Chmiel, Agnieszka2016-02-012016-02-012015W: Dydaktyka tłumaczenia ustnego, Agnieszka Chmiel i Przemysław Janikowski (red.), Stowarzyszenie Inicjatyw Wydawniczych: Katowice, 2015, str. 125-1402083-1153http://hdl.handle.net/10593/14244This chapter is devoted to memory as one of the most important assets of a consecutive interpreter. First, it presents the most influencial models of memory, which divide memory generally into sensory, working and long-term memory. Then, applications of various memory types in consecutive interpreting are described: short-term auditory memory in decoding phonetic stimuli, phonological loop in processing complex sentences and long words, visuo-spatial sketchpad in visualisations, semantic long-term memory in tapping into background knowledge and episodic memory when working with previously interpreted speakers. Studies of memory involving interpreters and trainees are briefly reviewed to show that memory training is useful as part of interpreter training. This is followed by a range of exercises involving visualisations to show students if and to what extent imagery can be helpful to them in processing and remembering information when interpreting consecutively. Other exercises focus on long-term memory: students are trained to acquire terminology in short periods of time preceding interpreting in class and are shown how to practice memory individually at home.plinfo:eu-repo/semantics/openAccesstłumaczenie ustnedydaktyka tłumaczenia ustnegointerpretingconference interpretinginterpreter trainingmemoryconsecutive interpretingtłumaczenie konsekutywneRozdział z książki