[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
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