Category: What

At the end of the Summer Shool, students may choose to turn in a paper before 31 August, 2025.

The 3,000–5,000 word-long papers will lay out a detailed research proposal (references, if any, not included in word count) following the IMRaD structure. Students are encouraged to use a pre-registration template from the OSF as a checklist for the contents they should include.

Students who choose not to turn in a paper will receive a Certificate of Attendance for 75 hours (= 3 ECTS credits).

Students turning in a paper will be issued a Diploma of Completion for 125 hours (= 5 ECTS credits; the paper is assumed to take ca. 50 hours) if it is assessed as good by two school instructors.

The authors of the best papers may be invited to volunteer to have them published online in the MC2 Lab website, as part of the record of the CTIS Summer School, class of 2025.

Additionally, the three best papers will be shared with TREC members, who will vote to choose just one to be awarded a prize of 500.00 €.

Full attendance is required to be issued either the Certificate or the Diploma, which will be emailed to summer school attendees by the end of September 2025.

Below you will find a brief description of the classes prepared by individual instructors. Each description is followed by a list of reading assignments (as indicated at the end of each class description) and a list of further reading if you wish to explore the research area in more detail.

Cognitive Translation & Interpreting Studies

Prof. Ricardo Muñoz Martín 

1. It took 60 years to look this good! The development of Cognitive Translation & Interpreting Studies 

Studying what happens in the minds of translators and interpreters may be the oldest branch of Translation Studies. In interpreting, a psycholinguistic period was followed by the practisearchers period; then the domain opened up again to multidisciplinarity and both experimental and observational research. In translation, linguistic approaches were followed by a translation process research period, where data collection methods and tools took center stage and successively focused on think-aloud techniques, keylogging, and eyetracking.  

Reading assignment: Muñoz & Marín (2022) 

2. Through a relatively new and uncharted terrain. Current trends and scopes in Cognitive Translation Studies 

Constant changes in digital environments have changed the very notion of oral and written communication. While translation and interpreting profiles diversify into a palette of multiple tasks, researchers are both focusing on common constructs, such as mental lexicon and cognitive effort, and opening up to all agents in communicative events, such as readers and viewers. The old model of the mind as a computer is making room for approaches that will not isolate cognition from individual, social, and cultural factors. Current trends present a complex, fascinating scenario with a growing number of researchers and research projects.  

Reading assignment: Muñoz & González (2021) 

3. How did you do that? Translators, interpreters, and expertise 

Changing the way something is formulated to let others understand it better or at all is a natural skill, something ingrained in the way our brains work. However, to excel in that enterprise, reach some social and professional standards, and make a living out of it, you need to improve, enlarge, and diversify such a natural skill. But, what is expertise? How does it come about? What are the factors that may improve and accelerate its development? Is there a certain threshold that can be associated with professionals? Do professionals always have it? Do all professionals have the same expertise? These are some of the questions we will try to answer in this talk. 

Reading assignment:  Muñoz & Tiselius (2024) 

4. What were you thinking? Multitasking, code-switching and metacognition 

Tasks may be defined at various levels. When looking under the hood of, say, translating, we can see it consists of simultaneous and successive, alternating and overlapping, coordinated and emergent subtasks, such as typing, revising, correcting, and searching for information. Multilectal mediated communication tasks thus become more complex, and this leads both to changes in perspective on how to (mentally) behave, and also to a more strategic thinking and enhanced cognitive control—i.e. thinking about thinking, or metacognition.  

Reading assignment: Muñoz & Apfelthaler (2022) 

5. 1000 ways of making yourself understood. The notions of meaning and translation 

On the one hand, the business of language is meaning. This is partly why linguistics has such potential for the investigation of translation and interpreting. This meaning commitment links Cognitive Linguistics to other (sub)disciplines that explore meaning-making, such as Cognitive Semiotics and Cognitive Anthropology. We will focus on how one broad approach can encompass many of the elements of meaning-making that are important in our attempts to theorize translation and interpreting. On the other hand, the business of communication is mainly, but never only, actualized through language. This makes multilectal mediated communication a fuzzy notion prone to multiple perspectives and partitions, focusing on particular tasks and subtasks, with labels such as revising, pre-editing, post-editing, sight translation/interpreting, respeaking, transcreation focusing on particular, often transitory social and market circumstances. 

