1. Introduction

This article introduces the research background on the cognitive resource allocation differences between text output and pauses in the translation process, including theoretical exploration of modeling, segmentation of text output segments, pause thresholds, and their cognitive processes. Pointing out that typing intensive text output and reading intensive pauses involve different cognitive processes, comparing the two can help understand the workings of the translator's brain. However, there is currently limited empirical research. This article will investigate the cognitive resource allocation differences in text output and pauses in English Chinese translation based on eye tracking and keyboard recording data, and explore the moderating effects of translation experience and time pressure.

2. Research background

We have delved into the cognitive mechanisms of the translation process and emphasized that translation is a complex process that involves "problem-solving" and "making decisions". The concepts of "default translation program" and "default processing mode" were proposed, believing that the translation process is constantly switching between these two. Tirkkonen Condit et al.'s "monitoring model" further elaborates on this viewpoint, pointing out the existence of a monitoring mechanism that can identify and improve unacceptable translations. Empirical research has revealed the characteristics of parallel processing behavior and pause behavior in translation tasks through keylogging and eye tracking data. Halverson developed the concept of 'default translation', emphasizing the automation and compact arrangement of cognitive activities. In addition, the chapter also discusses the relationship between pauses and cognitive activity intensity, as well as the potential impact of translation experience and time pressure on cognitive resource allocation. Finally, specific research questions were proposed aimed at exploring the differences in cognitive resource allocation between text output and pauses, as well as how translation experience and time pressure moderate these differences.

3. Research methods

Introduced a study aimed at exploring the cognitive resource allocation differences between text output and pauses during the translation process. The study recruited 65 participants, divided into two groups: novice translators and professional translators, all of whom had the qualifications of being a native Chinese speaker and a second English language. The experimental texts were selected from The Economist magazine, and there were no significant differences in readability indicators among the three texts. The translation difficulty was ensured to be consistent through subjective evaluation. The experimental process includes signing the informed consent form, filling in background information, warm-up exercises, formal translation tasks, and using the keyboard recording software Translog II to record data. The experiment designed three time pressure conditions and avoided sequential effects through Latin square design. The segmentation method for text output and pauses follows the keystroke analysis method and has been adjusted for the Chinese Pinyin input method. Cognitive resource measurement indicators include average fixation duration and pupil diameter, while research variables include fragment type, translation experience, and time pressure. Eye tracking data screening and analysis excluded samples that did not meet the criteria, resulting in a final effective sample rate of 86.15%. The data analysis used a linear mixed effects regression model in R software, considering the main and interactive effects of fragment type, time pressure, and translation experience.

4. Research results

Detailed analysis was conducted on the differences in cognitive resource allocation between text output and pause stages during the translation process. Research has found that the pupil diameter and average fixation duration of text output segments are significantly higher than those of pause segments, indicating that more cognitive resources are needed during the text output stage. In addition, translation experience has a moderating effect on cognitive resource allocation, and novice translators have a greater difference in cognitive resources between text output and pause stages than professional translators. However, time pressure does not significantly regulate cognitive resource allocation, but an increase in time pressure can lead to pupil dilation, reflecting an increase in cognitive load. Overall, translation experience plays an important role in cognitive resource allocation, while time pressure has a certain impact on cognitive load.

5. Discussion

This chapter explores the differences in cognitive resource allocation between text output and pauses during the translation process. Research has found that translators allocate significantly more cognitive resources during text output than during pauses, which is contrary to the expectations of monitoring models. When outputting text, translators need to perform multitasking such as typing and language conversion, which may consume a significant amount of cognitive resources. Although the pause phase involves activities such as text reading and code switching, it may also include behaviors that alleviate mental fatigue, leading to lower allocation of cognitive resources. In addition, translation experience has a significant moderating effect on cognitive resource allocation, and professional translators have achieved a higher degree of automation in text output, making cognitive resource allocation more balanced. Novice translators consume more cognitive resources in text output. Although time pressure leads to an increase in cognitive resources for both text output and pause stages, it does not have a significant moderating effect on the differences between the two. This indicates that the difference in cognitive resource allocation between text output and pauses is mainly influenced by internal factors of the translator, such as cognitive rhythm and attention allocation, and is not easily affected by external environmental factors.

6. Conclusion

This study revealed the differences in cognitive resource allocation between text output and pauses at the micro and macro levels during the translation process through eye tracking and keyboard recording data, and found that text output allocates more cognitive resources. Translation experience has a moderating effect on differences, with professional translators having smaller differences and novice translators having larger differences. The research results have implications for translation teaching and practice, and it is recommended that novice translators improve their focus and fluency, recognize the stability of cognitive behavioral patterns, and change them through long-term practice. At the same time, translation teaching should train students to allocate attention resources reasonably. In addition, the study also pointed out that pupil diameter is influenced by translation experience and time pressure, providing reference for future research. Future research needs to analyze more refined eye movement and keystroke indicators, or collect brain imaging data to explore in depth the types and mechanisms of cognitive activities in the translation process.