口译与工作记忆的双向促进关系及其发展变化

人们一直相信口译和工作记忆关系密切，但实证研究并没有得出一致结论。本文对主要的相关理论研究和实证研究进行了分析，挖掘实证研究中出现不同研究结果的原因（如缺少对照组、被试人数过少等），认为口译和工作记忆存在双向促进的动态非线性关系，这种关系的发展有阶段性，并因此提出两个假设：口译训练作用于口译员工作记忆能力的三阶段假设、工作记忆作用于口译绩效的三阶段假设。这两个假设为相关话题（口译训练的本质、口译能力的构成、工作记忆的发展等）及进一步的实证研究提供了思路，也为口译教学提供了一定的理论支撑。

Interpreting and working memory are considered to be closely related, but empirical research has not reached consensus. With a comprehensive review of both theoretical and empirical research on this issue, the present paper analyzes the reasons why empirical research has resulted in mixed findings (e.g., lack of control groups, small number of participants), and reaches the conclusion that the relationship between interpreting and working memory shows dynamic non-linear characteristics. Two hypotheses are thus proposed: the hypothesis of three stages of development for interpreter advantages in working memory, and the hypothesis of three stages of development for the role of working memory in interpreting performance. These hypotheses have implications for issues such as interpreting competence constituents, for empirical research in the future, and for interpreting training.