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Title: TrIn 3101: Introduction to Interpreting


1
TrIn 3101 Introduction to Interpreting
  • Unit 3 continued
  • A. Linguistic, Cultural, Situational and
    Professional Tasks of Interpreting
  • B. Memory Topics

2
Modified homework due 9/29/04
  • Read the following articles
  • Vásquez pp. 155-57
  • The Interpreting Process pp. 173-186
  • General Issues pp. 187-198
  • Write one thought question for each article.
  • Read again the article The Problem with
    Interpreters Communicating with Spanish-Speaking
    Patients by Vásquez and Javier (text pp.
    155-157).
  • Write the answers to the questions on handout 3-6
    from Unit 3 (9/22/04).

3
Unit 3 continued Goals
  • 1) Review Definition of culture
  • 2) Identify culture issues that impact
    communication (video)
  • 3) Identify possible cultural conflicts in an
    interpreted encounter in a community setting
  • 4) Identify some of the linguistic issues in
    finding appropriate equivalents in a
    cross-cultural medical encounter
  • 5) Memory topics, memory enhancement techniques
    and exercises

4
The Bilingual Medical Interview II The
Geriatric Interview
  • The scenes depict medical interviews by
    physicians with non-English speaking geriatric
    patients. Each of the segments is an edited
    version of a complete visit, including a history,
    physical exam and review of medicines.These
    vignettes are designed to highlight points of
    interest regarding geriatric clinical issues,
    cross-cultural concerns and techniques for the
    bilingual interview.

5
Cultural issues a review
  • As each scene is shown on the video dealing
    with geriatric medical interviews
  • a) circle the cultural areas of conflict
    observed
  • b) briefly identify the specific conflict(s)
    demonstrated in each vignette
  • c) How might/should the interpreter deal with
    each conflict?

6
Video the geriatric interview
  • Scene 1
  • House call
  • Mature daughter
  • interprets for
  • elderly Spanish-
  • speaking mother
  • who is a bilateral
  • amputee with an
  • unstable heart
  • condition
  • Age/status
  • Gender
  • Beliefs and values
  • Verbal and
  • non-verbal communication

7
Video the geriatric interview
  • Scene 2
  • hospital room
  • young nephew
  • interprets for
  • elderly Chinese
  • uncle
  • Age/status
  • Gender
  • Beliefs and values
  • Verbal and
  • non-verbal communication

8
Video the geriatric interview
  • Scene 3
  • house call
  • Hindi-speaking
  • female nurse
  • interprets for
  • elderly female
  • patient
  • Age/status
  • Gender
  • Beliefs and values
  • Verbal and
  • non-verbal communication

9
Video the geriatric interview
  • Scene 4
  • Male physician
  • male interpreter
  • pre-interview
  • consultation
  • interview with elderly Spanish-speaking male
  • Age/status
  • Gender
  • Beliefs and values
  • Verbal and
  • non-verbal communication

10
Discussion of cultural issues areas of
potential conflict
  • Handout 3-3 (group of 3-4) From his/her native
    culture perspective, each student will first
    identify at least one category in each of the
    four listed areas that may cause a conflict in a
    medical interview.
  • Individually, please share with the group what
    those conflicts entail.
  • Discuss how an interpreter might resolve each
    conflict.

11
Linguistic issues
  • Group application activity 3-5 (from week 9/22)
  • 1. Divide into groups of 3-4, preferably with
    individuals from at least two different cultures.
  • 2. Answer the following questions on your handout
    based on the norms of your native language
    culture. Assuming a medical encounter in a
    doctors office, give one answer for each
    question.
  • 3. How might any of these factors influence an
    interpreted encounter?

12
Linguistic Issues discussion
  • 1. Introductions (verbal and non-verbal)
  • 2. Concept of time
  • 3. Seating arrangements- spatial intimacy?
  • 4. Appropriate vs. inappropriate questions and
    topics

13
Linguistic issues discussion
  • 5. What is said at the beginning of an
    interaction?
  • 6. Addressing each other first, last names,
    titles?
  • 7. Who makes the decisions?
  • 8. How to signal an encounter is over?

14
Linguistic issues discussion
  • 9. How formal or informal are people?
  • 10. What is the polite way to interrupt?
  • 11. How can age, status or gender affect an
    interaction?
  • 12. How important is saving face?

