ........................................................................................ 23
24. Cognitive studies in interpreting and translation: an Italian perspective .................................. 24
Serena Ghiselli & Mariachiara Russo ............................................................................................................ 24
How to submit an abstract……………………………………………………………………………………………………………303rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
1. Leveraging MT Literacy
Maureen Ehrensberger-Dow & Sharon O'Brien
Thanks to the ready availability of so-called free required. Those judgements are based on the
online services, neural machine translation rich intercultural awareness that translators
(NMT) has recently emerged as one of the most bring to their work, since they have been
important language resources for lay and trained to recognize and deal with cultural
professional users in various domains (e.g. differences, potential ambiguity, terminological
Nurminen 2019). The quality of the non-edited inconsistencies as well as conceptual and lexical
output has reached impressive levels for some gaps (e.g. Federici & Declercq 2019), but are
language combinations, although there are still likely to be missing or inadequate for users who
problems with sociolinguistic-, cultural-, do not have such training. In this panel, we
domain- and register-inappropriateness. Users would like to go beyond the basics of MT literacy
with reasonable levels of proficiency in both the to explore in more depth its cognitive
source and target languages can recognize such dimensions, including, for example, questions
problems and intervene to fix them (i.e. post- such as: What cognitive processes are at play
edit) or reject the output and translate from when lay users evaluate the output of MT? Do
scratch. However, the misleadingly fluent the concepts of adequacy and fluency, for
quality of the output can deceive less proficient example, intuitively form part of their
users into assuming that problematic output is evaluation? What factors are used to judge
actually acceptable (cf. Martindale & Carpuat whether a text needs to be post-edited? What
2018). Informed use of MT through MT literacy role does trust play? How does MT-mediated
training has been suggested as an effective way communication affect the communicative
to help prevent the risks associated with the process overall? Is creativity enhanced or
naïve deployment of this technology (e.g. inhibited? What risk assessment factors come
Bowker and Buitrago Ciro 2019; Cadwell et al. into play when MT is used for mediation? What
2019; Nitzke et al. 2019; O'Brien & emotional responses does the use of MT for lay
Ehrensberger-Dow 2020). A competent level of users elicit? Are there implications for other AI-
MT literacy can inform judgements about the based technology? The panel invites papers that
suitability of using MT for certain genres, about respond to these questions and others relating
quality expectations, about risks, and about to how MT literacy can be leveraged in various
when intervention by professional translators is translation environments.
Sub-topics
• MT literacy and creativity • MT literacy and genres
• MT literacy and new roles for language • MT literacy and evaluation
professionals • MT literacy and risk assessment
13rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
2. Translator and Interpreter Studies: State of the art
Olha Lehka-Paul
In his agent model of translation, Chesterman become successful. Lehr (2013) and later Rojo
(2009) put a translator (and an interpreter) in and Ramos (2016) found that emotional valence
the limelight, acknowledging the fact that has an effect on creativity and accuracy in
neither the translation (or interpreting) process translation: positive emotions that translators
nor product is possible without the human experience foster creativity, while negative
agent involved. A translator or an interpreter emotions increase accuracy. Using Bandura's
with their individual personality traits, psychological construct of "self-efficacy" in the
emotions, background, experience and context of interpreting, Lee (2018) suggested
motivation is an indispensible element in the that students' self-efficacy scores can be strong
chain of actions involved in delivering the final predictors of interpreting performance. The
translation product to the client. Yet, research methods that researchers use in such
centred around a translator/an interpreter and interdisciplinary endeavours range from key-
his or her psychological characteristics that logging and eye-tracking to questionnaires and
interact with a given translation situation is still systemic observation. Thus, in this panel we are
scarce. Interdisciplinary research combining going discuss recent developments in
personality psychology and Cognitive Translator (and Interpreter) Studies.
Translation Studies indicates that translators Contributions are welcome in, but not restricted
possess a distinct set of personality traits that to, the following areas: psychological and
make them different from the representatives of cognitive aspects of translator's and
other professions (Abhissira 2019; Lehka-Paul interpreter's personality, emotional
[in press];) and that the translator's preferred intelligence, emotion regulation and stress
psychological functions may potentially management, translator's/interpreter's self-
influence their individual decision-making efficacy and self-esteem, the role of motivation
behaviours in the translation process (Lehka- and creativity in translation performance. It will
Paul [in press]). Research into translator's be particularly insightful to discuss
emotional intelligence (Hubscher-Davidson interdisciplinary research projects, as well as
2017) has shown that translators with high studies that use multi-method approach to
Emotional Intelligence trait scores are more better understand the main agent in translation
satisfied with their jobs and are more prone to and interpreting.
