本研究探討受過同步口譯訓練之翻譯所學生之工作記憶（working memory）表現以及策略，與其他尚未受過同步口譯訓練之學生是否有差異。研究受試者為30位就讀於台灣翻譯研究所之學生，其中修習至少兩學期同步口譯課程的學生為實驗組，其餘為控制組。每位學生進行約十五分鐘的英文聽力廣度測驗 （Listening Span Task），考驗同時分辨句義以及記憶單字之多工處理能力。測驗後由研究人員訪談受試者，以了解測驗時的策略以及決策過程。訪談內容後續經由研究人員分析，且依據巴德利工作記憶模型 （Baddeley's Model of Working Memory）提出之從屬系統（slave systems）進行受試者策略之分類。研究結果顯示，受過同步口譯訓練之學生之聽力廣度測驗成績，相較於控制組有顯著優勢。通過中英會議口譯聯合專業考試的五位受試者，有四位之聽力廣度測驗分數位於PR75以上，顯現出專業口譯員較能有效率運用工作記憶。訪談內容顯示，受試者並不會因為受過同步口譯訓練，就特別偏好使用語音或視覺化之記憶策略。然而，實驗組的同學於訪談中較常提到自身於測驗時有意識的進行氣力分配，於自身口譯經驗相互呼應。此研究以認知心理學的角度探討同步口譯訓練之於實務面以外的效益，可提供口譯員或口譯教師作為教學或研究參考。

This study investigates the working memory performance and strategies of T&I (translation and interpretation) graduate students, comparing those who have received simultaneous interpreting training to those who have not. The subjects consisted of 30 students enrolled in Taiwanese T&I graduate institutes, divided into two groups. Students who have completed at least two semesters of simultaneous interpretation courses were grouped into the experimental group, and the rest in the control group. The research methods included a Listening Span Task to assess one’s verbal working memory, and a post-test interview to observe the subjects’ strategies and decision-making processes. The experimental group significantly outperformed the control group in the Listening Span Task. Among the 5 participants who passed the Joint Professional Exam, 4 scored above the third quartile, indicating that professional interpreters have better control over their working memory. Simultaneous interpretation training did not lead to a preference for specific types (phonological or visual) of mnemonic strategies. Students in the experimental group more frequently mentioned conscious effort allocation during interviews, which aligns with their interpreting experience. These findings support a positive correlation between simultaneous interpreting training and one’s working memory, providing insight to both interpreters and teachers.

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