15
Cognate comedy
  • A TA was trying out her English, and said to a
    professor, "Excuse me, may I molest you for a
    moment?"
  • We have 2 adopted children who were 11 and 13
    when we adopted them in Costa Rica.  One had a
    detention at school after he had been in the US
    for about 6 months - he kept telling other
    children that they shouldn't "piss" on the grass.
    (pisar to step on)

16
How many of these items do you recall after 10
seconds?
In English?
In Spanish?
17
Memory Topicsfor Interpreters

18
Objectives
  • The student should be able to
  • Review/identify the three stages involved in
    memory
  • Describe the four phases of memory tasks
  • Discuss general properties of memory
  • Explain the Stroop Effect
  • Apply techniques and mnemonic devices for memory
    enhancement in interpreting
  • Association
  • Visualization
  • Acronyms

19
Power of the human mind
  • The paomnnehil pweor of the hmuan mnid.
    Aoccdrnig to a rscheearch at Cmabrigde
    Uinervtisy, it deosn't mttaer in waht oredr the
    ltteers in a wrod are, the olny iprmoetnt tihng
    is taht the frist and lsat ltteer be at the rghit
    pclae. The rset can be a total mses and you can
    sitll raed it wouthit porbelm. Tihs is bcuseae
    the huamn mnid deos not raed ervey lteter by
    istlef, but the wrod as a wlohe. Amzanig eh?

20
Memory Flow Chart
  • The flowchart for the theory of memory indicates
    that all incoming information first passes
    through Sensory Memory (SM) before it enters
    ShortTerm Memory (STM). There it can be
    maintained by rehearsal and either successfully
    encoded for storage in LongTerm Memory (LTM) or
    forgotten. In retrieval, the information passes
    from LTM back to STM, where it enters our
    consciousness.

21
  • Three Stages of Memory

22
Types of Memory
  • Short Term Memory- Where sensory data is first
    transmitted to for processing and evaluation-
    Aging impacts the depth of processing that occurs
    in STM, sending less to LTM

23
Types of Memory
  • Long Term Memory- Where STM is encoded for
    long-term storage and future retrieval
  • How quickly and reliably we recall it depends on
  • Activation How long since we last used the
    information.
  • Strength How well we have practiced it.
  • Archival Memory (a type of LTM)- Used in the
    ultra-long term storage of memories

24
Long Term Memory
25
Working Memory
  • Why can we rehearse only limited information at a
    time?
  • Rehearsal limitations are due to limits in how
    long it takes verbal material to decay, not how
    many items we can store. Hence, the faster we can
    rehearse, the more we can store (Baddeley, 1986).

26
Memory terms
  • Memory is a complex mental function having four
    distinct phases
  • (1) encoding or learning
  • (2) retention
  • (3) recall/retrieval
  • (4) recognition
  • Clinically, it is usually subdivided into
    immediate, recent, and remote memory.

27
Retention
  • The persistence to perform a learned behavior
    (facts or experiences) after an interval has
    elapsed in which there has been no performance or
    practice of the behavior.

28
Memory Theory
  • Recognition vs. Recall Issues- Recognition -
    seeing something and knowing what it is- Recall
    - very construction oriented requires making
    connections
  • The process whereby a representation of past
    experience is elicited. - As we age, our
    recognition abilities get stronger while recall
    weakens- Recognition scenarios (like multiple
    choice exams) are better for older learners

29
Mnemonic
  • 'Mnemonic' is another word for memory tool.
    Mnemonics are methods for remembering information
    that is otherwise quite difficult to recall. The
    basic principle of mnemonics is to use as many of
    the best functions of your brain as possible to
    store information.

30
Use Your Whole Mind To Remember
  • By coding language and numbers in striking
    images, you can reliably code both information
    and the structure of information. You can then
    easily recall these later.

31
You can do the following things to make your
mnemonics more memorable
  • Use positive, pleasant images. The brain often
    blocks out unpleasant ones.
  • Use vivid, colorful, sense-laden images - these
    are easier to remember than drab ones.
  • Use all your senses to code information or dress
    up an image. Remember that your mnemonic can
    contain sounds, smells, tastes, touch, movements
    and feelings as well as pictures.

