Technical Translation: Usability Strategies for Translating Technical Documentation

Explanatory Style 
This refers to the way an individual perceives events, especially negative 
ones. Essentially, a pessimistic explanatory style leads to learned helplessness 
while an optimistic style empowers individuals and allows them to process 
alternative responses. We also learn by observing the actions of others. This 
is the same principle as vicarious reinforcement. 
Habits and Automatic Processing 
The previous discussions of attention and models of selecting information 
included various models such as the early selection model, the late selection 
model (including the attenuator model) and capacity models. Whereas the 
early selection model effectively precludes the simultaneous execution of 
multiple tasks and the late selection model places restrictions on the type of 
tasks that can be performed simultaneously, the capacity model provides 
sufficient scope to allow for the execution of multiple, fairly high level tasks 
simultaneously. What is crucial here is not the nature of the task 
per se
, be-
cause we can often perform two complex tasks at the same time, but rather 
the way in which we can perform the task. More specifically, capacity the-
ory tells us that the performance of two simultaneous tasks depends on the 
amount of cognitive resources used by each task. Ultimately, this is a func-
tion of how we have learned how to do the task. Essentially, if we have 
learned a task “well”, we need fewer cognitive processes to perform it. 
136 

---

Learning
Over time, tasks we have learned well may become automatic, i.e. they are 
processed automatically. 
A good way to begin understanding automatic processing and tasks is to 
look at habits. It would be virtually impossible for us to function without 
some form of habit to aid us in our day to day activities. We discovered 
earlier on that habits are learned connections between a stimulus and a re-
sponse. Habits are essentially automatic tasks and they are carried out with-
out any conscious effort on our part. Indeed, it would require significant
effort for us n
not to develop habits and, once they have developed, to prevent 
ourselves from performing these tasks (Raskin 2000:20,21). Of course, tasks 
do not spontaneously become automatic. They require practice, rehearsal
2
and repetition. Indeed, the more a task is practised and the more familiar 
we become with it, the easier it becomes and the less we have to concen-
trate on it (Gavin 1998:33; Raskin 2000:18,19). Take for example, a stu-
dent learning to play the piano. When starting to play, the student may find 
it difficult to play without looking at the keys. However, with practice, the 
student learns the position of the various keys simply by touch. Eventually, 
the student will be completely comfortable playing without ever looking 
down at the keys. Similarly, cognitive tasks can become automatic. An 
automatic process, therefore, occurs without any intention to do it. Such 
automatic tasks can even override non-automatic tasks. This can be illus-
trated by means of what is known as the 
Stroop Effect 
(Faulkner 1998:48). 
This effect was used to show that the act of reading is so automated, i.e. we 
have practised it to such an extent, that it takes virtually no conscious effort 
and can actually take priority over conscious tasks. The experiment involves 
writing the names of different colours, e.g. red, green, blue, yellow, black 
etc. but using different colour inks to those described by the word 
When subjects were asked to name the colour inks used to write the 
words, it was found that the information obtained by reading the words 
overruled or seriously hindered the information which came from recognis-
ing the colour of ink. This shows that for the majority of people reading 
has been practised to such an extent that it has become an involuntary or 
highly automatic task. In a sense, reading has been “over-learnt” (Gavin 
1998:41) and it interferes with other tasks. In practice, however, what this 
means is that the process of reading requires little in the way of conscious 
action and few of the resources provided by the cognitive system. So what 
2
Rehearsal is the process of repeating information repeatedly in one s mind. 
137 
,

---

Understanding Users 
we have, therefore, is a process whereby we can process and assimilate in-
formation without expending excessive amounts of resources. This leaves 
the remaining resources free to be allocated to other tasks, e.g. learning and 
solving problems.