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<p>Cross-cultural psychological adaptation—the capacity to maintain cognitive flexibility, emotional equilibrium, and behavioral effectiveness when navigating culturally diverse environments—has become increasingly critical in translator training, yet traditional pedagogy often overlooks its systematic cultivation. This study addresses a notable gap in translation education research by integrating Cognitive Load Theory with multimodal instructional design to enhance this underexplored competency domain. A quasi-experimental investigation involving 88 university students over 16&#xa0;weeks compared a multimodal teaching intervention (incorporating visual cultural materials, auditory modeling, and kinesthetic role-play activities) against conventional translation instruction. Cross-cultural adaptation was measured using the validated Intercultural Sensitivity Scale and Cultural Empathy Scale administered at pre-test and post-test. Cognitive load was assessed through self-report instruments and secondary task performance metrics. Results indicated that the experimental group demonstrated significantly greater improvements in cultural sensitivity, cultural empathy, and cross-cultural communication effectiveness compared to controls (all <i>p</i> &lt; 0.001), with detailed effect sizes reported in the Results section. Cognitive load patterns showed meaningful reductions in extraneous load alongside enhanced germane cognitive engagement in the multimodal condition. These findings suggest that theoretically grounded multimodal approaches may offer promising avenues for fostering psychological readiness in cross-cultural translation contexts.</p>

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Enhancing cross-cultural psychological adaptation through cognitive load theory-guided multimodal translation teaching: an empirical investigation

  • 期刊论文

  • 发表日期：

    2026年7月31日

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  • Weijie Liu

摘要

Cross-cultural psychological adaptation—the capacity to maintain cognitive flexibility, emotional equilibrium, and behavioral effectiveness when navigating culturally diverse environments—has become increasingly critical in translator training, yet traditional pedagogy often overlooks its systematic cultivation. This study addresses a notable gap in translation education research by integrating Cognitive Load Theory with multimodal instructional design to enhance this underexplored competency domain. A quasi-experimental investigation involving 88 university students over 16 weeks compared a multimodal teaching intervention (incorporating visual cultural materials, auditory modeling, and kinesthetic role-play activities) against conventional translation instruction. Cross-cultural adaptation was measured using the validated Intercultural Sensitivity Scale and Cultural Empathy Scale administered at pre-test and post-test. Cognitive load was assessed through self-report instruments and secondary task performance metrics. Results indicated that the experimental group demonstrated significantly greater improvements in cultural sensitivity, cultural empathy, and cross-cultural communication effectiveness compared to controls (all p < 0.001), with detailed effect sizes reported in the Results section. Cognitive load patterns showed meaningful reductions in extraneous load alongside enhanced germane cognitive engagement in the multimodal condition. These findings suggest that theoretically grounded multimodal approaches may offer promising avenues for fostering psychological readiness in cross-cultural translation contexts.