As the certainties of the Paris School paradigm came to be questioned , calls for a more scientific approach were also made for interpreter training.
Representatives of the cognitive process-oriented paradigm have applied their models to skill training for interpreters,
Thus concepts such as ‘situated cognition’ ‘reflective practice, and ‘cognitive apprenticeship can be used
simultaneous interpreting was initially implemented as simultaneous consecutive that is , the simultaneous transmission of two or more consecutive renditions in different output languages.