Reading assignment: Muñoz & Rojo (2019) 

Reading assignments for the course: 

1. Muñoz Martín, Ricardo & Álvaro Marín García. 2022. From the black box to Cognitive Translation & Interpreting Studies, but still part of the original Descriptive Translation Studies @ Franco, J. & C. Olalla-Soler, eds. 2022. 50 years later. What have we learnt after Holmes (1972) and where are we now?, 73–96. Las Palmas de Gran Canaria: ULPGC. 
2. Muñoz Martín, Ricardo & Ana María Rojo López. 2019. Meaning @ Harding, S.A. & O. Carbonell, eds. 2019. The Routledge handbook of translation and culture, 61–78. Abingdon: Routledge. 
3. Muñoz Martín, Ricardo & César Andrés González Fernández. 2021. Cognitive Translatology: A primer, revisited @语言、翻译与认知 [‘Studies in language, translation & cognition’ ISBN 9787521326949], 1: 131–165. 
4. Muñoz Martín, Ricardo & Elisabet Tiselius. 2024. Written words speak as loud: On the cognitive differences between translation and interpreting @ Mellinger, Christopher D., ed. The Routledge handbook of interpreting and cognition, 15–31. Abingdon: Routledge. https://orcid.org/0000-0001-6049-9673 
5. Muñoz Martín, Ricardo & Matthias Apfelthaler. 2022. A task segment framework to study keylogged translation processes. @ Translation & Interpreting 14/2: 8–31. 

Further readings 

Psycholinguistics and Translation Psychology

Prof. Bogusława M. Whyatt 

1. Two languages in one mind. Translators and interpreters as extreme bilinguals  

Understanding how language is processed by bilinguals is fundamental to understanding why translation and interpreting are complex cognitive tasks. In this introductory session we will dismantle the highly complex activity of translation into a range of cognitive subprocesses including word recognition, lexical access and selection and control of cross-language interference. We will review key theoretical concepts and methodologies from Cognitive Psychology and Psycholinguistics which have been successfully applied in translation and interpreting research.  

Reading assignment:  Yanping Dong (2023) 

2. In and out of the language of our own: Bilingual memory and directionality effects 

The question how bilingual language users perform when using their L1 and L2 has been widely explored in psycholinguistic and neurolinguistic studies and resulted in several models of bilingual mental lexicon which underscore differences in how we process information in our two languages. We will examine how bilingual memory models can explain the effect of directionality (translating into or out of our native language) on the translation process and its end product. We will discuss why L2 translation has been under researched and list methodological challenges when comparing L1 and L2 translation. 

Reading assignment: Tomczak & Whyatt (2022)

3. Why participant profiling matters: Insights from translation psychology

The question of individual differences in translation performance remains intriguing. Participants in empirical studies while forming a group may differ in their level of language proficiency, working memory span and many aspects which are best included under the umbrella term of translation psychology. These include personality related factors, motivation, intuition, cognitive flexibility, self-efficacy and risk-taking or risk aversion. We will look at the methodological tools which we have to profile our study participants and capture these hidden constructs as they might impact the process and product of translation performance. 

Reading assignment: Whyatt, Hatzidaki & French (in press).

4. Eye movements as a proxy for cognitive effort: Translation and reception studies 

Eye-tracking has become a fundamental method to study reading in L1 and L2, and it has advanced our understanding of reading for translation and during the translation process. One area which has attracted considerably less attention is how translated texts are read. Does the experience of reading translated language differ from reading originally written language? How do translation errors affect the reading process and comprehension of the informative content? We will discuss potential benefits and some challenges of the eye-tracking methodology in reading research and translation reception studies. 

Reading assignment: Walker (2019).  

5. Looking at a larger picture: Applying what we know about translation to improve translation education and well-being of translators and interpreters

Although a lot of empirical studies inspired by psycholinguistic and psychological approaches belong to basic research, they can contribute to improvements in how we prepare future translators and create working conditions for practicing translators and interpreters. In this interactive session we will discuss how different kinds of translation/interpreting modulate cognitive and affective demands, require perspective taking, empathy and call for resilience and efficient coping strategies. 

