Exploration of Attentional and Executive Abilities in French-Speaking Children Immersed in Dutch Since 1, 2, 3, and 6 Years

The finding, in one line

“However, during the last decade, some studies failed to replicate these advantages.”

Abstract

Advantages in diverse aspects of cognitive functioning have been reported in early bilinguals (Bialystok, 2011) as well as in children frequenting an early bilingual immersion school program (Nicolay and Poncelet, 2015). However, during the last decade, some studies failed to replicate these advantages. Currently, the presence of cognitive benefits in children frequenting an immersion program remains debated. The lack of consistency between the studies could come from the fact that time spent by children within the immersion program is variable from one study to the other and that studies used

Abstract by Sophie Gillet; Cristina Anca Barbu; Martine Poncelet, Frontiers in Psychology (2020) — licensed CC BY 4.0.

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