N=note-takin o Phase Two:I= Rem+Read+P In this Phase Two of Consecutive Interpreting, interpreters retrieve messages from their short-term memory and reconstruct the speech(Rem) read the notes(N), and produce the Target Language Speech(P) 1.2 Short-Term Long-Term Memory Short-Term Memory (stm) The idea of short-term memory simply means that you are retaining information for a short period of time without creating the neural mechanisms for later recall The duration of STM is very short. It is up 6 to 30 seconds. Memory in interpreting only lasts for a short time. Once the interpreting assign ment is over, the interpreter moves on to another one, often with different context, subject and speakers Long-Term Memory (Ltm) Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learn ing process. And it is essentially an important part of the interpreter's acquisition of knowledge because information stored in LtM may last for minutes to weeks, months, or even an entire life 1.3. Basic characteristics of STM (From Zhong Weihe) Input of information: It is generally held that information enters the stm as a result of applying attention to the stimulus Capacity: the capacity of STM is limited and small, with a capac ity of about 7 plus or minus 2 information units Modality: To store information in STM, it must be encoded, and there is a variety of possibilities as to how this operates. There are three main possibilities in STM:(1) Acoustic (Phonemic)coding is rehearsing through sub-vo cal sounds ( Conrad, 1964 and Baddeley: 1966).(2)Visual coding is, as implied, storing information as pictures rather than sounds. This applies especially to nonverbal items, particularly if they are difficult to describe using words. In very rare cases some people may have a"photographic memory, " but for the vast majority, the visual code is much less effective than this(Posner and Keele: 1967).(3) Semantic coding is applying
11 N=note-taking. ⚫ Phase Two: I= Rem+Read+P In this Phase Two of Consecutive Interpreting, interpreters retrieve messages from their short-term memory and reconstruct the speech (Rem), read the notes (N), and produce the Target Language Speech (P). 1.2 Short-Term & Long-Term Memory ⚫ Short-Term Memory (STM) The idea of short-term memory simply means that you are retaining information for a short period of time without creating the neural mechanisms for later recall. The duration of STM is very short. It is up 6 to 30 seconds. Memory in interpreting only lasts for a short time. Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers. ⚫ Long-Term Memory (LTM) Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learning process. And it is essentially an important part of the interpreter's acquisition of knowledge, because information stored in LTM may last for minutes to weeks, months, or even an entire life. 1.3． Basic characteristics of STM (From Zhong Weihe) Input of information: It is generally held that information enters the STM as a result of applying attention to the stimulus. Capacity: the capacity of S TM is limited and small, w ith a capacity of about 7 plus or minus 2 information units. Modality: To store information in STM, it must be encoded, and there is a variety of possibilities as to how this operates. There are three main possibilities in STM: (1) Acoustic (Phonemic) coding is rehearsing through sub-vocal sounds (Conrad, 1964 and Baddeley:1966). (2) Visual cod ing is, as implied, storing information as pictures rather than sounds. This applies especially to nonverbal items, particularly if they are difficult to describe using words. In very rare cases some people may have a "photographic memory," but for the vast majority, the visual code is much less effective than this (Posner and Keele: 1967). (3) Seman tic cod ing is applying
meaning to information, relating it to something abstract(Baddeley: 1990 Goodhead: 1999) Information Loss: There are three main theories as to why we forget from our STM (1) Displacement--existing information placed by rly nformation when the storage capacity is full (Waugh and Norman: 1965) (2)Decay--information decays over time (Baddeley, Thompson and Buchanan (3)Interference--other information present in the storage at the same time distorts the original information(Keppel and Underwood: 1962) Retrieval: there are modes of retrieval of information from stm: (1) Serial search--items in StM are exam ined one at a time until the desired information is retrieved(Sternberg: 1966) (2) Activation-dependence on activation of the particular item reaching a critical point(Monsell: 1979, Goodhead: 1999) 2. Tactics of memorizing information-Visualization 2. 1 General principles of memory in interpretation over-all comprehension of the original speech --categorizing omparison/contrast -noticing the time-markers or spatial parameters --description of a scene 22 Visualization形象化记忆 This is to visual ize what the speaker is saying in interpretation. It is applicable to the retaining of information in such speech types as narration description and introduction. The following is an example given by roderick Jones:(1998:34) Hurricane Henry moved moved into northern florid a early yesterd ay morni demolished less sturdy ones. In coastal areas many boats were submerged by the 10 meter swell. while others were beached and left stranded with their hulls ripped open (飓风亨利昨天早晨抵达佛罗里达州北部,近50万人被迫撤离。飓风 时速200公里,飓风所到之处,树木被连根拔起,屋顶被掀翻,部分 不够坚固的房屋被彻底摧毁。在沿海地区,许多船只葬身于10米高的 巨浪,其他船只则在岸边搁浅,船体破裂。)
12 meaning to information, relating it to something abstract (Baddeley:1990, Goodhead:1999) Information Loss: There are three main theories as to why we forget from our STM: (1) Displacement—existing information is replaced by newly received information when the storage capacity is full (Waugh and Norman:1965) (2) Decay—information decays over time (Baddeley, Thompson and Buchanan, 1975). (3) Interference—other information present in the storage at the same time distorts the original information (Keppel and Underwood:1962). Retrieval: There are modes of retrieval of information from STM: (1) Serial search—items in S TM are examined one at a time until the desired information is retrieved (Sternberg:1966). (2) Activation—dependence on activation of the particular item reaching a critical point (Monsell:1979, Goodhead:1999). 2. Tactics of memorizing information--Visualization 2.1 General principles of memory in interpretation --over-all comprehension of the original speech --categorizing --comparison/contrast --noticing the time-markers or spatial parameters --description of a scene 2.2 Visualization 形象化记忆 This is to visualize what the speaker is saying in interpretation. It is applicable to the retaining of information in such speech types as narration, description and introduction. The following is an example given by Roderick Jones: (1998:34） Hurricane Henry moved into northern Florida early yesterday morning. Nearly half a million people have had to be evacuated as the 200 km per hour winds uprooted trees, tore roofs off some houses and completely demolished less sturdy ones. In coastal areas many boats were submerged by the 10 meter swell, while others were beached and left stranded with their hulls ripped open. （飓风亨利昨天早晨抵达佛罗里达州北部，近 50 万人被迫撤离。飓风 时速 200 公里，飓风所到之处，树木被连根拔起，屋顶被掀翻，部分 不够坚固的房屋被彻底摧毁。在沿海地区，许多船只葬身于 10 米高的 巨浪，其他船只则在岸边搁浅，船体破裂。）