Reading assignment: Perdikaki & Georgiou (2022) 

Reading assignments for the course: 

1. Perdikaki, K., & Georgiou, N. (2022). Permission to emote. In Hubscher-Davidson S., & C. Lehr (Eds.), The Psychology of Translation (pp. 58–80). Routledge. https://doi.org/10.4324/9781003140221-4 
2. Tomczak, E., & Whyatt, B. (2022). Directionality and lexical selection in professional translators: Evidence from verbal fluency and translation tasks. The International Journal of Translation and Interpreting Research, 14(2), 120–136. https://doi.org/10.12807/ti.114202.2022.a08 
3. Walker, C. (2019). A cognitive perspective on equivalent effect: Using eye tracking to measure equivalence in source text and target text cognitive effects on readers. Perspectives, 27(1), 124–143. https://doi.org/10.1080/0907676X.2018.1449870  
4. Whyatt, B., Hatzidaki, A., & French, B. (in press). Participant profiling. In Rojo López & R. Muñoz Martín (Eds.), Innovative Research Methods in Cognitive Translation and Interpreting Studies. John Benjamins. 
5. Yanping Dong. 2023. The unique bilingual profile of translators and interpreters. In Aline Ferreira & John Schwieter (Eds.) The Routledge Handbook of Translation, Interpreting and Bilingualism, pp. 11-26, Routledge. https://doi.org/10.4324/9781003109020- 

Further Readings

Translation Technology and Ethics

Prof. Joss Moorkens 

1. Die Mensch-Maschine. Translation technology and translator-computer interaction 

This class will introduce human-computer interaction and usability studies with translation technology, with examples of studies that our research has carried out using commercial and multimodal CAT tools, and exploring MT and usability. We might assume that technologies should empower the user, but is that always the foremost concern of developers? 

Reading assignment: Briva-Iglesias, O’Brien, Cowan (2023) 

2. Business; numbers; money; people. Translation technology and the workplace: job satisfaction, motivation, ergonomics 

Following the turn to Translator Studies, a growing number of researchers have investigated the effects of technology introduction in the translation workplace. This class will review studies involving institutional, directly employed, and freelance translators.  

Reading assignment: Ruokonen, Svahn, Heino (2024)  

3. It’s more fun to compute. Translation technology and ethics 

There is a growing consensus that technology effects our efforts to ‘live well’. This class will introduce theories of ethics and ethics as applied to business, data, technology and translation. 

Reading assignment: Moorkens (2022).  

4. Ohm sweet ohm. Recent research on translation automation 

This class will review two recent studies from our research group. The first is on the reception of automated subtitles, measuring narrative engagement and enjoyment. The second evaluates the quality of translation using generative AI for paediatric discharge instructions in a health setting. Considering Wednesday’s class, what are the ethical concerns we might have about these studies? 

Reading assignment: Guerberof Arenas, Moorkens, Orrego-Carmona (2024).  

5. Plug myself into the future. Empirical research and forecasting studies 

Until now, we’ve considered a measurement to be valid if it measures what it purports to. But can we really divorce the performance of a technology from its context and knock-on effects? What might the effect of that be? In this class we consider what we might term as responsible translation technology evaluation, and look at proposed methods for predicting the societal effects of technologies. 

Reading assignments for the course: 

1. Briva-Iglesias, V., O’Brien, S., Cowan, BR. 2023. The impact of traditional and interactive post-editing on Machine Translation User Experience, quality, and productivity. Translation Cognition and Behavior 6:1, 60–86. 
2. Ruokonen, M., Svahn, E. and Heino, A. (2024) ‘Translators’ and interpreters’ job satisfaction – a multi-faceted object of study with far-reaching implications’, Translation Spaces, 13(1), pp. 1–6. 
3. Moorkens, J. 2022. Ethics and Machine Translation. In Kenny, D. (Ed.). Machine translation for everyone: empowering users in the age of artificial intelligence. Berlin: Language Science Press, p121-140. 
4. Guerberof Arenas, A. Moorkens, J., Orrego-Carmona, D. 2024. “A Spanish version of EastEnders”: a reception study of a telenovela subtitled using MT. Journal of Specialised Translation 41, 231-255. 

