Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years).

The results of studies targeting cognitive and academic advantages in children frequenting early bilingual immersion school programs (CLIL) have been contradictory. While the impact of the amount of CLIL experience has already been studied, the role of the second language learned has been little studied to account for differences among study findings. The link between executive skills (EF) and scholar abilities (e.g., mathematics) in the CLIL context has also been little investigated. The purpose of the present study was to determine if the impact of CLIL on EF and academic performances varies depending on the immersion language and the duration of CLIL experience. The sample included a total of 230 French-speaking children attending second (141) and fifth (89) grade classes. Within each grade, there were three matched language groups composed of children respectively immersed in English, immersed in Dutch, and non-immersed controls. The children were administered tasks assessing executive functions [alerting, cognitive flexibility, and working memory], as well as arithmetic abilities. In second grade, we detected no difference in EF between the language groups. On the other hand, in fifth grade, the two immersed groups outperformed the non-immersed group on the cognitive flexibility task but did not differ between them. Moreover, only the Dutch immersed group outperformed the control group on the working memory task. Arithmetic performances also differed depending on the language learned; in second grade, Dutch learners performed better than the monolingual group. In fifth grade, Dutch learners outperformed the two other groups. These results suggest that the impact of CLIL on executive skills and arithmetic performances might be modulated by the amount of CLIL experience and the second language learned in immersion.

The Brief Evaluation of Receptive Aphasia test for the detection of language impairment in patients with severe brain injury.

PRIMARY OBJECTIVE: The assessment of language in patients post-comatose patients is limited by their reduced behavioral repertoire. We developed the Brief Evaluation of Receptive Aphasia (BERA) tool for assessing phonological, semantic and morphosyntactic abilities in patients with severe brain injury based on visual fixation responses. RESEARCH DESIGN: Prospective cross-sectional study and case reports. METHODS AND PROCEDURE: The BERA and Language Screening Test were first administered to 52 conscious patients with aphasia on two consecutive days in order to determine the validity and reliability of the BERA. Four post-comatose patients were further examined with the BERA, the Coma Recovery Scale-Revised (CRS-R), positron emission tomography and structural magnetic resonance imaging. MAIN OUTCOME AND RESULTS: The BERA showed satisfactory intra- and inter-rater reliability, as well as internal and concurrent validity in patients with aphasia. The BERA scores indicated selective receptive difficulties for phonological, semantic and particularly morphosyntactic abilities in post-comatose patients. These results were in line with the cortical distribution of brain lesions. CONCLUSIONS: The BERA may complement the widely used CRS-R for assessing and diagnosing patients with disorders of consciousness by providing a systematic and detailed characterization of residual language abilities.

Investigating the Effects of Language-Switching Frequency on Attentional and Executive Functioning in Proficient Bilinguals.

Recent studies have proposed that the executive advantages associated with bilingualism may stem from language-switching frequency rather than from bilingualism per se (see, for example, Prior and Gollan, 2011). Barbu et al. (2018) showed that high-frequency switchers (HFLSs) outperformed low-frequency switchers (LFLSs) on a mental flexibility task but not on alertness or response inhibition tasks. The aim of the present study was to replicate these results as well as to compare proficient (HFLSs and LFLSs) to a control group of monolingual participants. Two groups of proficient bilingual adults (30 HFLSs and 21 LFLSs) and a group of 28 monolinguals participated in the study. The results showed superior mental flexibility skills in HFLSs compared to (LFLSs) and monolinguals; furthermore, the two latter groups showed no difference in mental flexibility skills. These results provide novel support for the hypothesis that the so-called bilingual advantage is, in fact, a result of language-switching habits.

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

[This corrects the article DOI: 10.5334/pb.469.].

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

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 different tasks to assess the same cognitive function. The main aim of the present study was to determine how time spent in immersion affects the emergence of cognitive advantages along the primary schooling. We compared 196 immersed Dutch-speaking children since they were 5 years old and 195 non-immersed French-speaking children, from different grades of the primary schooling (i.e., at 6, 7, 8, and 12 years old) by using the same attentional and executive tasks as those used in previous studies having shown a bilingual advantage. Furthermore, these groups were matched on a set of variables known to influence cognitive functioning. After 1, 2, and 3 years of enrolment in this program, performances of immersed compared to non-immersed children did not differ for any task. However, after 6 years, immersed children outperformed non-immersed children on the cognitive flexibility and the working memory tasks. These results show that, in French-speaking children immersed in Dutch, cognitive advantages could depend on the length of time spent in immersion since they are not present at the beginning (after 1, 2, and 3 years) but seem to emerge at the end of it (after 6 years). In contrast, in previous studies conducted in English immersion, advantages appear at the beginning of the primary schooling but are absent at the end of it. Furthermore, these results suggest that the emergence of cognitive advantages may vary depending on the second language learned. The results are discussed in terms of linguistic characteristics and status of the languages at stake.

