Cognitive advantages of immersion education after 1 year: Effects of amount of exposure
Abstract
Previous studies with bilingual children have shown that the nature of their second-language instruction has an effect on the development of their cognitive abilities. The aim of this study was to determine whether children who acquire a second language in two different immersion programs for a period of 1 year show advantages in executive functions and to examine how the amount of daily exposure affects executive functions. A group of Serbian speaking second-grade children exposed to the second language for about 5 h each day (high exposure group, HEG) and a low exposure group (LEG) exposed to the second language for about 1.5 h each day were compared with an age-matched control group (CG) of monolingual peers on working memory, inhibition, and shifting. Significant group differences were found for working memory, with the HEG performing better than the CG and LEG even after controlling for individual differences in terms of age and intelligence. The three groups did not differ in ter...ms of inhibition and overall shifting abilities, although the control group had a marginally significant advantage on one of the two shifting tasks. Our findings extend previous research by demonstrating that the amount of daily exposure is a significant factor affecting executive functions in early immersion programs for second-language acquisition. In addition, they show that early intensive second-language acquisition can be advantageous for performance on tasks that require a higher level of executive control.
Keywords:
Working memory / Shifting / Second-language acquisition / Inhibition / Executive functions / BilingualismSource:
Journal of Experimental Child Psychology, 2017, 159, 296-309Publisher:
- Elsevier Science Inc, New York
Funding / projects:
- Noninvasive modulation of cortical excitability and plasticity - Noninvasive neuromodulation of the CNS in the study of physiological mechanisms, diagnosis and treatment (RS-175012)
- Arts and Humanities Research Council and UK Research & Innovation (UKRI) [1654354]
DOI: 10.1016/j.jecp.2017.02.011
ISSN: 0022-0965
PubMed: 28359995
WoS: 000400534900019
Scopus: 2-s2.0-85016139533
Institution/Community
Psihologija / PsychologyTY - JOUR AU - Purić, Danka AU - Vuksanović, Jasmina AU - Chondrogianni, Vasiliki PY - 2017 UR - http://reff.f.bg.ac.rs/handle/123456789/2459 AB - Previous studies with bilingual children have shown that the nature of their second-language instruction has an effect on the development of their cognitive abilities. The aim of this study was to determine whether children who acquire a second language in two different immersion programs for a period of 1 year show advantages in executive functions and to examine how the amount of daily exposure affects executive functions. A group of Serbian speaking second-grade children exposed to the second language for about 5 h each day (high exposure group, HEG) and a low exposure group (LEG) exposed to the second language for about 1.5 h each day were compared with an age-matched control group (CG) of monolingual peers on working memory, inhibition, and shifting. Significant group differences were found for working memory, with the HEG performing better than the CG and LEG even after controlling for individual differences in terms of age and intelligence. The three groups did not differ in terms of inhibition and overall shifting abilities, although the control group had a marginally significant advantage on one of the two shifting tasks. Our findings extend previous research by demonstrating that the amount of daily exposure is a significant factor affecting executive functions in early immersion programs for second-language acquisition. In addition, they show that early intensive second-language acquisition can be advantageous for performance on tasks that require a higher level of executive control. PB - Elsevier Science Inc, New York T2 - Journal of Experimental Child Psychology T1 - Cognitive advantages of immersion education after 1 year: Effects of amount of exposure EP - 309 SP - 296 VL - 159 DO - 10.1016/j.jecp.2017.02.011 ER -
@article{ author = "Purić, Danka and Vuksanović, Jasmina and Chondrogianni, Vasiliki", year = "2017", abstract = "Previous studies with bilingual children have shown that the nature of their second-language instruction has an effect on the development of their cognitive abilities. The aim of this study was to determine whether children who acquire a second language in two different immersion programs for a period of 1 year show advantages in executive functions and to examine how the amount of daily exposure affects executive functions. A group of Serbian speaking second-grade children exposed to the second language for about 5 h each day (high exposure group, HEG) and a low exposure group (LEG) exposed to the second language for about 1.5 h each day were compared with an age-matched control group (CG) of monolingual peers on working memory, inhibition, and shifting. Significant group differences were found for working memory, with the HEG performing better than the CG and LEG even after controlling for individual differences in terms of age and intelligence. The three groups did not differ in terms of inhibition and overall shifting abilities, although the control group had a marginally significant advantage on one of the two shifting tasks. Our findings extend previous research by demonstrating that the amount of daily exposure is a significant factor affecting executive functions in early immersion programs for second-language acquisition. In addition, they show that early intensive second-language acquisition can be advantageous for performance on tasks that require a higher level of executive control.", publisher = "Elsevier Science Inc, New York", journal = "Journal of Experimental Child Psychology", title = "Cognitive advantages of immersion education after 1 year: Effects of amount of exposure", pages = "309-296", volume = "159", doi = "10.1016/j.jecp.2017.02.011" }
Purić, D., Vuksanović, J.,& Chondrogianni, V.. (2017). Cognitive advantages of immersion education after 1 year: Effects of amount of exposure. in Journal of Experimental Child Psychology Elsevier Science Inc, New York., 159, 296-309. https://doi.org/10.1016/j.jecp.2017.02.011
Purić D, Vuksanović J, Chondrogianni V. Cognitive advantages of immersion education after 1 year: Effects of amount of exposure. in Journal of Experimental Child Psychology. 2017;159:296-309. doi:10.1016/j.jecp.2017.02.011 .
Purić, Danka, Vuksanović, Jasmina, Chondrogianni, Vasiliki, "Cognitive advantages of immersion education after 1 year: Effects of amount of exposure" in Journal of Experimental Child Psychology, 159 (2017):296-309, https://doi.org/10.1016/j.jecp.2017.02.011 . .