Further readings

Research Methods

Prof. Ana María Rojo López 

1. Cracking the Code: Mastering Multi-Method Research in CTIS 

Unlock the potential of multi-method research in CTIS by learning how to combine quantitative and qualitative methods to address complex research questions. This session covers the essentials of defining objectives, constructing hypotheses, and integrating diverse methods to study cognitive processes in translation and interpreting.  

Reading assignment: García & Giozza (2019) 

2. Reflecting, Reporting, and Observing: Unveiling Cognitive Processes in CTIS 

This session focuses on observation, self-reporting, and retrospection as essential qualitative methods in CTIS research. Participants will explore techniques such as field observation, introspective participant diaries, think-aloud techniques, and cued retrospection. Together, these methods offer complementary ways to document, analyze, and interpret cognitive phenomena.  

Reading assignment: Tiselius & Schwieter (in press). 

3. Voices from the Field: Mastering Surveys and Interviews 

Learn how to design and implement surveys and conduct interviews to capture subjective experiences and insights related to translation and interpreting. This session will focus on crafting effective survey questions, ensuring participation, and collecting quantitative data. Additionally, participants will explore techniques for conducting qualitative interviews to gain deeper insights into cognitive and emotional processes.  

Reading assignment: Dorer et al. (In press). 

4. Lab Magic: Designing Experiments and Unveiling Emotions 

This session explores experimental design in CTIS, focusing on studies that combine objective physiological measures, such as eye-tracking and heart rate monitoring, with subjective psychological tests. Participants will learn how these complementary approaches provide a holistic understanding of how emotional states influence cognitive performance in translation and interpreting.  

Reading assignment: Rojo López & Korpal (2020) 

5. The Road Ahead: Innovating and Embracing Open Science in CTIS 

An interactive session to address key methodological challenges in the field and exploring solutions. Participants will discuss issues such as replicability, data accessibility, and the integration of interdisciplinary approaches. The session will also introduce procedures and best practices for Open Science, including data sharing, pre-registration, and transparent reporting.  

Reading assignment: Rojo López (2024) 

Reading assignments for the course: 

1. García, A.M. & Giozza, M. (2019). Researching the invisible: multi-methodological developments in cognitive translatology. Perspectives, 27, 477-482. 
2. Tiselius, E. & Schwieter, J. (In press). Cued retrospection. In A.M. Rojo López & R. Muñoz Martín (Eds), Innovative Research Methods in Cognitive Translation and Interpreting Studies. John Benjamins.  
3. Dorer, B., Kuznik, A., Orrego-Carmona, D. & Zwischenberger, C. (In press). Surveys and Interviews. In A.M. Rojo López & R. Muñoz Martín (Eds), Innovative Research Methods in Cognitive Translation and Interpreting Studies. John Benjamins.  
4. Rojo López, A. M., & Korpal, P. (2020). Through your skin to your heart and brain: A critical evaluation of physiological methods in Cognitive Translation and Interpreting Studies. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 19, 191–217. 
5. Rojo López, A. M. (2024). Swept or swayed by the tide of change? Translation and interpreting at the interface of cognition and emotion. Translation, Cognition and Behavior, Special Issue Translation and Interpreting at the Interface of Cognition and Emotion, 7(1), 1-21. 

Further readings  

Statistics

Prof. Christopher D. Mellinger 

1. So what is a statistic? Descriptive statistics and terminology 

This session introduces the basic statistical terminology needed to read and understand quantitative research, including: measures of central tendency; confidence intervals and effect sizes; error, power and p-values; degrees of freedom; parametric and non-parametric testing; causality and hypothesis testing.  

Reading assignment: Mellinger & Hanson (2017) 

2. Statistical tests of difference 

Many studies in the field seek to differentiate between groups and rely on common statistical techniques (t­-tests and ANOVA, and their corresponding nonparametric tests) to determine whether a statistically significant difference can be determined. The strengths and drawbacks of these techniques will be discussed along with best practices for reporting their results.

Reading assignment: Timarová & Salaets (2011) 

3. Statistical tests of relationship 

Not all studies rely on contrasting groups based on a specific variable; some seek to establish a relationship between variables as a way to better understand how they interact. This session focuses on tests of statistical relationship, including correlational analysis and measures of reliability (intercoder reliability, internal reliability).  