Sub-topics
• translator's and interpreter's personality • emotional intelligence
• translator's/interpreter's self-efficacy • motivation
• translator's/interpreter's self-esteem • creativity
• emotions
23rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
3. Cognition in T&I oriented language acquisition and training
Astrid Schmidhofer & Enrique Cerezo Herrero
Translation and Interpreting programmes at a few contributions that link language
European universities commonly comprise a acquisition and training in T&I programmes with
series of language courses where students are cognitive approaches. The clearest examples are
supposed to acquire the necessary linguistic the contributions by Recio Ariza (2011), who
skills that will allow them to engage in discusses Cognitive Grammar in Foreign
subsequent translation and interpreting Language Teaching in T&I programmes, and by
activities and courses. Even though there seems Carrasco Flores (2018), who proposes a
to be a broad consensus among translator and cognitive and methodological framework of
interpreter trainers that this language training reference for materials analysis and
needs to be different from general language development. Cognition, however, is also of great
courses, research into this area is still relatively relevance in other important contributions like
scarce. Language competence is, however, the the ones by Berenguer (1996), Cerezo Herrero
most relevant of all necessary competences for (2016) or Schmidhofer & Ahmann (2015). In
translating and interpreting, because, as Delisle this panel, we welcome contributions regarding
(1980:41) so aptly puts it, "translation begins the role of cognition in general within T&I
and ends with language". Hence, T&I oriented oriented language acquisition and training and
language competence is a crucial component in in specific areas like grammar or skill
the training of prospective translators and development as well as the relevance of
interpreters and foreign language courses cognitive and metacognitive learning strategies
within such programmes are the ideal starting or cognitive approaches towards the
point for laying the groundwork for the development of T&I oriented language
development of translation/interpreting competence (cf. Schmidhofer 2020). The panel
competence. Cognitive approaches from is also open for contributions about related
linguistics and second language acquisition as topics like insights from cognitive contrastive
well as Translation Studies offer great potential linguistics or the development of a language
for this area. However, up to date there are only user`s or translator's/interpreter's identity.
Sub-topics
• the role of cognition in T&I oriented language acquisition and training
• cognitive and metacognitive learning strategies in T&I oriented language acquisition and training
• cognitive grammar in T&I oriented language acquisition and training
• cognition and skills development in T&I oriented language acquisition and training
• cognitive contrastive linguistics in T&I oriented language acquisition and training
33rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
4. Writing research and translation studies:
"... working together is success" (H. Ford)
Carmen Heine
Writing research and translation studies, are both fields of text production. Common to these
close relatives. In the same vein, writing specialised studies on writing and/or
didactics and translation didactics share translation is a shared linguistic base, shared
conceptions, methodology, methods and methodological references, shared concepts,
theoretical approaches, and their work such as competence, knowledge, motivation and
processes are systematically similar to the – not least – text, and a common language for
extent that they can be argued to form part of a describing phenomena; yet some concepts carry
superordinate category, i.e. text production different meanings in the disciplines.
(Dam-Jensen & Heine 2020). Common features Process(es), phase(es), strategies and
of the two disciplines have recently been translation (understood as transfer in writing
topicalized. For health communication, an area research) are terms that can cause
of specialized communication, van Vaerenbergh misconception and require comparison and
(2012) discusses interrelationships between discussion and – on the part of the younger
technical communication and technical discipline of writing research – also definitions,
translation. In the field of translator training, when used in interdisciplinary approaches
Ehrensberger-Dow & Massey (2013) apply (Dam-Jensen, Heine & Schrjiver in prep.). The
methods common to both fields to investigate closeness of means, procedures, tactics,
translators' understanding of their roles and strategies and processes (to name but a few
responsibilities as text producers. Heine & potential foci) of writing and translation
Schubert (2013) discuss and compare deserve joint scholarly attention. Such attention
theoretical models of specialized would encourage and nurture thinking across
communication to shed light on similarities and disciplinary boundaries, mutually draw on each
differences. For translation pedagogy, Schrijver other's knowledge and allow for new
(2014) explores the effects of writing training perspectives on existing schools of thought and,
on transediting and translation performance hopefully, prompt a pooling of approaches.
and Schrijver et al. (2014) measure the impact Drawing on the notion by Henry Ford that
of writing skills on the translation product. "coming together is beginning, staying together
Dam-Jensen, Heine & Schrijver (2019) is progress and working together is success",
investigate writing and translation across this panel will bring together researchers who
various sub-disciplines, and highlight distinct work and teach at the interface of the fields; to
similarities and differences. And departing from encourage interdisciplinary collaboration and
the viewpoint of multilingual text production, to harness synergies that may transcend the
Heine (2020) zooms into competence models of disciplines.
