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The effects of working memory, inhibitory control, academic training, and professional experience on the translation of self-directed motion by English-Spanish translators, translation novices, and non-translator bilinguals

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Title
The effects of working memory, inhibitory control, academic training, and professional experience on the translation of self-directed motion by English-Spanish translators, translation novices, and non-translator bilinguals
Name (type = personal)
NamePart (type = family)
Gonzalez Darriba
NamePart (type = given)
Patricia
NamePart (type = date)
1983-
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Patricia Gonzalez Darriba
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RoleTerm (authority = RULIB)
author
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Camacho
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Jose
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Jose Camacho
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Advisory Committee
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chair
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Sanchez
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Liliana
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Liliana Sanchez
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Advisory Committee
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internal member
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Jimenez
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Miguel
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Miguel Jimenez
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Advisory Committee
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Colina
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Sonia
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Sonia Colina
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Advisory Committee
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outside member
Name (type = corporate)
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Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
School of Graduate Studies
Role
RoleTerm (authority = RULIB)
school
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Text
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theses
OriginInfo
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2019
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2019-05
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2019
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English
Abstract (type = abstract)
This dissertation explores the translation of self-directed motion expressions (such as "The boat floated into the cave"/"La barca entró en la cueva flotando") from Spanish into English by bilinguals, novice translators, and professional translators from a psycholinguistic point of view. It provides a theoretical model, the SPaM Translation Model, that draws from Kroll and Stewart (1994) and Jackendoff (1997, 2009, 2011, 2015) to account for the under-representation of the English satellite-framed expression in translated texts and investigates the effects of working memory, inhibitory control, academic training, and professional experience on the translation of these expressions.
Previous research on the effects of working memory and inhibitory control on the linguistic performance of bilingual individuals indicates that subjects with higher cognitive abilities tend to do better in second language tasks and processes (Mackey and Sachs, 2012; Sagarra and Herschensohn, 2010; Dussias and Piñar, 2010; French, 2006; Alptekin and Erçetin, 2010; Mercier et al., 2014; Blumenfeld and Marian, 2011; Abutalebi and Green, 2007; Korko and Williams, 2017; Pivneva et al., 2012). However, no research has tested how these cognitive individual differences affect the translation performance of professional translators or non-translator bilinguals. On the other hand, Translation Studies research evaluating the influence of educational and professional experience on translation performance has yielded inconclusive, contradicting results (Ronowicz et al., 2005; Jääskeläinen, 1990, 1996, 1999; Tirkkonen-Condit, 1987, 1992; Jakobsen, 2000, 2003; Göpferich, 2013; Kiraly, 1990; Cifuentes, 2015; De Rooze, 2003; Flores et al., 2012; Massey and Ehrengsberger-Dow, 2011; Ehrengsberger-Dow and Massey, 2013).
In order to test the SPaM Translation model and examine how the aforementioned factors affect the translation performance of translators and non-translators alike, three experimental groups (English-Spanish bilinguals without translation training, English-Spanish translation students, and English-Spanish translators) completed two translation tasks. The first task was presented as a self-paced reading task to emphasize memory and inhibition efforts. The second one was a traditional translation task designed to explore academic training and professional experience effects. Additionally, the participants' working memory was measured with the Letter-Number Sequencing Task, and their inhibitory control was assessed with the Flanker Test.
Statistical analyses show that translation students and professional translators perform very similarly while significantly outperforming the bilinguals in both translation tasks. Additionally, working memory was not a significant covariate in either task, but Flanker test total score was significant in the self-paced reading translation task, and Flanker test no-go trial score was significant in both tasks.
These results translate into three main findings: (1) Translation students can perform as professional translators in regard to this structure after a short period of training; that is, professional experience did not seem to determine translation performance but training did; (2) working memory capacity does not appear to play a role in translation tasks; and (3) inhibitory control, in particular, the ability to refrain from responding to a prepotent stimulus, may modulate the translation product in the case of self-directed motion. These findings may have implications in how translation training is designed and underscore the need for cognitive training in translation classes.
Subject (authority = local)
Topic
Translation
Subject (authority = RUETD)
Topic
Spanish
Subject (authority = LCSH)
Topic
Motion in language
Subject (authority = LCSH)
Topic
Spanish language -- Translating
Subject (authority = LCSH)
Topic
Translating and interpreting
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_9635
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electronic resource
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application/pdf
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Extent
1 online resource (xiv, 191 pages) : illustrations
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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Identifier (type = doi)
doi:10.7282/t3-j6ex-8n78
Genre (authority = ExL-Esploro)
ETD doctoral
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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
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Gonzalez Darriba
GivenName
Patricia
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Copyright Holder
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Permission or license
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2019-03-29 21:19:24
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Patricia Gonzalez Darriba
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Rutgers University. School of Graduate Studies
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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2019-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2021-05-30
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2021.
Copyright
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Copyright protected
Availability
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Open
Reason
Permission or license
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