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Cognitive and Neurocognitive Effects From the Unique Bilingual Experiences of Interpreters
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In: Front Psychol (2020)
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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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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7550398/ https://doi.org/10.3389/fpsyg.2020.548755
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Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage
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Training in Language Switching Facilitates Bilinguals’ Monitoring and Inhibitory Control
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Formal linguistics approaches to adult second language acquisition and processing
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Recognizing the Effects of Language Mode on the Cognitive Advantages of Bilingualism
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On the Interrelated Nature of Study Abroad Learners’ Language Contact, Perceptions of Culture, and Personal Outcomes
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In: Canadian Journal of Applied Linguistics; Vol. 19 No. 2 (2016): Special Issue: The Culture of Study Abroad; 151-173 ; Revue canadienne de linguistique appliquée; Vol. 19 No. 2 (2016): Numéro spécial : La culture des études à l’étranger; 151-173 ; 1920-1818 ; 1481-868X (2017)
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Book Review: Language acquisition in study abroad and formal instruction contexts
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In: Comparative and International Education / Éducation Comparée et Internationale (2016)
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Individual differences in second language speech production
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Conceptual representation in bilinguals: the role of language specificity and conceptual change
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J. Altarriba and L. Isurin (eds): Memory, Language, and Bilingualism: Theoretical and Applied Approaches
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Generative approaches and the competing systems hypothesis: formal acquisition to pedagogical application
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