The main methodological approaches used in cognitive translation process research have hitherto been inspired by methods originally developed in the behavioural sciences, especially psychology. This article contends that mainstream experimental research in laboratory settings needs to be complemented with other methodological approaches such as qualitative, ethnographic research in order to be able to account for the situated, embedded and extended aspects of cognition -as described in current cognitive science approaches. In addition, it presents the empirical research design and initial results of an ethnographic field study into the socio-cognitive aspects of translation. The results show the complexity of the social network involved in the observed case of freelance translation, the tendency of the translator to externalize parts of the process and thus transform the internal processing into an interaction with self-produced outer stimuli-thereby reconfiguring the cognitive space-and the existence of distinct, iterative interaction patterns that stand out as behavioural and cognitive routines in the way the translator works.
KurzreferatDie zentralen methodologischen Ansätze der kognitiven Translationsprozessforschung orientierten sich bisher an jenen Methoden, die ursprünglich im Rahmen der Verhaltensforschung, allen voran der Psychologie, entwickelt worden waren.
This article provides a brief presentation of the development of some cognitive scientific views on technical communication and translation. I look in detail at one of the latest cognitive scientific trends, namelySituated and Embodied Cognition. According to this approach, humans are creative beings who are dependent on their physical and psychological circumstances. I provide a brief overview of the background to situated, embodied cognition, present some of its main concepts and conclude with a number of proposals about how findings in this field can be used to further develop research in Technical Communication and Translation Studies. In doing so, I argue that the new findings in cognitive science will necessarily change some of the common concepts and methodological traditions with regard to the actual text production process and competencies.
Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master’s level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners.
There is more than one path to a solution, especially when it comes to ill-defined problems like complex, realworld tasks. Until now, the evaluation of information visualizations has often been restricted simply to a measuring of outcomes (time and error) or insights into the data set. A more detailed look into the processes that facilitate or hinder task completion is provided by analysing user problem-solving strategies. The study presented in this paper illustrates how such processes can be assessed and how the resulting knowledge can be used in participatory design to improve a visual analytics tool. For users to be equipped with a problemsolving scaffold, the tools used should allow them to choose their own path to the solution -their own route to Rome. We also discuss how the evaluation of problem-solving strategies can shed more light on the 'exploratory minds' of users.
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