初级阶段口译训练对认知控制能力的影响——来自纵向研究的证据

The Influence of Early-stage Interpreting Training on Young Adults' Cognitive Control Abilities——Evidence from a Longitudinal Study

语言训练能否加强非语言的认知控制能力已引起众多争议,解决争议的关键在于进行纵向研究。本研究跟踪两组英语专业大学生一年,探讨初级阶段口译训练对年轻成人认知控制能力的影响。两组学生各相关因素在前测时匹配,关键区别在于其中一组接受一年的口译训练,另一组继续一般的英语学习。前后测的结果显示:在WCST任务发现规则数目这一指标上,测试时间与组别的交互作用显著,简单效应分析显示口译组被试的前后测差异达到显著水平,而控制组被试没有,这表明一年的口译训练能促进年轻成年双语者非语言转换能力的发展;在数字Stroop及N-back任务中,测试时间与组别的交互作用不显著,这表明口译训练没有影响抑制能力(体现为Stroop效应)及工作记忆更新能力(体现为N-back整体反应时及正确率)。这些结果说明,口译训练能影响被试的认知控制系统,对于该阶段的被试而言,主要体现在转换能力上。

Whether language training could improve non-verbal cognitive control abilities is a matter of hot debate, and the crucial way to help settle the debate is to conduct longitudinal studies. Following two groups of university students majoring in English for one year, the present study has explored the influence of early-stage interpreting training on the development of young adults＇ cogni- tive control abilities. The two participant groups were comparable in relevant factors in the pretest, and one of the groups received interpreting training for a year while the other group attended general English classes. The results show that in the index of com- pleted categories in the WCST, the interaction between test time and participant group is significant, with significant pre-post test improvement for the interpreting group but not for the control group, which indicates a positive effect of the one-year interpreting training on young adult bilinguals＇ non-verbal switching ability. In the indexes of the number Stroop and N-back tasks, the interac- tion between test time and participant group is not significant, which indicates a null effect of interpreting training on inhibition （ illustrated by the Stroop effect） or working memory updating （ illustrated by N-back global RTs and accuracy）. The findings sug- gest that interpreting training influences the cognitive control system, and the influence is mainly on the switching ability for earlystage interpreting trainees.