Abstract
Abstract This study aims to examine the relationship between working memory (WM) capacity and the performance of student interpreters defined as the quality of their interpreting output. To measure WM capacity, we administered Korean and English reading span tasks, and an operation span task. The WM scores were analysed for correlation with simultaneous interpreting (SI) and consecutive interpreting (CI) scores. The results were mixed: (1) the CI score showed no correlation with any of the WM span tasks and (2) the SI score correlated with only one WM span task, the operation span task. Given that the participants received shorter training in SI than in CI, we can tentatively conclude that interpreting performance is influenced more by WM capacity when the interpreter performs a less familiar type of interpreting. Further research is needed to find out why the reading span tasks and the operation span task showed different relationships with SI.
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