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Article published In: Target
Vol. 37:4 (2025) ► pp.627–655

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Simultaneous interpreting experience enhances semantic prediction in Turkish

ORCiD logo with link | Université de Mons
ORCiD logo with link | Marmara University
ORCiD logo with link | Boğaziçi University
Published online: 18 August 2025
DOI logo with link
https://doi.org/10.1075/target.23141.hod
Abstract
This study investigates prediction based on verb semantics in a Turkish monolingual comprehension task in professional and student Turkish (A)–English (B) interpreters. Predictive eye movements were compared between the two groups to examine potential differences in the size of the semantic prediction effect. In addition, the participants’ working memory capacity was measured to see whether working memory facilitates prediction and whether this facilitatory effect differs between the two groups. We found a stronger semantic prediction effect in professional than student interpreters. Moreover, student interpreters with higher working memory capacity showed a stronger semantic prediction effect than students with lower working memory capacity. No such difference was observed for professionals. Our findings suggest that professional interpreters do not need to use additional resources to predict meaning, unlike students. Together with previous findings, we observe an interpreting experience related advantage for prediction in non-interpreting tasks irrespective of type of predictive cue under investigation.
Article outline
  • 1.Introduction
    • 1.1Semantic cues as universal predictors
    • 1.2Semantic prediction in interpreters
    • 1.3WMC as a modulating factor in prediction
    • 1.4WMC modulating prediction in interpreters
    • 1.5Present study
  • 2.Materials and methods
    • 2.1Participants
    • 2.2Eye-tracking task
    • 2.3Working memory capacity
    • 2.4Procedure
    • 2.5Data analysis
  • 3.Results
    • 3.1Model 1: The overall prediction effect
    • 3.2Model 2: The contributions of group and WMC to the prediction effect
    • 3.3Model 3: The contribution of WMC to the prediction effect for professionals
    • 3.4Model 4: The contribution of WMC to the prediction effect for students
  • 4.Discussion and conclusions
  • Notes
  • References
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