Sub-topics
• Writing and translation procedures, processes and strategies
• Writing and translation research methods, methodology and theoretical approaches
• Writing and translation training and pedagogy
• Similarities and differences
• Interfaces and implications
43rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
5. Exploring cognitive aspects of literary translation
Claudine Borg
Along the years, the scope of translation process thus, remains to be explored. For instance,
research (TPR), which seeks to understand the literary and non-literary texts differ in several
cognitive processes at play during the ways with certain features such as literary
translation process, has both broadened and devices, style, and musicality taking more
deepened. Researchers stepped out of prominence in the former than in the latter.
laboratories and classrooms into workplaces How do translators tackle such features? How
and started taking into account the do they handle, say, narrative aspects? Shedding
environment in which translators work and the light on actual processes (e.g. reading and
ways they interact with their surroundings. interpretation of the source text, decision-
Such studies have reinstated the human, social making, creativity) operating during the
and cultural dimensions of cognition and translation process as well as on translators'
opened many research avenues (Muñoz 2014a). behaviour as they interact with their
Following Halverson (2010), they are environment will enhance our understanding of
increasingly being called Cognitive Translation literary translation and literary translators.
Studies (CTS). The focus of CTS, however, is still Until now, research combining cognition and
non-literary translation. Literary translation literary translation has been limited but
has so far remained on the fringes of CTS as only insightful and promising. This panel, therefore,
a handful of researchers have opted to study would like to invite contributions delving into
cognitive processes in literary translation (e.g. cognitive aspects of literary translation and the
Borg 2019; Georgiou 2019; Kolb 2017). Much, situated literary translator.
Sub-topics
Contributions are welcome on cognitive aspects of literary translation such as (but not limited to):
• recent advancements in the area
• methodological insights and innovation (e.g. the application of aspects from anthropology,
sociology, psychology, etc)
• the engagement of literary translators with the text
• cognitive processes in self-revision, other-revision and post-editing in literary translation
• decision-making, creativity, subjectivity during the literary translation process
• the interaction of literary translators with other participants in the translation process (e.g. editors,
publishers, proofreaders)
• the interaction of literary translators with tools and resources (including technological tools such
as CAT tools).
53rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
6. Priming as a factor in translators' and interpreters’ productions:
A psycholinguistic approach to source interference
Robert M. Maier
Although Baker (1993, cited from Mauranen (SLI) as an aspect that promises particularly
2004:65) rejects the consideration of fruitful insights. Variously discussed in the
interference from specific linguistic systems 1970s and 1980s as a type of translation error,
among universal features of translation, later or together with similar phenomena in language
authors (e.g. Toury 1995; Mauranen 2006) have acquisition, more recent research describes SLI
pointed out that the occurrence of interference as a result of "contact between two languages"
phenomena is a persistent feature of translation that has been observed as "a form of bilingual
and interpreting (T&I), and thus may rate as a processing" on all levels of linguistic
universal principle. While translators' and organisation (Mauranen 2004:67). In
interpreters' actual productions are doubtlessly psycholinguistic terms, phenomena of this type
specific to the source and target languages are accounted for with the phenomenon of
involved, the principles behind their language cross-linguistic priming: representations of
processing presumably are not – in both languages are (necessarily) activated at
psycholinguistic terms, they may be described the same time, permitting some activation
as involving cognitive representations of both energy to 'seep' from one into the other, thus
languages and sequential or near-simultaneous creating a bias for target productions that share
processes of language comprehension and more or other features with the source than
language production. Having gathered intended. This approach of combining T&I
momentum over more than a decade (say, from observations with psycholinguistic reasoning
Chmiel 2010, to a recent special issue of the has seen some application in recent years
journal Bilingualism: Language and Cognition in (Maier, Pickering & Hartsuiker 2017; Chmiel
August 2020), the psycholinguistic angle may 2018) and received new impulses from the
contribute to various issues in T&I research (e.g. MEMENTO bootcamp 2020 in Germersheim.
questions of directionality, cognitive This panel strives to gather researchers who
development of translation skills, granularity of carrying out corpus or experimental studies of
units of translation). This panel, however, will T&I production with a view to priming on any
return focus to Source Language Interference level of linguistic organization.
