讲座题目：Cognitive Translatology: A Primer
主讲人：Ricardo Mu?oz Martín教授（博洛尼亚大学）
Professor Ricardo Mu?oz Martín works at the Department of Interpreting & Translation of the University of Bologna, Italy, where he leads the Laboratory for Multilectal Mediated Communication & Cognition (MC2 Lab). He and his colleagues from the now extinct PETRA Research group set the foundations of cognitive translatology, a 4EA cognition framework within Cognitive Translation Studies (CTS). Now, Prof Mu?oz and his colleagues at the MC2 Lab work on several lines related to metacognition, attention, multitasking, and cognitive effort and resource management in several mediation tasks. He has trained translators, mainly on scientific and literary translation, in several universities in Spain and the USA for more than 25 years, and lectured on CTS topics in many institutions in China, Europe, and the Americas. Prof Mu?oz is the editor of the journal Translation, Cognition & Behavior, and a member of the international network Translation - Empiricism - Research - Cognition (TREC).
Research on the cognition of translation and interpreting has brief yet intense history, from its origins in machine translation and cognitive psychology, through linguistic approaches to an autonomy within Translation Studies when they became a university discipline in its own right ca. 1980s. The landscape of the then-called Translation Process Research and Interpreting Studies has both deepened and widened into Cognitive Translation Studies, where the object of study now includes more agents (e.g., film viewers), more tasks (e.g., sight interpreting, post-editing), more constructs (e.g., self-efficacy) and more indicators (e.g., electrodermal activity). This larger territory and further possibilities has also fostered a variety of cognitive frameworks to sustain the interpretation of data.
One of such frameworks is Cognitive Translatology—or perhaps cognitive translatologies, since there are nuanced differences between some scholars who can be ascribed to it. Cognitive translatology is based on 4EA cognition. Here, cognition is envisioned as supporting action, and also as the result of the interaction with the environment. Translating, widely understood, is envisioned as a fuzzy set of tasks where one party seeks to establish or improve communication between at least two other parties using different language varieties, that is, as varying instances of multilectal mediated communication. Cognitive Translatology thus shifts its focus from memory to attention, from ability to skill, from problem solving to metacognition, from isolated phenomena within the process to the whole process. The implications of such changes on empirical research will be discussed.