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Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for One Year Cover

Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for One Year

Psychologica Belgica
Volume 59 (2019): Issue 1
By: Cristina Barbu,  Audrey Gonzalez,  Sophie Gillet and  Martine Poncelet  
Open Access
|Oct 2019

Authors

Cristina Barbu

cristina.barbu@uliege.be

Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège

Audrey Gonzalez

agonzalez@alumni.uliege.be

Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège

Sophie Gillet

s.gillet@uliege.be

Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège

Martine Poncelet

martine.poncelet@uliege.be

Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège
DOI: https://doi.org/10.5334/pb.469 | Journal eISSN: 0033-2879
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Language: English
Submitted on: Jul 3, 2018
|
Accepted on: Oct 2, 2019
|
Published on: Oct 21, 2019
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Bilingualism,
early immersion education,
executive functioning,
attentional functioning,
improved selective auditory skills

© 2019 Cristina Barbu, Audrey Gonzalez, Sophie Gillet, Martine Poncelet, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.

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