Sub-topics
• semantic priming • granularity of translation units
• false friends • priming and proficiencies
• morphological priming • modalities (speech, sign, writing)
• syntactic priming • directionality
• structure selection bias • methodology
63rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
7. Psycholinguistic perspectives on emotional language processing
Anna Hatzidaki
Investigating the relationship between not received training in either translation or
language and emotion is of paramount interpreting is another perspective one would
importance not only because of its implications expect differential emotional language
for social interaction, especially nowadays with processing. Indeed, a number of studies in the
increasing demographic changes, but also last few years have demonstrated that a
because of its bidirectional nature: emotional second/foreign language (L2) may reduce
states can be expressed through language, and heuristic biases in decision making (Costa et al.
language can influence the perception of 2014; Keysar Hayakawa, & An 2012) and create
emotion-related content. Emotional language emotional distance in an L2 (Caldwell-Harris
processing can be considered from the 2015; Pavlenko 2012). Finally, linguistic aspects
perspective of the monolingual reader and its (morphophonological or semantic ones) and
impact on one's native language (Rojo, Ramos, their context of use, especially a figurative one,
& Valenzuela 2014) or from the perspective of may also influence the interpretation and effect
the translator/interpreter who has access to of emotional language (Ifantidou & Hatzidaki
two languages and makes conscious decisions 2019). The topics that will be presented and
on how to transfer affective information into the discussed by this panel will touch upon
target language creating the intended effect. The psycholinguistic constructs and methods that
case of unbalanced bilingual speakers, that is, of can be employed to investigate emotional
individuals who regularly use two languages language processing in translation and
but are more proficient in one of them and have interpreting.
Sub-topics
• Emotional language processing from the perspective of the reader
• Emotional language processing from the perspective of the translator/interpreter
• Foreign language effect
• Emotional language processing at the lexical and/or at the syntactic level
• Metaphors and emotional language processing in translation
73rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
8. Many minds: Theories of Mind in translation
Annie Sturm & Riccardo Raimondo
Being the main agent in an «other-directed act» an influence on ToM performance in children
(Robinson 2001:8), the translator has to (Kovács 2009). In monolingual individuals,
metarepresent two other cognitions during the reading and writing are found to train ToM
translation process: the minds of the source text (Djikic & Oatley 2014; Djikic et al. 2013) and one
author and target audience. of the milestones in the acquisition of
Metarepresentational capacities can thus be translation competence is the understanding
considered a core component of translation that translation is a psychological and social
competence (Gutt 2004:13). Developmental activity (Kiraly 1995; Mossop 1983, 2011).
psychologists call the human capacity to Furthermore, research in psychology and
represent another person's mind 'Theory of foreign language acquisition studies provide
Mind' (ToM). This term has recently joined evidence for the role of translation tasks in the
simulation, imitation, imaginative immersion acquisition of metacognitive skills in general
and empathy among the concepts trying to (Bruneau & Saxe 2012; Salles Rocha 2010; Shatz
explain how translators deal with the content of et al. 2006). Despite the central role of mental
other minds. How and when do translators state attribution in translation, only few
attribute mental states to author and audience theoretical studies have been dedicated to this
and how does this influence the translation subject and very little research has been done to
process? ToM could work as a platform concept develop its interdisciplinary potential. The
to answer this question since it brings together present panel proposes to «mind» this gap by
several strands of research, both philosophical exploring the different concepts about
and evidence-based. ToM develops throughout metacognition in translation, their function in
life (Kobayashi 2008) just as our pragmatic the translation process, their traces in the
competence continues to evolve until adulthood translation product and their importance in the
(Cummings 2007). Bilingualism is found to have acquisition of translation competence.
Sub-topics
We invite the submission of papers on any type of mental state attribution in translation, be it
theoretical, historical and methodological research into the subject, including:
• imitation, simulation, empathy, ToM • tolc
• metacognition • literary translation
• philosophy of mind • corpus studies
83rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
9. The translator's psychological 'self'
Paulina Pietrzak
The topic of translation and psychology has 30 years ago, shifted the focus away from a
slowly received increasing attention in predominantly linguistic focus to a doubly-
Translation Studies (Lörscher 1996; Fraser articulated internal (psychological) and external
2000; Hubscher-Davidson 2009, 2013, 2017, (social) perspective" (Kiraly (2019:257). In the
2020; Jääskeläinen 2012; Haro Soler 2017; belief that people are "self-organizing, proactive,
Kiraly 1995, 2019). The focus has already self-regulating, and self-reflecting" (Bandura
shifted from purely linguistic to a more 2006:164), the approach adopted in this panel is
interdisciplinary perspective, but still aimed at the translator's psychological self. As
psychological issues need to be addressed more Maclellan (2014:59) points out "there are many
implicitly in translator education. For instance, labels (sometimes with overlapping meaning)
concepts such as the psychosocial competence used in relation to the self: attribution, concept,
of the translator, student agency, self-regulation control, efficacy, esteem, regulation and so on".