32
Mnemonics continued . . .
  • Give your image three dimensions, movement and
    space to make it more vivid. You can use movement
    either to maintain the flow of association, or to
    help you to remember actions.
  • Exaggerate the size of important parts of the
    image
  • Use humor! Funny or peculiar things are easier to
    remember than normal ones.
  • Similarly rude rhymes are very difficult to
    forget!
  • Symbols (red traffic lights, pointing fingers,
    road signs, etc.) can code quite complex messages
    quickly and effectively.

33
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34
How does our memory work?
  • We remember things by association. Every piece of
    information in our memory is connected to other
    pieces in some way or another. For example, if
    you are given the word "apple", what do you think
    of? Perhaps something like this
  • APPLE red, round, sweet, teacher, tree, fruit
  • But it's unlikely that we might see "apple" and
    think of "dog". And what if you were asked what
    the 7th letter of the alphabet was? Chances are,
    you wouldn't know that "G 7," but you could
    easily think to yourself, "A B C D E F G," and
    then say "G". You used association to get to the
    letter G, because you knew A was the first
    letter, then you kept choosing the next letter in
    the sequence until you got to the right one.

35
Association
  • If memory works by association, we actively work
    to create an association between two bits of
    information. For example, for the plane that we
    need to catch at 2 P.M., we can imagine the plane
    in our mind, and notice that it has 2 wings. Two
    wings, 2 P.M. There's an association by means of
    a visualization. We are now ten times more likely
    to remember the take-off time long after it has
    faded from our short-term memory.

36
Association
  • When pieces of information are not obviously
    related in any way, however, we have to be a bit
    more creative in linking things together. But it
    isn't as hard as it seems. Most of us learned
    rhymes and acronyms in school that helped us
    remember things. Do any of the following look
    familiar to you?
  • i before e except after c, or when sounded like a
    as in neighbor and weigh (rule for remembering ei
    or ie)
  • ROY G. BIV (colors of the rainbow)
  • All Cows Eat Grass Every Good Boy Does Fine
    (notes of musical scale)
  • Never Eat Sour Watermelons (directions on a
    compass)

37
Association exercise
  • To demonstrate how effectively this works, look
    at the following list of words, and try to come
    up with an association between the left word and
    the right word of each row. Some will be easy
    others may be harder. As an example, for the
    first pair, you might want to imagine a mouse
    that has a long, wavy tail that is in the shape
    of the letter S.

38
Association exercise
  • mouse S
  • fur R
  • train bridge
  • moat boat
  • popcorn chair
  • elephant pancake
  • toothbrush canal
  • umbrella triangle

39
Association exercise
  • After you have formed the associations, cover up
    the right side of the list and then try to name
    the word associated with each word on the left.
    If you formed vivid, clear associations, you may
    be surprised at how quickly and easily you were
    able to remember everything!

40
Association exercise
  • mouse
  • fur
  • train
  • moat
  • popcorn
  • elephant
  • toothbrush
  • umbrella

41
Other properties of memory
  • Law of Recency
  • We are more likely to remember things that
    happened recently than those that happened a long
    time ago. You can probably remember what you had
    for dinner yesterday, but not what you ate for
    dinner two weeks ago today.

42
Law of Recency
  • A list of 20 words will be read. Try to remember
    as many of the words as possible. Write down the
    words that you can remember immediately after
    reading the list.

43
List of words
  • cat apple ball tree square head
    house door
  • box car king hammer milk fish
    book tape arrow flower key shoe

44
Law of Recency . . . and Primacy
  • This type of experiment provides evidence that
    there are 2 types of memory processes. It is
    thought that memory is good for the words read
    last because they are still in short term memory
    - this is the recency effect. Memory is good for
    the words read first because they made it into
    long term memory - this is the primacy effect.

45
Memory properties
  • Law of Vividness
  • We tend to remember the most spectacular or
    striking impressions rather than those that are
    more ordinary. You can probably remember what you
    did on your last birthday, or perhaps the events
    of 9/11, but not what happened on the previous
    day of those occasions (unless, that too, was a
    "special" occasion).

46
Law of Vividness
  • We are much better at remembering pictures than
    we are at remembering words and names. There are
    probably biological and evolutionary reasons for
    that. When subjects are asked to recognize a
    small set of photos that they saw the previous
    day from a larger set, they typically recognize
    around 97.