Reading assignment: Sun & Shreve (2014) 

4. Reading, reporting, and replication in quantitative research 

Performing statistical tests are only part of a researcher’s toolkit when working with quantitative research; we also need to be able to report our findings to the larger researcher community as well as understand how to read, interpret, and understand work that has used these techniques. This session focuses on best practices in reporting quantitative research across the different types of testing discussed throughout the week, while also advocating for replication to enable synthesis and meta-analysis.  

Reading assignment: Mellinger & Hanson (2020) 

5. Quantitative Possibilities – What’s next for CTIS?

With increasingly sophisticated research methods being used in the field, what possibilities lie ahead for quantitative research in cognitive translation and interpreting studies? This interactive brainstorming session looks ahead to ask where we might be headed to solve questions using quantitative techniques while recognizing the potential challenges and ethical questions associated with this line of work.

Reading assignments for the course: 

1. Mellinger, Christopher D. and Thomas A. Hanson. 2017. “Statistical terminology and one-sample tests.” In Quantitative Research Methods in Translation and Interpreting Studies (ch. 6). New York: Routledge. 
2. Timarová, Sárka and Heidi Salaets. 2011. “Learning styles, motivation and cognitive flexibility in interpreter training: Self-selection and aptitude.” Interpreting 13(1): 31–52. DOI:  10.1075/intp.13.1.03tim 
3. Sun, Sanjun and Gregory M. Shreve. 2014. “Measuring translation difficulty: An empirical study.” Target 26(1): 98–127. 
4. Mellinger, Christopher D. and Thomas A. Hanson. 2020. “Meta-analysis and replication in interpreting studies.” Interpreting 22(1): 144–153. DOI: 10.1075/intp.00037.mel 

Further Readings

Academic Communication & Publishing 

Prof. Agnieszka Chmiel 

1. Writing the lyrics, composing the music: Drafing a convincing literature review and a good method section 

This class will introduce the general structure of a research article (IMRaD) and focus on the first two important sections: literature review and description of a study. We will learn how to answer the ‘why’ question in the literature review and the ‘how’ question in the method section. 

Reading assignment: Chmiel, Janikowski, Lijewska (2020) 

2. Recording, mixing and mastering: Describing and discussing study results 

This class will focus on reporting study results and will introduce some frequently used formulas for writing a convincing discussion, often the most difficult part of a scientific publication. We will see how the results section answers the ‘what’ question and how the discussion section answers the ‘so-what’ question. We will also learn how to highlight the novelty and significance of a study. 

Reading assignment: Dobkiewicz, Chmiel, Fabiszak (2023) 

3. Designing the album cover: Choosing a title, writing a good abstract, cover letter and responses to reviewers 

This session will focus on learning how to successfully sell your research. We will discuss the importance of choosing a title, writing a good abstract, selecting keywords, drafting a cover letter. Last but not least, we will learn how to handle reviews and write responses to reviewers.  

Reading assignment: Chmiel, Szarkowska, Koržinek, Lijewska, Dutka, Brocki, Marasek (2017) 

4. Going on tour: Communicating your research to various audiences (conferences and outreach events) 

This session will focus on how to communicate your research to various audiences. We will discuss conference presentations, slide design, visuals and the way to translate complex findings into more relatable concepts so that they can be presented at outreach events without falling into the trap of being to reductionist and simplistic. 

Reading assignment: Li & Chmiel (2024) 

5. Back to the studio: Planning your next publication and presentation 

This session will be interactive and will include group work in which the participants will discuss their most troublesome parts of academic communication and publishing.   

No reading assignment for this class 

Reading assignments for the course: 

1. Chmiel, A., Janikowski, P. & Lijewska, A. (2020). Multimodal processing in simultaneous interpreting with text. Target, 32(1): 37-58.  
2. Dobkiewicz, P., Chmiel, A., & Fabiszak, M. (2023). Source text ideological load modulates ideological shifts in interpreting right-wing and left-wing political discourse, but interpreters’ political orientation does not. Ampersand, 11, 100151.  
3. Chmiel, A., Szarkowska, A., Koržinek, D., Lijewska, A., Dutka, Ł., Brocki, Ł., & Marasek, K. (2017). Ear–voice span and pauses in intra- and interlingual respeaking: An exploratory study into temporal aspects of the respeaking process. Applied Psycholinguistics, 38(5), 1201-1227. doi:10.1017/s0142716417000108  
4. Li, T. & Chmiel, A. (2024). Automatic subtitles increase accuracy and decrease cognitive load in simultaneous interpreting. Interpreting, 26(2): 253–281. 