or self-efficacy still call for more research The self of the translator is a notion of great
attention. Particularly, the aspect of the 'self' interest to translation educators who promote
calls for recognition in today's translator metacognitive skills and empower students to
training. The change in perspective on become active participants of their own learning
translation processes, initiated by Kiraly about process.
Sub-topics
• translator's self • self-efficacy
• psychology of translation • student agency
• metacognition • psychosocial competence
• self-regulation
93rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
10. Self-efficacy beliefs in translator education
María del Mar Haro Soler
Research on self-efficacy beliefs to translate, (Atkinson & Crezee 2014). This lack of attention
that is, a translator’s confidence in his/her contrasts with the benefits that self-efficacy
ability to translate adequately, is relatively beliefs can bring for (translation) students: self-
recent in Translation Studies. Although for the efficacy beliefs can influence motivation,
last decade several studies have been decision-making or the control of negative
performed on this construct (Albin 2012; emotional states. In this panel, several experts
Atkinson 2014; Bolaños 2014; Haro-Soler 2018; on self-efficacy beliefs will analyse the sources
Ho 2010; Muñoz 2014b; among others), further and effects of self-efficacy beliefs regarding
research is needed, especially from an translation students. In other words, different
educational perspective. Even though research studies on possible ways to incorporate the
on self-efficacy beliefs has been intense in a development of realistic self-efficacy beliefs in
wide variety of fields, especially in Education, translator education programmes, as well as on
little attention has been paid to self-efficacy the benefits of said realistic beliefs will be
beliefs in research on translator education discussed.
Sub-topics
• Effects of self-efficacy beliefs on translation students
• Self-efficacy beliefs and the translator’s identity
• How to measure self-efficacy beliefs?
• Pedagogical approaches to foster translation students’ self-efficacy beliefs.
103rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
11. Translation process research and radical enactivism
Michael Carl & Fabio Alves
Starting in the mid 1980s, Translation Process are not necessarily or essentially contentful.
Research has been investigating "by what That is, translators would not necessarily build
observable and presumed mental processes do up 'representations' of the textual content but
translators arrive at their translations?" rather directly react (i.e translate) as a result of
(Jakobsen 2017:21). A large body of data and direct coupling between the translator and her
research findings have been produced that environment. The notion of 'affordance' has
investigate, among other things the role of often been used in this context. Affordances are
expertise, ergonomic, linguistic, and emotional "opportunities for behavior". They are relations
factors, as well as the usage of (external) between features of the environment (e.g.
resources - such as computer assisted properties of the text) and abilities of an agent
translation and machine translation - on the (i.e. the translator), which allow the agent to act
translation process and the impact on the directly on the environment without mentally
distribution of attention, translation duration, representing it. The panel seeks at assessing
translation effort, etc. This panel aims at what a Radical Encativist perspective might
interpreting TPR findings in the framework of mean for the translation process, how a direct
radical enactivism. An enactivist view on coupling of the translator and her environment
cognition claims that we selectively create our could be measured and modeled, and what
environment through our interactions with the construct(s) of 'representation' might be
world. As translations emerge through a required to explain the relation between the
translator's interaction with the text and her translation act and the translation event. We
social and technological environment, this claim welcome empirical, conceptual and theoretical
is trivially true in a translation context. contributions, illuminating aspects of radical
However, a radical enactivist position suggests, enactivism in translation.
