It requires interpreter to find out the equivalent words to any numbers, terminologies, abbreviations and proper nouns in a few seconds and speak out rapidly, otherwise, these messages will simply disappear in short-term memory. The limitation of short-term memory impedes interpreters’ memory. Many other factors have influence interpreter’s memory, such as the speaker’s speed, accent, language features and the amount of messages per unit time; the content’s degree of difficulty, the nature of the task, etc. Certainly, interpreter’s personal qualifications, such as the ability of listening, comprehension, memorization, note-taking, preparation, psychological diathesisand physical condition, also matters.

Since the research on interpretation officially began in 1960s, the relationship between memory ability and interpreting has been the one of the focus subjects (Gile, 2000). Especially after 1990s, under the influence of cognitive psychology and psycholinguistics, it is at the core of the cognitive study of interpreting (Liu Heping, 2005: 24-26; Dank, et al. , 1997; Moser-Mercer, 2000; Christoffels & De Groot, 1997). However, from the perspective of research methodology, most former studies investigate and analyze the relationship by controlling variables in experimental scenarios using cognitive psychology and psycholinguistics measuring instruments. On one hand, this empirical experimental research can draw a statistical conclusion through quantitative description and analysis to the research subjects. On the other hand, the representativeness are frequently under different levels of influence of the research subjects different performance from casual occasions because of the strict variable control (Liu Heping, 1999: 30; Chen Jianlin, 2004: 74-77). 

Both western and eastern researchers notice and emphasize on memory’s role in interpretation (Zhang Wei, 2006: 66-70). Studies on interpreting memory show a new trend which is experiment-oriented (Gile, 2000; PÊ chhacker, 2004). In consecutive interpreting, the pressure of instant interpreting is relatively lower and with the help of note the short-term memory burden can be largely reduced (Zhang Wei, 2006: 66-70). Thus, note-taking becomes an important subject and the interactive relationship between memory and note is of research significance. However, due to the interactive influence of memory and note on consecutive interpretation’s quality, people’s recognition of memory’s effect on consecutive interpretation is still based on experiences and not much data can objectively provide evidence to show the real relationship between memory ability and consecutive interpreting. So this paper intends to find out what is the role memory ability plays in consecutive memory through research and literature review.

2.2 Short-term Memory Training Strategies

An effective strategy can help interpreter to make the best use of memory’s storage and processing function, relieve memory burden and to prepare for next step--memorize and interpret.

2.2.1 Visualization Memory Strategy

Visualization memory strategy refers to visualizing processing of what the interpreter hears which uses imaginal thinking to increase retention. Visual information’s storage span is much lager than verbal’s (John Robert Anderson, 1989). Experiments indicate that only 15% of what is heard can be memorized and 25% of what is seen while 65% can be memorized by combining visual and listening memory. Bao Gang (1996) believes that if interpreters store the message in target language as an image, which is to set up an episodic memory model according to the description of the discourse, instead of remembering separate word, then tt can effectively relieve the memory burden and use fewer mnemonic codes to undertake more messages. For instance:

There are many volcanoes in just a small area, some with perfectly cone-shaped peaks constantly emitting smoke from their craters. 交替口译短时记忆训练及其提高策略(3):http://www.youerw.com/yingyu/lunwen_75510.html