47
Concrete Words, Abstract Words and Nonsense
  • The ability to recall a word depends on how
    meaningful the word is to a person. Along with
    the meaningfulness of a word, the "concreteness"
    of a word is important for memory. Concreteness
    refers to the ability of a word to form a mental
    image. A word with high concreteness is easy to
    "see" a word with low concreteness (an
    "abstract" word) is difficult to visualize.

48
Concrete words
  • Here are three lists of words concrete words,
    abstract words and nonsense words. See which list
    is easier to memorize. You could also read these
    lists to other people to see how many words from
    each list they remember.

49
Concrete words
  • alligatorapplearrowbabybirdbookbutterflyc
    arcornflower
  • hammerhouselemonmicroscopeoceanpencilrock
    shoestablewindow

50
Abstract words
  • angerbeliefboredomchanceconcepteffortfatef
    reedomgloryhappiness
  • honorhopeideainterestknowledgemercymoodmor
    altheorytruth

51
Nonsense words
  • atorbotamcrovdifimfirapglimocgriculhilni
    mjolibkepwin
  • lumalmibnatpempeyrimrispawstiwintubivvope
    cyapib

52
Memory properties
  • Law of Frequency
  • We tend to remember things we experience the most
    often, rather than those we experience only once
    in a while. You are much more likely to remember
    your name or your phone number than the square
    root of 3 (unless you are a mathematician).

53
Short Term Memory Test
  • Directions
  • You are about do a small short term memory test.
    A few letters will flash on your computer monitor
    for 3 seconds. Your job is to write down as many
    letters as you can remember after they disappear.
  • 1.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.

54
U M
55
T Z L D
56
K X C E J O
57
A V C Y I S E H
58
L B F Q R P M A U X
59
Z Q ETC BUM ON RV
60
STM exercise
  • How did you do? Compare your results with the
    table on your page. How many letters from each
    trial did you remember? Is there a "pattern" to
    the letters that you remembered? For example, did
    you remember the first few letters better than
    the middle letters? Did you remember the last
    letters?

61
STM exercise
Trial letters Total letters Your
1 2 UM
2 4 TZLD
3 6 KXCEJO
4 8 AVCYISEH
5 10 LBFQRPMAUX
6 12 ZQETCBUMONRV
62
Short Term Memory Test - Pictures
  • Draw a 4x4 grid of boxes.
  • Look at the objects that you should remember. The
    objects will stay on your screen for 30 seconds.
    Then write down the names of all the items you
    remember inside the appropriate boxes.

63
Here are the pictures . . .




64
Picture test
  • How many objects did you remember?
  • Were the objects that you remembered also placed
    correctly on the grid?
  • What categories of objects did you remember
    animals, food, building, animated objects, piano

65
Interference The Stroop Effect
  • Don't read the words on the right--justsay the
    colors they're printed in, and do this aloud as
    fast as you can.You're in for a surprise!
  • redyellowgreenblueredblueyellowgreen blue
    red

66
The famous "Stroop Effect" is named after J.
Ridley Stroop who discovered this strange
phenomenon in the 1930s.
  • If you're like most people, your first
    inclination was to read the words, 'red, yellow,
    green...,' rather than the colors they're printed
    in, 'blue, green, red...'
  • You've just experienced interference.
  • When you look at one of the words, you see both
    its color and its meaning. If those two pieces of
    evidence are in conflict, you have to make a
    choice. Because experience has taught you that
    word meaning is more important than ink color,
    interference occurs when you try to pay attention
    only to the ink color.

67
Forgetting Gone, or Inaccessible?
  • Do we forget because the information is gone, or
    do we forget because we can't access information
    that is still there?
  • It is difficult to distinguish the two. However,
    there is evidence that we retain more than we can
    retrieve.

68
How to Improve Your Memory
  • There are many things you can do to improve your
    memory, among them the use of certain mental
    techniques, as well as special care with
    nutrition and medicines.

69
To stimulate memory
  • Use your memory to the utmost. Challenge a
    novelty. Learn new skills. If you work in an
    office, learn to dance. If you are a dancer,
    learn to deal with a computer if you work with
    sales, learn to play chess if you are a
    programmer, learn to paint. This could stimulate
    your brain's neural circuits to grow.

70
Pay attention
  • Don't try to memorize all the facts that happen,
    but focus your attention and concentrate in what
    you consider more important, avoiding all other
    thoughts. Exercise take any object, such as a
    pen, and concentrate on it. Think on its various
    characteristics its material, its function, its
    color, its anatomy, etc. Don't allow any other
    thought to occupy your mind while you are
    concentrating on that pen.