in addition, that the presumed mental processes
Sub-topics
• enactive cognition in translation • direct translation
• translational representation • vertical vs. horizontal processes
• mental content
113rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
12. Contesting epistemologies in Cognitive Translation
and Interpreting Studies
Sandra L. Halverson & Álvaro Marín García
After decades of what some might call a rather discuss the evolution of (and variation in) views
myopic focus on data collection, processing and of scientific knowledge as articulated and
analysis (Göpferich, Jakobsen and Mees 2009), practiced in CTIS, both as they relate to
Cognitive Translation and Interpreting Studies transdisciplinary relationships between CTIS,
(CTIS) has grown into epistemological Cognitive Psychology, Cognitive Science and
discussions that question established research Cognitive Linguistics/Semiotics and as they
traditions and the knowledge generated relate to other subdisciplines or areas within
according to their methods and constructs Translation Studies. We should like to consider
(Chesterman 2020; Halverson 2015, 2020; the fruits of this discussion in light of an
Marín 2017, 2019; Muñoz 2016). A new understanding of scientific disciplines as
research tradition has emerged, leading to the communities of practice that necessarily
creation of new constructs and challenging negotiate meaning in their constant interaction,
previous ones. At the same time, we have seen transforming (translating across traditions)
variation in the methods of validation and scientific discourse and therefore knowledge.
assessment of models, leading to a point of We would also like to approach the challenges
disciplinary problematization and self- and opportunities that a plurality of validation
reflection in the wake of these new research methods and contesting research traditions
traditions and the validation crisis in the Social bring to a field that has traditionally inscribed
Sciences (Risku 2014). We propose a panel to itself within a monist experimental paradigm.
Sub-topics
• CTIS and other fields (interdisciplinary • New developments in CTIS theory
interaction) • Methodological challenges
• CTIS and TIS (intradisciplinary • Socio-cognitive approaches
interaction)
123rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
13. Cognitive models of simultaneous interpreting
Kilian G. Seeber
There is no shortage of cognitive models early training approaches suggested by self-
attempting at capturing either parts of or the taught practicing professionals and are
entire simultaneous interpreting (SI) process. generally difficult to reconcile with the
Many of these, however, date back to the early aforementioned cognitive models. This panel
days of psychological inquiry into the field and aims at showcasing the advances made in
most of them have not been updated to account cognitive modelling of both, the interpreting
for the latest findings in multilingual language process and interpreter training, including
processing. Similarly, interpreter training different modalities, modes and types of
models have evolved relatively little since the interpreting.
Sub-topics
We welcome and prioritize submissions comprising both a theoretical (i.e., modelling) component as
well as an empirical (i.e., testing) component in all areas related to cognitive processes in interpreting,
including but not limited to:
• Full process models
o of spoken and/or signed language interpreting
o of consecutive and/or simultaneous interpreting
o of new hybrid modes of interpreting
• Partial process models
o of spoken and/or signed language interpreting
o of consecutive and/or simultaneous interpreting
o of new hybrid modes of interpreting
• Comprehensive (i.e., holistic) training models
o for spoken and/or signed language interpreting
o for consecutive and/or simultaneous interpreting
o for new hybrid modes of interpreting
• Partial (i.e., skill-specific) training models
o for spoken and/or signed language interpreting
o for consecutive and/or simultaneous interpreting
o for new hybrid modes of interpreting
133rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
14. Investigating dialogue interpreting: current advances
and research methods
Jelena Vranjes & Esther de Boe
Ever since Wadensjö's (1998) landmark study, innovation. However, recent studies (e.g.
there has been a growing interest in the Englund Dimitrova & Tiselius 2016; Davitti
interactive nature of dialogue interpreting as a 2018; Vranjes et al. 2018; De Boe 2020; Tiselius
joint activity embedded in a specific & Sneed 2020) illustrate the potential of
communicative situation. Detailed analyses and experimental approaches and novel research
observations of actual interpreter-mediated methods (such as eye-tracking) in the
exchanges have shown that interpreters in investigation of dialogue interpreting. In this
dialogic settings are faced not only with the panel we want to gather researchers focusing
cognitively demanding task of listening, on the following two aspects of dialogue
processing and translating the ongoing talk, but interpreting research: (i) Understanding
also with the added negotiation of role, turn embodiment in dialogue interpreting Empirical
management and general monitoring of the research has shown that dialogue interpreting
unfolding of the exchange (Mason 1999:i). More is a complex, multimodal activity conducted
recently, research on dialogue interpreting has through both verbal and embodied behavior.
witnessed a 'multimodal turn', showing that Which visual resources do interpreters resort to
dialogue interpreting does not just consist of in dialogue interpreting? What is the
verbal communication, but is conducted relationship between different multimodal
through an interplay of diverse multimodal resources? What can a multimodal approach
resources (speech, gesture, gaze, etc.) (Davitti teach us about the interactive and cognitive
2018). However, multimodal approaches to processes involved in dialogue interpreting? (ii)
dialogue interpreting have been hampered by Advancing multimodal methods Collecting
problems in data collection, issues of multimodal data, analysing and interpreting
obtrusiveness and problems in capturing embodied behaviour is a (technological)
details of the visual behavior (such as gaze challenge, especially in interactional settings.
direction) from all participants. In contrast to Can state-of-the art data capturing tools (such
the domain of conference interpreting, which as unobtrusive mobile eye-tracking) and mixed-
has attracted considerable interest of methods approaches help to make sense of the
neighbouring disciplines, such as complex nature of dialogue interpreting as a
(psycho)linguistics, cognitive sciences and socio-cognitive process? What are the
neuropsychology, research on dialogue possibilities, challenges and restrictions of
interpreting has known less methodological those developments?
