Cognitive and Neurocognitive Effects From the Unique Bilingual Experiences of Interpreters
Bibliographic record
Abstract
For bilinguals, research suggests that both languages are constantly active and competing in the mind, even when only using one. However, this body of work has reported inconclusive results on the long-term effects of the constant parallel activation and use of more than one language on the brain. This has mostly been due to inconsistent comparisons between groups of bilinguals and monolinguals. Not all bilingualisms are the same. The investigation of the use of more than one language over a lifetime offers the opportunity to better understand the consequences of bilingualism on the brain. However, few studies have specifically looked at the long-standing effects of being an interpreter. In this paper, we review theories from the field of Translation and Interpreting Studies and provide a critical review of work that offers insight on the cognitive and neurocognitive effects that seem to arise from the unique, highly-cognitive-demanding practices experienced by interpreters.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".