Abstract Students of interpreting training may go through drastic cognitive changes, but current empirical findings are disparate and isolated. To integrate these findings and to obtain a better understanding of interpreting training, the present article tries to reinterpret students of interpreting training as complex dynamic systems. Relying primarily on longitudinal empirical data from several existing studies, the article illustrates how the initial state of some key parameters influences the progress of the systems, how the parameters themselves evolve, and how interpreting competence develops as a result of self-organization. The hope is that a metatheoretical framework such as Dynamic Systems Theory will allow specific findings and particularistic models for interpreting training to be integrated. Moreover, this approach may allow false dichotomies in the field to be overcome and seemingly contradictory data in empirical reports to be better understood, thereby providing guidelines for future research.

中文翻译：

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学生口译训练中的复杂动力系统

摘要口译培训的学生可能会经历剧烈的认知变化，但目前的经验发现是不同且孤立的。为了整合这些发现并获得对口译培训的更好理解，本文试图将口译培训的学生重新解释为复杂的动态系统。本文主要依靠来自现有研究的纵向经验数据，阐述了一些关键参数的初始状态如何影响系统的进度，参数本身如何演变以及由于自组织而产生的解释能力如何发展。希望诸如动态系统理论之类的元理论框架能够整合用于解释培训的特定发现和特殊模型。此外，