Sub-topics
• eye-tracking • cognitive processing in dialogue
• multimodality interpreting
• mixed-method approaches
143rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
15. Revisiting Interpreting in the Age of 4E Cognition
Alper Kumcu & Asiye Öztürk
Embodied, embedded, enacted, and extended( 2010; Risku & Windhager 2013; Zhu 2018).
4E) cognition briefly argues that rather than an Despite being a cognitively demanding activity
abstract information processing in the brain, and thus, having attracted the attention of
human cognition is grounded in sensorimotor cognitive psychology/science traditionally,
experiences, interoception, affection and on a interpreting has remained relatively
larger scale, the sociocultural setting of the understudied in terms of 4E cognition with
cogniser (Barsalou 1999, 2008; Pulvermüller some exceptions (e.g., Dong & Turner 2016;
1999). This research programme further argues González-Davies & Enríquez-Raído 2016;
that the mind is not limited to the brain but Kumcu 2020). Recent advances both in CTIS and
extends to the body and the environment (Clark 4E cognition shows that it is high time to
& Chalmers, 1998). As a reaction against the present and discuss what 4E cognition could
computational theory of mind and its related bring to interpreting studies. In this spirit, this
constructs, 4E cognition has deeply influenced panel invites experimental, theoretical and/or
our conceptualisation of human cognition in the methodological studies that see interpreting
last 20 years and accordingly, has reshaped the from the lenses of 4E cognition and thus, at the
literature of several domains from language intersection of mind, body and the environment
comprehension to memory. In this vein, a of the interpreter. Studies can focus on the
growing number of studies within the interpreter in the booth/field and their
framework of cognitive translation and immediate, technosocial environment on a
interpreting studies (CTIS) has revisited micro-scale or can address the interpreting
translation as an embodied process (Risku process situated in a sociocognitive context.
Sub-topics
• Processing models • Ergonomics and human-computer
• Cognitive structures (executive functions, interaction
conceptual and event representations, • Sociocognitive/professional settings
language processing, etc.) • Methodological approaches
• Expertise Individual differences
Interpreter training
153rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
16. Cognitive load in interpreting
Agnieszka Chmiel & Przemysław Janikowski
Cognitive load has repeatedly caught cognitive load that may be imported from
interpreting scholars' attention as regards both processing a previous meaningful chunk or
interpreting models (Gile 2009; Seeber 2011) exported to the subsequent meaningful chunk
and experimental operationalization (e.g. Chen (Gile 2008). Even if the problem trigger that
2017a; Gieshoff 2018; Koshkin et al. 2018). increases the load is correctly resolved and
Conceptualized as "a multi-dimensional interpreted, it might still export its load
construct reflecting the interactions between downstream and cause the spillover effect
task and environmental characteristics and (Shlesinger 2000). All these instances of
interpreter characteristics" (Chen 2017b:647), cognitive load should be carefully considered
cognitive load has shown its potential in terms when planning experimental
of pushing the boundaries of our knowledge operationalization. Thus, last but not least, we
about the process of interpreting. This panel would like to discuss how to operationalize
will create an opportunity to discuss cognitive cognitive load in experimental studies. What are
load in interpreting from multiple perspectives the advantages and disadvantages of measuring
that match the multi-dimensionality of the cognitive load with pupil dilation (Seeber &
construct itself. We would like to discuss both Kerzel 2011), filled pauses (Defrancq & Plevoets
extrinsic (task- and environment-related) and 2018), eye-tracking measures (Chmiel &
intrinsic (interpreter-related) factors Lijewska 2019) or memory chunks (Shao and
modulating cognitive load. These may include Chai 2020)? What other measures could be
language pair specificity and syntactic successfully employed? We believe this is a
asymmetry as an example of task-related timely topic and creating an opportunity to
factors, noise or visibility of the speaker as exchange ideas and discuss methodological
environmental factors or working memory and issues will contribute to further development of
language proficiency as interpreter-related process research on interpreting.
