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English to Spanish: Word-Concept Mappings: Cross-Linguistic Perspectives / Las correspondencias palabra-concepto: Perspectivas interlingüísticas General field: Science Detailed field: Psychology
Source text - English Relations between language and concepts traditionally have been explored through documentation of semantic fields such as ethnobiological classification terms (Berlin 1992, Berlin et al. 1974) or spatial lexemes. Such approaches assume that word-concept mappings are fairly direct, by identifying single lexical items (e.g., the word “dog”) with concepts (the concept DOG)—an idea still important in psychology (e.g., Carey, 2009), especially for object concepts (Waxman & Gelman 2009). Recent linguistic studies offer a more complex view of word-concept relations (Malt & Majid 2013, Malt & Wolff 2010, Malt et al. 2014, Sauter et al. 2011).
In a study of human locomotion terms, Malt et al. (2008) analyzed how speakers of four languages (English, Spanish, Dutch, Japanese) assigned words to various forms of human locomotion (e.g., jumping, hopping) depicted in action videos. Of interest were not only individual word-action mappings, but also the way that words from different languages might cluster around (potentially shared) dimensions of movement. On the first point, languages did mark movements differently at the level of single lexical items such as “jumping” versus “hopping” (note that such lexical items might be identified as concepts under common psychological methods). On the second point, however, multidimensional scaling showed that all four languages tracked similar discontinuities in locomotion corresponding to biomechanical and speed/aggressiveness dimensions of movement. Importantly, this shared conceptual space did not map precisely onto the words of any single language. On the basis of these and other findings, Malt et al. (2014) proposed that concepts do not represent stable sets of features but instead track dimensions of thought “experienced as a coherent grouping” (p. 37).
Translation - Spanish Las relaciones entre lenguaje y conceptos han sido tradicionalmente estudiadas a través de la documentación de campos semánticos como la clasificación etnobiológica de los términos (Berlin 1992, Berlin y col. 1974) o los lexemas espaciales. Tales enfoques asumen que las asignaciones palabra-concepto son suficientemente directas, al relacionar unidades léxicas (p. ej., la palabra inglesa dog, “perro”) con conceptos (el concepto DOG)—una idea que todavía es importante para la psicología (p. ej., Carey, 2009), especialmente para los conceptos de objetos (Waxmany Gelman 2009). Estudios lingüísticos recientes ofrecen una perspectiva más compleja de las relaciones entre palabra y concepto (Malt y Majid 2013, Malt y Wolff 2010, Malt y col. 2014, Sauter y col. 2011).
En un estudio de los términos relativos a la locomoción humana, Malt y col. (2008) analizaron cómo los hablantes de cuatro idiomas (inglés, español, neerlandés y japonés) asignaron palabras para varias formas de locomoción humana (p. ej., saltar, brincar) que les fueron mostradas en vídeo. No sólo fueron interesantes las asignaciones individuales entre palabra-acción, sino también la manera en la que palabras de diferentes idiomas pueden agrupar dimensiones (potencialmente compartidas) del movimiento. En primer lugar, los idiomas no hicieron distinciones entre los movimientos a nivel de unidades léxicas como "saltar"; contra "brincar" (es necesario apuntar que los métodos psicológicos comunes pueden considerarlas conceptos). En segundo lugar, sin embargo, la escala multidimensional mostró que los cuatro idiomas rastreaban discontinuidades locomotoras similares correspondientes a las dimensiones biomecánicas y de velocidad/agresividad del movimiento.
Notablemente, este espacio conceptual compartido no organizó de manera precisa las palabras de ningún idioma. Partiendo de estos descubrimientos, Malt y col. (2014) plantearon que los conceptos no representan grupos estables de características sino que exploran las dimensiones del pensamiento "experimentado como un
grupo coherente" (p. 37).
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Translation education
Bachelor's degree - Universidad Central de Venezuela
Experience
Years of experience: 7. Registered at ProZ.com: Jan 2018.
French to Spanish (Licenciatura en Traducción e Interpretación, verified) English to Spanish (Licenciatura en Traducción e Interpretación, verified) Spanish to English (Licenciatura en Traducción e Interpretación, verified)
Memberships
N/A
Software
Adobe Acrobat, Microsoft Office Pro, OmegaT, Trados Studio
» Spanish and French interpreter at Freelance - 2017 / Present +150 hours of OPI and VRI (consecutive mode) in the legal and medical fields. Notable clients are the California Department of Social Services and Health for California. Currently working as an independent contractor for a language service provider in California. +75 hours of in-person interpreting in the simultaneous and consecutive modes in the fields of entertainment, legal, medical, and human rights. A notable client is the Ombudsman Office of Venezuela.
Translation Experience
» Translation internship at Central University of Venezuela - 2017 +10,000 words translated for the School of Psychology. The translated text was used as a corpus for my undergraduate thesis on Spanish syntax and the translation of specialized complex noun phrases (+3 components) from English into Spanish.
» In-house translator at Ombudsman Office of Venezula - 2016 / 2017 +30,000 words translated in the field of human rights and international communication. Worked under the supervision of the Director of the Department of International Cooperation. Translated official documents and correspondence between the office and international organizations in the Caribbean region.
Teaching Experience
» Spanish teacher at Freelance - 2017 / Present Duties include the scheduling, planning and teaching one-on-one and group classes tailored to the students’ goals, learning styles, and proficiency level. Currently working as an independent contractor for a language service provider in Colorado.
» Teaching assistant at Central University of Venezuela - 2016 / 2017 French grammar lecturer at the undergraduate level for the Department of French, School of Modern Languages. Planned lessons based on the Department’s curriculum, developed and delivered grading tests. Worked under the supervision of the Head of the Department.
» Foreign-language teacher at Fundeim - 2012 / 2016 Continuing education program offered by the the School of Modern Languages, Central University of Venezuela. Taught teenage and adult students. Planned lessons based on the program’s curriculum, provided and graded written and oral exams.
Higher education and language proficiency certificates
» B.A. in Translation and Interpreting, Central University of Venezuela. Caracas, Venezuela - November 2016 » DALF C1, Diplôme approfondi de langue française. Caracas, Venezuela - October 2015
Healthcare Specialization
» Bridging the Gap, Professional Medical Interpreter Training (40 hours). Seattle, WA - September 2020
» Ethics and Standards of Practice, Medical Interpreting Training School (MITS). June 2019
Expertise