The Longitudinal Effect of Bilingual Immersion Schooling on Cognitive Control and Intelligence
Bibliographic Data
| ID | 4502008 |
|---|---|
| Authors | Evy Woumans (0000-0001-8737-5101, Department of Experimental Psychology Ghent University, corresponding author), Jill Surmont (0000-0001-8254-3727, Centre for Linguistics Vrije Universiteit Brussels), Esli Struys (0000-0001-8093-3422, Centre for Linguistics Vrije Universiteit Brussels), Wouter Duyck (0000-0003-2114-6212, Department of Experimental Psychology Ghent University) |
| Year | 2016 |
| Volume | 66 |
| Issue | S2 |
| Pages | 76-91 |
| Publication date | 2016-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12171 |
| OpenAlex | W2552928410 |
| Language | EN |
| Citations received | 20 |
| References cited | 40 |
Throughout the past century, the effects of bilingualism on general cognition have been extensively explored. Studies evolved from a negative to a more positive perspective, but longitudinal assessments of effects of bilingualism are scarce. This study investigated the long-term effect of becoming a bilingual on the development of general intelligence and cognitive control. We followed 27 five-year-old children initiating bilingual kindergarten and 27 age-matched controls enrolled in monolingual kindergarten. The two groups were similar with regard to socioeconomic status. At baseline, both groups spoke only French and performed equally on measures of intelligence, cognitive control, and verbal fluency. One year later, all children were tested again. Results revealed that, after 1 year, both groups improved similarly on verbal fluency and cognitive control. However, only children attending bilingual kindergarten improved significantly on intelligence, indicating that cognitive practice gained from acquiring a second language may improve general cognitive abilities assessed by intelligence tests, outside the verbal domain
Cognition · Cognitive development · Developmental psychology · Fluency · Intelligence quotient · Longitudinal study · Mathematics education · Neuropsychology · Neuroscience of multilingualism · Population · Socioeconomic status · Verbal fluency test · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review
Meta-Analysis Reveals a Bilingual Advantage That Is Dependent on Task and Age
On the Relationship Between Bilingualism and Mathematical Performance
Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children
The effects of L2 exposure at school on the cognitive development of children from monolingual backgrounds
Bilingualism from a holistic perspective
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium
A longitudinal investigation of the effects of language instruction versus immersion on cognitive functions in young adult Chinese speakers learning English
Educational bilingualism
Ableism, gentrification, and the exclusion of multilingual learners with disabilities from bilingual education programs
Bilingual effects on cognitive shifting and prefrontal activations in young children
Multilingual experience and executive functions among children and adolescents in a multilingual city
Executive function developmental trajectories kindergarten to first grade
The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils
Attentional abilities of children enrolled in immersion education in French-speaking Belgium
Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings
All-or-nothing CLIL
New wine in new bottles? L2 Grit in comparison to domain-general Grit, Conscientiousness, and Cognitive Ability as a predictor of language learning
Modulating bilingual language production and cognitive control
Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
Is There a Relationship between Language Switching and Executive Functions in Bilingualism? Introducing a within group Analysis Approach
The Inhibitory Advantage in Bilingual Children Revisited
Emerging bilingualism
Bilingualism as a protection against the onset of symptoms of dementia
Bilingual experience and executive functioning in young children
The Nature and Organization of Individual Differences in Executive Functions
Semantic and letter fluency in Spanish-English bilinguals.
Recognition of Cognates and Interlingual Homographs
There is no coherent evidence for a bilingual advantage in executive processing
Bilingualism aids conflict resolution
The influence of language-switching experience on the bilingual executive control advantage
The relation of bilingualism to intelligence.
Bilingualism, Aging, and Cognitive Control
Development of attentional networks in childhood
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism
The Influence of Bilingualism on Cognitive Strategy and Cognitive Development
Good Language-Switchers are Good Task-Switchers
Cognitive control and lexical access in younger and older bilinguals.
What did Simon say? Revisiting the bilingual advantage
Cognitive gains in 7-month-old bilingual infants
Auditory S-R compatibility
Mental control of the bilingual lexico-semantic system
Poverty Impedes Cognitive Function
Bilingualism across the lifespan
Bilingualism and the Development of Metalinguistic Awareness
| Unique citing works | 20 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |