Cognitive Load in Multimodal Interpreting: Evidence from F0 and Interpreting Fluency

This study investigates the impact of multimodal input on cognitive load and interpreting fluency among student interpreters by analyzing F0 parameters and interpreting fluency indicators. Participants were divided into three groups: Audio Group (sound only), Video Group (sound and video), and Video+Subtitle Group (sound, video, and subtitles). F0 parameters, including pitch variability and range, were assessed alongside speech rate, pause frequency, and self-repair frequency. Results indicated differences among groups, with the Video Group showing higher pitch variability compared to the Audio Group, while the Video+Subtitle Group demonstrated intermediate performance. Notably, the Video+Subtitle Group had the highest speech rate and longest speech flow, reflecting superior fluency. These findings suggest that multimodal input, particularly with visual and textual elements, reduces cognitive load and enhances interpreting fluency. This study highlights the importance of incorporating multimodal resources in interpreter training to improve performance and better manage cognitive demands.