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.

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.

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.

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 (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.

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.

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 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.

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.

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.

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.