Further Readings

Cognitive Translation & Interpreting Studies

Articles and chapters 

1. Ehrensberger-Dow, Maureen & Gary Massey. 2019. Translation workplace-based research @ O’Hagan, M., ed. 2019. The Routledge handbook of translation and technology, 354–369. Abingdon: Routledge.  
2. Halverson, Sandra. 2017b. Multimethod approaches @ Schwieter J. W. & A. Ferreira, eds. 2017. The handbook of translation and cognition, 195–212. Hoboken, NJ: John Wiley.  
3. Halverson, Sandra. 2019. ‘Default translation’: A construct for Cognitive Translation and Interpreting Studies @ Translation, cognition & behavior 2/2: 187–210.  
4. Hambrick, David. Z.; Brooke N. Macnamara, Guillermo Campitelli, Fredrik Ullén & Miriam A. Mosing. 2016. Beyond born versus made: A new look at expertise @ Ross, Brian H. 2016. Psychology of learning and motivation, vol. 64, 1–55. Cambridge, MA: Academic Press. https://doi.org/10.1016/bs.plm.2015.09.001. 
5. Hvelplund, Kristian. 2017. Four fundamental types of reading during translation @ Jakobsen, A.L. & B. Mesa, eds. 2017. Translation in transition. Between cognition, computing and technology, 55–77. Amsterdam: John Benjamins.  
6. O’Brien, Sharon. 2012. Translation as human-computer interaction @ Translation Spaces 1: 101–122. 
7.  Sannholm, Raphael & Hanna Risku. 2024,S ituated minds and distributed systems in translation. Exploring the conceptual and empirical implications @  Target 36/2: 159–183. 
8. Whyatt, Bogusława & Marcin Naranowicz. 2020. A robust design of the translator’s skill set: Evidence for transfer of metacognitive skills to intralingual paraphrasing @ The interpreter and translator trainer 14/1: 1–18. 

Manuals/handbooks 

1. Alves, Fabio  & Arnt L. Jakobsen, eds. 2020. The Routledge handbook of translation and cognition. Abingdon: Routledge. 
2. Kemmerer, David L. 2015. Cognitive neuroscience of language. New York: Psychology Press. 
3. McDonough Dolmaya, Julie. 2023. Digital research methods for translation studies. Abingdon: Routledge. 
4. Rojo López & R. Muńoz Martín, eds. (in press). Research methods in cognitive translation and interpreting studies. Amsterdam: John Benjamins.  

Psycholinguistics and Translation Psychology

Articles and Chapters 

1. Bolaños-Medina, Alicia. 2022. Translation psychology. Broadening the research framework @ Hubscher-Davidson, S. & C. Lehr, eds. The Psychology of Translation. An Interdisciplinary Approach. London: Routledge. 
2. Chmiel, A. (2018). Meaning and words in the conference interpreter’s mind. Translation, Cognition & Behavior 1/1: 21–41. https://doi.org/10.1075/tcb.00002.chm 
3. Ferreira, A., & Schwieter, J. W. (2017). Directionality in translation. W J. W. Schwieter & A. Ferreira (Red.), The Handbook of Translation and Cognition (1. wyd., s. 90–105). Wiley. https://doi.org/10.1002/9781119241485.ch5  
4. Hubscher-Davidson, S. (2013). The role of intuition in the translation process: A case study. Translation and Interpreting Studies, 8(2), 211–232. https://doi.org/10.1075/tis.8.2.05hub 
5. Kruger, H., & Kruger, J. (2017). Cognition and reception. In J. W. Schwieter & A. Ferreira (Eds.), The Handbook of Translation and Cognition (pp. 71–89). Wiley. https://doi.org/10.1002/9781119241485.ch4 
6. Pym, A., & Matsushita, K. (2018). Risk mitigation in translator decisions. Across Languages and Cultures, 19(1), 1–18. https://doi.org/10.1556/084.2018.19.1.1 
7. Zhu, L. (2021). A critical review of the research on Translation Psychology: Theoretical and methodological approaches. Linguistica Antverpiensia, New Series – Themes in Translation Studies, 19. https://doi.org/10.52034/lanstts.v19i0.559 

Manuals/Handbooks 

1. Ferreira, Aline & John Schwieter (Eds.). 2023. The Routledge Handbook of Translation, Interpreting and Bilingualism, Routledge.  
2. Hubscher-Davidson, S. & C. Lehr (Eds.), The Psychology of Translation. Routledge. 
3. Schwieter, John &  Aline Ferreira (Eds.). 2017. The Handbook of Translation and Cognition. Wiley. 

