ABSTRACT
This chapter discusses the performance of the young interpreters from the perspective tiarchic theories. It examines the abilities of young interpreters using Jackson and Butterfield's explicit conception of giftedness. Then the chapter also discusses Sternberg's triarchic theory of intelligence, Gardner's theory of multiple intelligences, and Renzulli's three-ring conception of giftedness. In examining the performance of the youngsters from these various perspectives, it takes the position that the abilities exhibited by young interpreters argue strongly for their identification as students capable of superior performance. From the analysis of the young interpreters' performance, it determined that these youngsters simultaneously attend to and integrate many elements in carrying out the complex problem-solving task of interpretation. Moreover, they efficiently use working memory and spontaneously utilize strategies typically employed by trained professional interpreters. The chapter shows that discussion of the triarchic theory, as a limited set of cues unfolded before them, young interpreters engaged in selective encoding, selective combination, and selective comparison.
