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Abstract Memory is an essential element affecting the interpreting process and its final quality. By exercising different memory trainings among Chinese beginning and advanced interpreting learners, the present experimental research comes to the following conclusions: 1) Memory trainings exerted rather significant favorable effect on the interpreting learners’ performance. 2) Memory allocation training played a more important role than memory capacity training in the learners’ development. 3) Memory capacity training is more beneficial for the beginning learners, while memory allocation training proves to be more helpful for the advanced learners. 4) Memory capacity and memory allocation training can be coordinated for a combined impact on interpreting performance.
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2014, Vol. 0 
