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Techniques for Self-directed Interpreter Training or What Can I Do at Home to Become a Better Interpreter?
Cynthia Miguélez, professor of translating and interpreting, Universidad de Alicante, Alicante, Spain

In this presentation, methods that can be used by both aspiring and practicing interpreters to develop or hone their skills independently will be explained and demonstrated. The three major modes of interpreting (sight, consecutive, and simultaneous) will be discussed, with special emphasis given to simultaneous. In addition to strategies for self-directed interpreting practice, the discussion will cover self- eval uation techniques, materials selection and adaptation, preparation strategies, and equipment needs. Mention will also be made of some of the materials currently available for self-study in interpretation.

Performance Assessment in Interpreter Education and the Workplace
David Burton Sawyer, assistant professor and head of the German Program, Monterey Institute of International Studies Graduate School of Translation and Interpretation, Monterey, California

Performance assessment remains underdeveloped in the theory and practice of conference interpretation. This presentation addresses the need for valid and reliable assessment in training and the workplace. Types of assessment and their purpose and role in measuring interpreter performance will be discussed. In the form of a research agenda that can be applied to interpreter education programs and institutions hiring interpreters, steps to improving the quality of assessment practice, both in formal testing and in the classroom, will be presented.

Memory Enhancement in Interpreter Training
Sheng-Jie Chen, assistant professor, National Yunlin University of Science and Technology, Taipei City, Taiwan

This presentation reviews the literature for enhancing human memory and for enhancing the memory of student interpreters. It introduces five memory strategies: pegging, picturalization, location methods, absurdity, and gist words, and reports on the use of these memory strategies by student interpreters of different language and interpretation backgrounds. This study answers three questions: Is memory a significant factor affecting a student interpreter's performance? What memory strategies may help student interpreters enhance their memory? Do different language and interpretation backgrounds cause students to use different memory

• Frank Felberbaum, President of Memory Training Systems, will show us how to become moreefficient, effective, and powerful on the job by mastering the basic mental functions behind memory

Q: How can I improve my memory? Is there an daily exercise I can do to improve it?

A: The most important component of memory is attention. By choosing to attend to something and focus on it, you create a personal interaction with it, which gives it personal meaning, making it easier to remember.

Elaboration and repetition are the most common ways of creating that personal interaction. Elaboration involves creating a rich context for the experience by adding together visual, auditory, and other information about the fact. By weaving a web of information around that fact, you create multiple access points to that piece of information. On the other hand, repetition drills in the same pathway over and over until it is a well-worn path that you can easily find.

(Bloggers: please note we have moved. If you are interested in linking to this post, please link to its new location http://www.sharpbrains.com/blog/2006/11/06/brain-coach-answers-how-can-i-improve-my-short-term-memory-is-there-an-daily-exercise-i-can-do-to-improve-it/).

One common technique used by students, is actually, not that helpful. Mnemonic techniques of using the first letter of each word in a series won’t help you remember the actual words. It will help you remember the order of words you already know. The phrase My Very Energetic Mother Just Screamed Utter Nonsense can help you remember the order the planets in our solar system, but it won’t help you recall the individual planet names: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.

These techniques do help you improve your memory on a behavioral level, but not on a fundamental brain structure level. The main reason it gets harder for you to learn and remember new things as you age is that your brain’s processing speed slows down as you get older. It becomes harder to do more than one thing at the same time, so it’s easier to get confused. Your brain may also become less flexible, so it’s harder to change learning strategies in mid-stream. All these things mean it becomes harder to focus. So far, there’s nothing you can do to change your brain’s processing speed, but there are techniques you can use to increase your learning performance, even if your processing speed has slowed.

Alertness, focus, concentration, motivation, and heightened aw

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あんなに激しい騎 乗 位は初めてっすよ!!(*゚∀゚)=3

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2010/7/2(金) 午前 9:22 [ まだ先っぽジンジンしてるw ] 返信する




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