factors. We also want to focus on the nature of
Sub-topics
• experimental operationalisations of • theoretical conceptualisations of
cognitive load cognitive load
• factors modulating cognitive load • local, imported and exported load
• spillover effect
163rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
17. Training interpreters by distance mode - current advances
Ewa Gumul
Teaching interpreting in distance mode is by no undertaking and the fact that blended teaching
means a novel idea. Despite clear advantages of methods were no longer possible. The major
direct contact with the trainer and other course problems interpreting trainers were forced to
participants as well as working in a proper face were: the availability and use of
laboratory in the case of simultaneous technologies for distance teaching, interaction
interpreting, there are numerous references in with course participants, collaboration between
Translation & Interpreting Studies literature to trainees, and online assessment, to name just a
interpreting courses conducted partially or few. However, such situation is not without
exclusively online in the course of the last two advantages. It has stimulated advances in
decades (see e.g., Carr & Steyn 2000; Moeketsi & distant teaching methods and tools fostering
Wallmach 2005; Ko 2006, 2008; Sandrelli 2015; trainers' creativity. The situation has prompted
de Rioja 2018). The worldwide outbreak of many trainers to reconsider their approach to
COVID-19 has forced this form of training on an teaching interpreting, which in the long run can
unprecedented scale. The transition from face- be expected to influence also the traditional
to-face teaching to virtual environment was face-to-face training programmes. In this panel
particularly difficult as it happened literally we would like to invite interpreting researchers
overnight. Previous experience in this area and trainers to share their distance teaching
proved insufficient given the scale of the experience and empirical research in this area.
Sub-topics
We are particularly interested in the following topics:
• constraints of training interpreters by distance mode
• impact of distance learning on the interpreting skills of trainees
• impact of distance learning on the interpreting strategies/tactics used by trainees
• cognitive effort experienced by trainees while performing classroom tasks in the distance mode
• stress and anxiety experienced by students in virtual environment training situations
• distance teaching of interpreting and the skill of remote interpreting
• role of technologies in teaching interpreting in virtual environment
173rd International Conference on Translation, Interpreting & Cognition – ICTIC 3
28-30 June 2021 |Alma Mater Studiorum, Università di Bologna, Forlì Campus
18. Human-computer interaction and the augmented interpreter
Susana Rodríguez
The panel will explore the extended cognition of try to widen the general view to look at the
the interpreter to understand the role of mental context in which this kind of interfaces are
models in guiding the interpreter’s interaction deployed, exploring distributed cognition,
with the machine. A good user interface which includes the notion that humans may
designer understands the mental models of offload cognitive tasks onto interfaces, and that
their users and how representations can be humans and interfaces together may be
used to correct those mental models. The panel considered higher level cognitive systems. The
will then explore methods for breaking down panel will reflect on theories for investigating
the interpreter's behaviour into more objective, the interpreter's interaction with the machine
discernible, and measurable chunks. Through in context, such as activity theory and situated
the principles of task analysis and with methods action, and the role that human improvisation
like the GOMS models, the panel will try to plays in any interface being designed. Through
discover how to take the often ethereal patterns these lenses, the panel will explore the design
of human interaction and distil them into not just of user interfaces of Computer-Assisted
externalizable, manipulable chunks in order to Interpretation real-time tools and Remote
learn how to use these methods to inform the Simultaneous Interpreting systems, but user
design and improvement of interfaces targeted experiences developed with an understanding
at helping the human interpreter with difficult- of the context around the interaction.
to-translate content in real-time. The panel will
Sub-topics
• Application of modern development frameworks and theories like the Agile Method, Universal
Design, Activity Theory and Value-Sensitive Design to HCI design of RSI or CAI interfaces.
• Role that the augmented interpretation can play in promoting accessibility to multilingual content
for the cognitively-impaired people.
• HCI in CAI and RSI applications: human-to-human, open-ended dialogue interaction vs. affordance-
like interaction to provide strong clues to the operations of things for the user to know what to do
just by looking.
• Data visualization in CAI interfaces as the graphical display of abstract information for sense-
making and communication: how to translate the abstract into physical attributes of vision (length,
position, size, shape, color) following design principles that are derived from an understanding of
human perception.
• The sketching technique to shape possibilities and copy images from the inner eye as
microexperiments that respond with insights into strengths, weaknesses and possible changes in a
tight loop of thinking that involves the hand, the senses and the mind when designing a RSI or CAI
interface.
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