Do the Ears Lead the Brain? Decoding the Interpreter's Cognition through EEG Insights in Simultaneous Interpreting

Putu Desi Anggerina Hikmaharyanti; I Gusti Agung Sri Rwa Jayantini; I Ketut Wardana

doi:10.35516/Hum.2026.9179

Authors

Putu Desi Anggerina Hikmaharyanti Faculty of Foreign Languages, Universitas Mahasaraswati Denpasar, Denpasar, Indonesia https://orcid.org/0009-0004-5534-0958
I Gusti Agung Sri Rwa Jayantini Faculty of Foreign Languages, Universitas Mahasaraswati Denpasar, Denpasar, Indonesia https://orcid.org/0000-0001-7881-5830
I Ketut Wardana Faculty of Teacher Training and Education, Universitas Mahasaraswati Denpasar, Denpasar, Indonesia https://orcid.org/0000-0001-6150-5000

DOI:

https://doi.org/10.35516/Hum.2026.9179

Keywords:

brain activity, cognitive skill, EEG, simultaneous interpreting

Abstract

Objectives: The field of simultaneous interpreting (SI) demands exceptional cognitive skills, including rapid language switching, split attention, and robust working memory. This study aims to decode the cognitive processes underlying SI through the use of electroencephalography (EEG). By examining the brain activity of professional and novice interpreters, we seek to identify the neural correlates of the key cognitive skills involved in SI.

Methods: Utilizing a qualitative research design, the study analyzes data from three primary sources, EEG reports, videos of interpreting performances from three novice and three professional interpreters, and semi-structured interviews.

Results: The results indicate significant differences in cognitive responses between novice and professional interpreters, with professionals exhibiting stable gamma wave activity linked to effective cognitive control and auditory processing. In contrast, novice interpreters showed variable gamma patterns and performance disruptions, particularly under complex auditory conditions. The qualitative analysis revealed that professional interpreters employ strategies such as selective listening and anticipation to manage cognitive load, while novices struggle with competing auditory stimuli.

Conclusions: This research contributes to a deeper understanding of interpreter cognition, offering insights that can guide the design of effective self-practice resources tailored to the needs of interpreters at various skill levels.

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