Translation Technology and Ethics

Articles and chapters 

1. Abdallah, K. 2010. Translators’ agency in production networks. In Kinnunen, T and Koskinen, K. (Eds.) Translators agency. Tampere: Tampere University Press, pp. 11–46. 
2. Cadwell, P., O’Brien, S. and Teixeira, C.S.C. 2018. Resistance and accommodation: factors for the (non-) adoption of machine translation among professional translators’, Perspectives, 26(3), 301–321.  
3. Daems, J., Macken, L. 2019. Interactive Adaptive SMT versus Interactive Adaptive NMT: A User Experience Evaluation. Machine Translation 33 (1–2), 117–34. 
4. Fırat, G. 2021. Uberization of translation: Impacts on working conditions. The Journal of Internationalization and Localization 8(1). 48–75. https://doi.org/10.1075/jial.20006.fir 
5. Läubli, S., Castilho, S., Neubig, G., Sennrich, R., Shen, Q. & Toral, A. 2020. A Set of Recommendations for Assessing Human–Machine Parity in Language Translation. Journal of Artificial Intelligence Research 67. https://jair.org/index.php/jair/article/view/11371  
6. Olohan, M. 2017. Technology, Translation and Society: A Constructivist, Critical Theory Approach. Target 29 (2), 264–83. 
7. Reijers, W., Dupont, Q. 2023. Prolegomenon to Contemporary Ethics of Machine Translation. In Moniz, H, Parra Escartín, C. (Eds.) Towards Responsible Machine Translation, 11–27. Champaign: Springer 
8. Sardar, Z. 2010. Welcome to postnormal times. Futures, 42, 435–444.  
9. Strubell, E., Ganesh, A., McCallum, A. 2019. Energy and Policy Considerations for Deep Learning in NLP. In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics, 3645–50. https://doi.org/10.18653/v1/P19-1355 
10. Vieira, L.N. 2020. Automation anxiety and translators’, Translation Studies, 13(1), 1–21.  
11. Way, A. 2013. Traditional and Emerging Use-Cases for Machine Translation. In Proceedings of Translating and the Computer 35. https://aclanthology.org/2013.tc-1.12 

Manuals/handbooks/special issues 

1. Kenny, D. (Ed.). 2022. Machine translation for everyone: Empowering users in the age of artificial intelligence. Berlin: Language Science Press. 
2. Koskinen, K. and Pokorn, N. (Eds.) 2020. The Routledge Handbook of Translation and Ethics. Abingdon: Routledge. 
3. Moorkens, J., Kenny, D., do Carmo, F. 2020. Special issue on Fair MT: Towards ethical, sustainable machine translation. Translation Spaces 9(1).  
4. O’Hagan, M. (Ed.) 2019. The Routledge Handbook of Translation and Technology. Abingdon: Routledge.

Research Methods

Articles and Chapters 

1. Mellinger, C., & Hanson, T.A. (2020). Methodological considerations for survey research: Validity, reliability, and quantitative analysis. Linguistica Antverpiensia, New Series – Themes in Translation Studies, 19, 172–190. 
2. Korpal, Pawel & Rojo López, Ana María (2023) Physiological measures of language processing in translation and interpreting. In John Swieter & Aline Ferreira (Eds.) The Routledge Handbook of Translation, Interpreting and Bilingualism, pp. 97-110, Routledge. 10.4324/9781003109020-10 
3. Rojo López, A.M, & Muñoz Martín, R. (2022). Translation Process Research. In F. Zanettin & C. Rundle (Eds), The Routledge Handbook of Translation Methodology, pp. 356-372. Routledge.  

