Cargando…
Correction: Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for One Year
This article details a correction to the article: Barbu, C., Gonzalez, A., Gillet, S. and Poncelet, M., 2019. Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for One Year. Psychologica Belgica, 59(1), pp. 416–435. DOI: http://doi.org/10.5334/pb.469
Autores principales: | Barbu, Cristina, Gonzalez, Audrey, Gillet, Sophie, Poncelet, Martine |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Ubiquity Press
2020
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7034317/ https://www.ncbi.nlm.nih.gov/pubmed/32110418 http://dx.doi.org/10.5334/pb.532 |
Ejemplares similares
-
Cognitive Advantage in Children Enrolled in a Second-Language Immersion Elementary School Program for One Year
por: Barbu, Cristina, et al.
Publicado: (2019) -
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)
por: Gillet, Sophie, et al.
Publicado: (2021) -
Exploration of Attentional and Executive Abilities in French-Speaking Children Immersed in Dutch Since 1, 2, 3, and 6 Years
por: Gillet, Sophie, et al.
Publicado: (2020) -
Investigating the Effects of Language-Switching Frequency on Attentional and Executive Functioning in Proficient Bilinguals
por: Barbu, Cristina-Anca, et al.
Publicado: (2020) -
The Impact of Language Switching Frequency on Attentional and Executive Functioning in Proficient Bilingual Adults
por: Barbu, Cristina, et al.
Publicado: (2018)