Article (Scientific journals)
Cognitive advantage in children enrolled in a second-language immersion elementary school program for 3 years
Nicolay, Anne-Catherine; Poncelet, Martine
2013In Bilingualism: Language and Cognition, 16 (3), p. 597-607
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Keywords :
bilingualism; second-language immersion education; attentional functions; executive functions
Abstract :
[en] Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking 8-year-old children drawn from two language groups: 53 children enrolled in English immersion classes since the age of 5 (the immersion group) and 53 children enrolled in monolingual French-speaking classes (the monolingual group). The two groups were matched for verbal and nonverbal intelligence and SES. They were administered a battery of tasks assessing attentional and executive skills. The immersion group’s reaction times were significantly faster than those of the monolingual group on tasks assessing alerting, auditory selective attention, divided attention and mental flexibility, but not interference inhibition. These results show that, after only 3 years, a second-language immersion school experience also produces some of the cognitive benefits associated with early bilingualism.
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Nicolay, Anne-Catherine ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Département de Psychologie : cognition et comportement
Poncelet, Martine ;  Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Neuropsychologie du langage et des apprentissages
Language :
English
Title :
Cognitive advantage in children enrolled in a second-language immersion elementary school program for 3 years
Publication date :
2013
Journal title :
Bilingualism: Language and Cognition
ISSN :
1366-7289
eISSN :
1469-1841
Publisher :
Cambridge University Press
Volume :
16
Issue :
3
Pages :
597-607
Peer reviewed :
Peer Reviewed verified by ORBi
Available on ORBi :
since 30 July 2013

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