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

Early bilingualism has been shown to improve attentional and executive functioning. Nicolay and Poncelet (2013a, 2015) have shown that an early immersion program in school of 3 years improves the completion of tasks assessing these skills. This study aimed to determine whether similar benefits might be present after only 1 year of immersion education. The study also observed whether these potential advantages might also have a positive effect on the academic achievement. Participants included 59 immersed children and 57 monolingual controls. The two groups were compared using the same tasks as those employed by Nicolay and Poncelet (2015). The immersed children showed faster responses in comparison to monolinguals on the selective auditory task. No significant differences were observed on the other attentional, executive, or academic tasks. These outcomes suggest that a period of immersion education as short as 1 year can yield cognitive advantages associated with bilingualism.

The Impact of Language Switching Frequency on Attentional and Executive Functioning in Proficient Bilingual Adults.

Bilingual advantages in executive functions are well documented (see Bialystok, 2009; Dong & Li, 2015, for a review), but the specific aspects of bilingualism that underlie these advantages are unclear. The few studies conducted up until now on this subject (e.g., Hartanto & Yang, 2016; Prior & Gollan, 2011; Verreyt, Woumans, Vandelanotte, Szmalec, & Duyck, 2016) have suggested that the frequency of language switching may partially mediate this advantage. We further investigate the impact of oral language-switching frequency on the development of alerting, response inhibition and cognitive flexibility skills in proficient bilinguals. Two groups of proficient bilingual adults (21 low-frequency language switchers and 21 high-frequency language switchers), matched for age, gender, second-language proficiency and socio-cultural status, participated in the study. Tasks assessing alerting, response inhibition and cognitive flexibility were administered. Our results revealed that high-frequency language switchers responded more quickly in the task assessing cognitive flexibility. No group effect was found on the tasks assessing alerting and response inhibition. These results suggest that language-switching frequency is likely an underlying factor in the enhanced cognitive flexibility of proficient bilinguals.

Managing varicella zoster virus contact and infection in patients on anti-rheumatic therapy.

Chickenpox and shingles can be more severe and occasionally life threatening in immunosuppressed patients. As such, some groups warrant a more detailed history, serological testing and consideration of prophylaxis following contact with the virus. Active disease may also require more aggressive treatment with antivirals. Guidance for the use of varicella zoster immunoglobulin has recently been updated by Public Health England with important implications for rheumatology patients.

Support for distinct subcomponents of spatial working memory: a double dissociation between spatial-simultaneous and spatial-sequential performance in unilateral neglect.

Over the last decade, many studies have demonstrated that visuospatial working memory (VSWM) can be divided into separate subsystems dedicated to the retention of visual patterns and their serial order. Impaired VSWM has been suggested to exacerbate left visual neglect in right-brain-damaged individuals. The aim of this study was to investigate the segregation between spatial-sequential and spatial-simultaneous working memory in individuals with neglect. We demonstrated that patterns of results on these VSWM tasks can be dissociated. Spatial-simultaneous and sequential aspects of VSWM can be selectively impaired in unilateral neglect. Our results support the hypothesis of multiple VSWM subsystems, which should be taken into account to better understand neglect-related deficits.

Visual neglect: is there a relationship between impaired spatial working memory and re-cancellation?

In visual search tasks, neglect patients tend to explore and repeatedly re-cancel stimuli on the ipsilesional side, as if they did not realize that they had previously examined the rightward locations favoured by their lateral bias. The aim of this study was to explore the hypothesis that a spatial working memory deficit explains these ipsilesional re-cancellation errors in neglect patients. For the first time, we evaluated spatial working memory and re-cancellation through separate and independent tasks in a group of patients with right hemisphere damage and a diagnosis of left neglect. Results showed impaired spatial working memory in neglect patients. Compared to the control group, neglect patients cancelled fewer targets and made more re-cancellations both on the left side and on the right side. The spatial working memory deficit appears to be related to re-cancellations, but only for some neglect patients. Alternative interpretations of re-exploration of space are discussed.