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.

中文翻译：

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入读第二语言浸入式小学课程一年的儿童的认知优势

早期的双语已被证明可以改善注意力和执行功能。Nicolay 和 Poncelet (2013a, 2015) 表明，在学校进行 3 年的早期沉浸式课程可以提高评估这些技能的任务的完成情况。本研究旨在确定在仅仅 1 年的浸入式教育后是否会出现类似的好处。该研究还观察了这些潜在优势是否也可能对学业成绩产生积极影响。参与者包括 59 名沉浸式儿童和 57 名单语对照。使用与 Nicolay 和 Poncelet (2015) 所采用的任务相同的任务对两组进行比较。与单语者相比，沉浸式儿童在选择性听觉任务上表现出更快的反应。在其他注意力、执行或学术任务上没有观察到显着差异。