语言训练能否加强非语言的认知控制能力已引起众多争议,解决争议的关键在于进行纵向研究。本研究跟踪两组英语专业大学生一年,探讨初级阶段口译训练对年轻成人认知控制能力的影响。两组学生各相关因素在前测时匹配,关键区别在于其中一组接受一年的口译训练,另一组继续一般的英语学习。前后测的结果显示:在WCST任务发现规则数目这一指标上,测试时间与组别的交互作用显著,简单效应分析显示口译组被试的前后测差异达到显著水平,而控制组被试没有,这表明一年的口译训练能促进年轻成年双语者非语言转换能力的发展;在数字Stroop及N-back任务中,测试时间与组别的交互作用不显著,这表明口译训练没有影响抑制能力(体现为Stroop效应)及工作记忆更新能力(体现为N-back整体反应时及正确率)。这些结果说明,口译训练能影响被试的认知控制系统,对于该阶段的被试而言,主要体现在转换能力上。 Whether language training can enhance non-verbal cognitive control has caused a lot of controversy. The key to resolving disputes is to conduct longitudinal research. This study tracks two groups of English majors for one year and explores the impact of early-stage interpreter training on young adult cognitive control. The correlation between the two groups of students in the pre-test match, the key difference is that one group received one year of interpreter training, the other group to continue normal English learning. The results of pretest and posttest show that there is significant interaction between test time and group in the index of WCST task discovery rules. The simple effect analysis shows that the forensic and posttest differences of interpreter group reach significant level, but the control group did not, This indicates that one-year interpreting training can promote the development of non-verbal conversions in young adult bilinguals. The interaction between test time and group was not significant in the digital Stroop and N-back tasks, indicating that interpreter training did not affect the inhibitory ability Reflect the Stroop effect) and working memory update ability (reflected in the N-back overall response time and accuracy). These results show that interpreter training can affect the subjects’ cognitive control system, which is mainly reflected in the conversion ability of the participants in this stage.