Manuals/Handbooks 

1. Mellinger, C. D., & Hanson, T. A. (2017). Quantitative Research Methods in Translation and Interpreting Studies. Routledge.  
2. Rojo López & R. Muñoz Martín (Eds.) (In press). Research methods in cognitive translation and interpreting studiesion. John Benjamins.  
3. Saldanha, G., & O’Brien, S. (2013). Research Methodologies in Translation Studies. Routledge.

Statistics

1. Balling, Laura Winther and Kristian T. Hvelplund. 2015. “Design and statistics in quantitative translation (process) research.” Translation Spaces 4(1): 170-187. 
2. Han, Chao, Xiaolei Lu, and Peixin Zhang. 2023. “Use of statistical methods in translation and interpreting research: A longitudinal quantitative analysis of eleven peer-reviewed journals (2000–2020).” Target 35(4): 483-513. 
3. Hanson, Thomas A. 2025. “Interpreting and psychometrics.” In The Routledge Handbook of Interpreting and Cognition, ed. by Christopher D. Mellinger, 151-169. New York: Routledge. 
4. Mellinger, Christopher D. and Thomas A. Hanson. 2022. “Considerations of Ecological Validity in Cognitive Translation and Interpreting Studies.” Translation, Cognition & Behavior 5(1): 1–26. 
5. Mellinger, Christopher D. and Thomas A. Hanson. 2022. “Research Data.” In Routledge Handbook of Translation and Methodology, edited by Federico Zanettin and Christopher Rundle, 307–323. New York: Routledge. 
6. Mellinger, Christopher D. and Thomas A. Hanson. 2020. “Methodological Considerations for Survey Research in Translation and Interpreting Studies.” Linguistica Antverpiensia – Themes in Translation Studies 19: 172–190. 
7. Rojo, Ana and Ricardo Muñoz Martín, eds. 2025. Research Methods in Cognitive Translation and Interpreting Studies. Amsterdam: John Benjamins. 
8. Saldanha, Gabriela, and Sharon O’Brien. 2013. Research methodologies in translation studies. Routledge. 

Academic Communication & Publishing

1. Chmiel, A. (2021). Effects of simultaneous interpreting experience and training on anticipation measured by word translation latencies. Interpreting, 23(1): 18-44. doi: 10.1075/intp.00048.chm 
2. Chmiel, A., Janikowski, P. & Cieślewicz, A. (2020). The eye or the ear? Source language interference in sight translation and simultaneous interpreting. Interpreting, 22(2): 187-210. doi: 10.1075/intp.00043.chm 
3. Chmiel, A., Janikowski, P., Koržinek, D., Lijewska, A., Kajzer-Wietrzny, M., Jakubowski, D., & Plevoets, K. (2023). Lexical frequency modulates current cognitive load, but triggers no spillover effect in interpreting. Perspectives, 32(5), 905–923. 
4. Field, A. & Hole, G. (2010). How to design and report experiments. London: Sage. 
5. Mellinger, C. D., & Hanson, T. A. (2019). Meta-analyses of simultaneous interpreting and working memory. Interpreting. International Journal of Research and Practice in Interpreting, 21(2), 165–195. https://doi.org/10.1075/intp.00026.mel 
6. Mellinger, C.D. & Hanson, T. A. (2017). Quantitative research methods in Translation and Interpreting Studies. Abingdon: Routledge. 
7. Seeber, K. G., Keller, L., & Hervais-Adelman, A. (2020). When the ear leads the eye – the use of text during simultaneous interpretation. Language, Cognition and Neuroscience, 1–15. https://doi.org/10.1080/23273798.2020.1799045 
8. Turabian, K. L. (2018). A manual for writers of research papers, theses, and dissertations (Vol. 45). The University of Chicago Press. Part I. Research and Writing 
9. Van Assche, E., Drieghe, D., Duyck, W., Welvaert, M., & Hartsuiker, R. J. (2011). The influence of semantic constraints on bilingual word recognition during sentence reading. Journal of Memory and Language, 64(1), 88–107. https://doi.org/10.1016/j.jml.2010.08.006 
10. Woumans, E., Ceuleers, E., Van der Linden, L., Szmalec, A., & Duyck, W. (2015). Verbal and Nonverbal Cognitive Control in Bilinguals and Interpreters. J Exp Psychol Learn Mem Cogn. https://doi.org/10.1037/xlm0000107