1. The Physics of Processing Time The Science and the Art

2. Introductions  We will be discussing a model  All models depend on other applicable base knowledge  We will touch on other base skills in order to make sure we are all on the same page

3. First, what is processing time  The time your brain must devote to the “process of interpretation”  Processing Time…NOT Lag Time  I am VERY picky about this point!  YES… I know Dennis Cokely says “Lag Time.”  Why?

4. Lag, as a Verb  Fail to maintain a desired pace or to keep up; fall or stay behind: After five minutes of hard running, some of them began to lag.  Move or develop slowly, as toward a goal or objective, or in relation to an associated factor (often fol. by behind): to lag behind in production.  Delay or fail in reaching full development: The factory lags regularly in making its quota.  Hang back; linger; delay: The old friends lagged because they wanted to talk some more.  Decrease, wane, or flag gradually, as in intensity: Interest lagged as the meeting went on.

5. Lag as a Noun  Lagging or falling behind; retardation.  A person who lags behind, is the last to arrive, etc.  An interval or lapse of time: There was a developmental lag in the diffusion of ideas.

6. Processing as a Verb  To put through the steps of a prescribed procedure: processing newly arrived immigrants; process an order.  To prepare, treat, or convert by subjecting to a special process: process ore to obtain minerals.

7. Process as a Noun  A series of actions, changes, or functions bringing about a result: the process of digestion; the process of obtaining a driver's license.  A series of operations performed in the making or treatment of a product: a manufacturing process; leather dyed during the tanning process.  Progress; passage: the process of time; events now in process.

8. Which term more accurately describes the target action? I don’t care if you don’t agree! It’s my presentation!

9. Models  What is a Model of Interpreting?  Why is it important to study them?  Looking into the “Black Box”  What do they tell us?  Gish  Cokely  Colonomos

10. Cokely

11. Colonamos

12. What a model can and cannot do.  Learning a new model will not instantly impact your skills  Learning a new model will impact you training.  Models give a visual representation of an abstract concept

13. No Model for Processing time  At least not that I know of…  Have you ever seen one?  What can a Processing Time Model show us?

14. Physics  We must pause and take a deep breath  I am not a physicist  I don’t even play one on t.v.  All of the physics in this presentation is more “physish” than “physics”  It is here to make a point.

15. The Point We perceive time as an “enemy” We feel it crushing us We feel it controlling us We don’t know how to exert our will over time We don’t know what to do with the time we have.

16. Processing Time Vs. Actual Time  In order to understand the model I propose for Processing Time, we must first look at how physicist describe actual time.  SCIENCE  Have you ever looked back in time?  Have you ever looked in a mirror?  Have you ever looked at the stars?

17. Space is Relative to the Observer  Space  The tennis ball  The tennis ball on the train

18. Time is Relative to the Observer Einstein’s Theory of Relativity

19. Future Light Cone Past Light Cone Present Based on a model from the book “A Brief History of Time: Big Bang to Black Holes”

20. Future Light Cone Past Light Cone Present Event enters the future Light Cone… The Sun Goes Out!

21. HOW DO WE ENVISION THE TIME BETWEEN THE EVENTS? The question now is…

22. Light Waves “Time” can be thought of as the interval from crest to crest Time and Speed are not the same thing

23. A Change in Frequency Does Not Change the Speed… Only the Look!

24. Future Light Cone Past Light Cone Present Event enters the future Light Cone… The Sun Goes Out! The observer on earth sees the event as the present only when the light arrives. An observer from another position would see it as a unified event happening in a set order … a shifting “present”

25. Time is Relative  To the position of the observer  To the distance from the target event  If you could travel away from the event at the speed of light you could, in theory stop time because the light would never reach you.  In theory you can control “time” by understanding the relative relationships

26. So What! What does any of this have to do with interpreting?

27. See Time Differently See time as a part of the process Not a detriment to the process See time

28. The Change Over Time Formula  C/T=P t  Change over time=processing time units  Accept the position of the interpreter as the “Present”  The Contextual Stream looks into the future, the contextual possibilities become broader the further you look into the future

29. Future context stream Past text/context stream Interpreter

30. A Word on the Concept of Contextual Cone  This includes all observable information and background knowledge.  It is the interpreters“known universe”  Anything that happens outside the known universe should not impact the interpretation.  But, it does…

31. Textual Event  Anything happening outside the contextual cone cannot directly impact the interpretation  (Your shopping, laundry, schoolwork, etc…)  When a Textual Event enters the contextual cone the interpreter must prepare to deal with it in “the present”

32. Future context stream Past text/context stream Interpreter Textual event enters the future context stream

33. The Change Over Time Formula  The textual event enters the context cone at a point in the future relative to the position of the interpreter.  The Interpreter must deal with such “future events”  As the event nears the “present” the contextual possibilities narrow.  For the observer the “present” occurs when the information is relayed by the interpreter  When the interpreter actually relays the information…the information entered the cone in the past.

34. Text Flow Discourse, Transition or Prosity Marker Change/Time Events

35. Crest to Crest  Carol Patrie’s books give a good theoretical basis for understanding the some of the “Changes”  Temporal Relationships  Spatial Relationships  Logical Relationships  These are just three examples of many…

36. A Change in Frequency Does Not Change the Speed… Only the Look!

37. Speed of Information versus Speed of Signs  Just because someone moves their hands fast  Just because someone strings words together fast does not mean the communication is fast  Understanding the context is the first step.  Understanding the relationships is the second

38. In other words…  People talk how they talk  Speaking fast does not mean that the “speed” of the information is necessarily also fast.  Signing fast refers to the motion of the hands… but not the speed of the information.

39. Lets see it in action! http://youtu.be/c_piKF7XH18

40. Lets see it in action! http://www.ted.com/talks/dan_b arasch_a_park_underneath_th e_hustle_and_bustle_of_new_ york_city

41. Lets see it in action! http://www.ted.com/talks/ma c_barnett_why_a_good_boo k_is_a_secret_door

42. For more discussion Dale H Boam Esq. CI, Utah Master dboam@comcast.net 801-815-2547 v/text