71
Relax
  • It is impossible to pay attention if you are
    tense or nervous. Exercise hold your breath for
    ten seconds, then release it slowly.

72
Associate facts to images
  • Learn mnemonic techniques. They are a very
    efficient way to memorize large quantities of
    information.
  • Visualize images See figures with the "eyes of
    your mind".

73
Foods
  • Some vitamins are essential for the proper
    working of memory thiamin, folic acid, and B12
    vitamin found in bread and cereal, vegetables and
    fruits.

74
Water
  • Water helps maintain the memory systems working,
    specially in older persons. According to Doctor
    Turkington, lack of water in the body has an
    immediate and deep effect on memory dehydration
    can generate confusion and other thought
    difficulties.

75
Sleep
  • To be able to have a good memory, it is essential
    that we allow the brain to have enough sleep and
    rest. While sleeping, the brain disconnects from
    the senses, and proceeds to revising and storing
    memory. Insomnia would produce a chronic fatigue
    and would impair the ability of concentration and
    the storing of information.

76
Medication
  • Some medicines can cause loss of memory
    tranquilizers, muscular relaxants, sleeping
    pills, and anti-anxiety drugs, such as valium.
    Some medicine for the control of high blood
    pressure (hypertension) may cause memory problems
    and depression.

77
Alcohol
  • Alcohol interferes specially with short-term
    memory, which impairs the ability of retaining
    new information. Studies have shown that even the
    ingestion of low quantities of alcoholic beverage
    during one whole week will interfere with the
    ability of remembering.

78
Smoking
  • Studies have shown that, when compared with
    non-smokers, individual smokers of one or more
    packs of cigarettes a day had difficulties
    remembering people's faces and names in a test of
    visual and verbal memory (Turkington, 1996).

79
Caffeine
  • Coffee and tea have a very positive effect to
    maintain attention and to end sleepiness, but the
    excitation promoted by these drinks may interfere
    with the memory function.

80
Practice
  • Practice improves memory, but how you practice
    also affects it. The same amounts of practice,
    but distributed in the one case and massed in the
    other, lead to different outcomes.
  • Distributed practice is when practice is spread
    out over time. For example, you may study a total
    of 12 hours for a test but you did so over 6
    days.
  • Massed practice is when practice is done all at
    once. For example, you study 12 hours the night
    before the test.
  • Many studies have confirmed that the first
    strategy is the better one. Subjects remember
    more and for longer periods of time when they
    distribute their practice.

81
Over-learning
  • Over-learning is when practice is continued
    beyond the criterion of one error-free trial.
    Actors over-learn their lines. They will rehearse
    far beyond the time necessary for the criterion
    above. In the military, drills constitute
    over-learning. In all of the cases above,
    over-learning helps to negate the negative
    effects of stress on memory. Over-learned items
    can be recalled under higher levels of stress
    than can items that were not over-learned.

82
How many of these associations do you recall now?
  • mouse
  • fur
  • train
  • moat
  • popcorn
  • elephant
  • toothbrush
  • umbrella

83
In conclusion . . .
  • For the most part, memory does a magnificent job
    for us. Every time you spell a word, drive a car
    or pick up a telephone and recognize your
    mother's voice, it's a wonder.

84
Quiz preparation
  • Date October 6
  • Length 40-60 min.
  • Points 50 total
  • Content
  • definition of terms (2 pts. each)
  • short essay answers (3-10 pts. each)

85
Expectations for the quiz
  • Definition of terms plus the following essay
    topics
  • Why is literal translation or interpreting
    usually meaningless?
  • Why should the interpreter speak in the first
    person (I) while interpreting?
  • What are the roles of the interpreter?
  • Define culture and explain why the interpreter
    should be knowledgeable of both cultures.
  • Contrast and/or compare translating and
    interpreting in 4 ways.
  • What knowledge, skills and qualities does a
    competent interpreter need to have?
  • Explain the phenomenon of transference in the
    interview.

86
Assignments due on 10/6/04
  • Quiz (50 pts)
  • Write one thought question for each article from
    the text
  • Codes pp. 1-4, 5-13
  • Rules pp. 257-263
  • NAJIT pp. 264-266

87
Until next Wednesday . . .
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