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See detailD’méisproochegt Gehir
Engel de Abreu, Pascale UL

Conference given outside the academic context (2014)

Est-ce vraiment bien, pour nos enfants, d’apprendre à parler plusieurs langues en même temps ? Comment les aider au mieux à progresser ? Notre première invitée, Madame Pascale Engel de Abreu, Professeur à ... [more ▼]

Est-ce vraiment bien, pour nos enfants, d’apprendre à parler plusieurs langues en même temps ? Comment les aider au mieux à progresser ? Notre première invitée, Madame Pascale Engel de Abreu, Professeur à UNI.LU (Université du Luxembourg) et psychologue du développement cognitif, illustrera les influences du multilinguisme sur l’organisation du cerveau ; elle décrira les conditions optimales pour qu’un enfant puisse devenir parfaitement multilingue ; puis abordera des questions plus pratiques liées au cadre familial et à la vie quotidienne de nos enfants. Toujours sur le thème du multilinguisme, Madame Angélique Quintus et Madame Flore Schank, (fonction) nous parleront ensuite de certains projets mis en place ou en phase d’étude, par le Ministère de l’Education Nationale. [less ▲]

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See detailDas mehrsprachige Gehirn
Engel de Abreu, Pascale UL

Conference given outside the academic context (2014)

The multilingual brain. Is a multilingual education beneficial for children? What are the optimal conditions under which a child can become perfectly multilingual? The given lecture will focus on the ... [more ▼]

The multilingual brain. Is a multilingual education beneficial for children? What are the optimal conditions under which a child can become perfectly multilingual? The given lecture will focus on the "cognitive advantages" of multilingualism and illustrate the impact that being multilingual has on the cognitive organisation of the brain. Practical questions regarding multilingual education will also be discussed. [less ▲]

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See detailD’méisproochegt Gehir
Engel de Abreu, Pascale UL

Conference given outside the academic context (2014)

The multilingual brain. Is a multilingual education beneficial for children? What are the optimal conditions under which a child can become perfectly multilingual? The given lecture will focus on the ... [more ▼]

The multilingual brain. Is a multilingual education beneficial for children? What are the optimal conditions under which a child can become perfectly multilingual? The given lecture will focus on the "cognitive advantages" of multilingualism and illustrate the impact that being multilingual has on the cognitive organisation of the brain. Practical questions regarding multilingual education will also be discussed. [less ▲]

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See detailLe cerveau multilingue
Engel de Abreu, Pascale UL

E-print/Working paper (2014)

«L’avantage cognitif» du multilinguisme, décrit le fait que les enfants multilingues accomplissent mieux des tâches cognitives dans le domaine des «fonctions exécutives» que les enfants qui ne parlent ... [more ▼]

«L’avantage cognitif» du multilinguisme, décrit le fait que les enfants multilingues accomplissent mieux des tâches cognitives dans le domaine des «fonctions exécutives» que les enfants qui ne parlent qu’une seule langue. [less ▲]

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See detailD’méisproochegt Gehir
Engel de Abreu, Pascale UL

E-print/Working paper (2014)

Den „kognitive Virdeel“ vun der Méisproochegkeet besteet doranner, datt méisproocheg Kanner a bestëmmte kognitiven Aufgaben, déi déi sougenannten „Exekutivfunktioune“ moossen, besser si wéi Kanner, déi ... [more ▼]

Den „kognitive Virdeel“ vun der Méisproochegkeet besteet doranner, datt méisproocheg Kanner a bestëmmte kognitiven Aufgaben, déi déi sougenannten „Exekutivfunktioune“ moossen, besser si wéi Kanner, déi nëmmen eng Sprooch schwätzen. [less ▲]

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See detail6TiSCH Wireless Industrial Networks: Determinism meet IPv6
Palattella, Maria Rita UL; Thubert, Pascal; Vilajosana, Xavier et al

in Internet of Things: Challenges and Opportunities. Lecture series of Smart Sensors, Measurements, and Instrumentation. vol 9 (2014)

Detailed reference viewed: 73 (5 UL)
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See detailSSES: wat ass et, wou kennt et hier, wéi kann een hëllefen?
Engel de Abreu, Pascale UL

Article for general public (2013)

Eng spezifesch Sproochentwécklungsstéierung (SSES) - och nach als Entwécklungsdysphasie bekannt - ass eng unhalend Stéierung vun der Sprooch, déi d’sech Ausdrécken an d’Verstoe vu Geschwatenem erschwéiert ... [more ▼]

Eng spezifesch Sproochentwécklungsstéierung (SSES) - och nach als Entwécklungsdysphasie bekannt - ass eng unhalend Stéierung vun der Sprooch, déi d’sech Ausdrécken an d’Verstoe vu Geschwatenem erschwéiert. Eng SSES ass net op e Mangel u sproochlecher Stimulatioun, Méisproochegkeet, e Problem mam Héieren oder vun der Intelligenz zeréckzeféieren. Den Ausdrock “spezifesch” soll däitlech man, datt et sech ëm eng Stéierung handelt, déi gréisstendeels d’Sprooch betrëfft, währendeems aner kognitiv Beräicher scheinbar net betraff sinn. [less ▲]

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See detailBilingualism enriches the poor: Enhanced cognitive control in low-income minority children
Engel de Abreu, Pascale UL; Cruz-Santos, A; Tourinho De Abreu Neto, Carlos José UL et al

Scientific Conference (2013, September 04)

Living in poverty is often accompanied by conditions that can negatively influence cognitive development. Is it possible that being bilingual might counteract these effects? Although previous research has ... [more ▼]

Living in poverty is often accompanied by conditions that can negatively influence cognitive development. Is it possible that being bilingual might counteract these effects? Although previous research has shown that being bilingual enhances executive functioning in middle-class children, less is known about how it affects lower income populations. This study was the first to explore whether the cognitive advantage associated with bilingualism in executive functioning extends to young immigrant children challenged by poverty and, if it does, which specific processes are most affected. A total of 80 second graders from low-income families participated in the study. Half of the children were first or second generation immigrants to Luxembourg, originally from Northern Portugal, who spoke both Luxembourgish and Portuguese on a daily basis. The other matched half of children lived in Northern Portugal and spoke only Portuguese. Children completed measures of vocabulary and visuospatial tests of working memory, abstract reasoning, selective attention, and interference suppression. Two broad cognitive factors of executive functioning — representation (abstract reasoning and working memory) and control (selective attention and interference suppression) — emerged from principal component analysis. Although the bilingual children knew fewer words than their monolingual peers, and did not show an advantage in representation, the bilinguals performed significantly better than did the monolinguals in cognitive control. These results demonstrate, first, that the bilingual advantage is neither confounded with nor limited by socioeconomic and cultural factors and, second, that separable aspects of executive functioning are differentially affected by bilingualism. The bilingual advantage lies in control but not in visuospatial representational processes. This is the first study to show that, although they may face linguistic challenges, minority bilingual children from low-income families demonstrate important strengths in other cognitive domains. The study therefore informs efforts to reduce the achievement gap between children of different socioeconomic backgrounds. [less ▲]

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See detailLEARN stellt sech fier
Engel de Abreu, Pascale UL; Schiltz, Christine UL; Hoffmann, Danielle UL et al

E-print/Working paper (2013)

Detailed reference viewed: 70 (13 UL)
See detailD‘Exekutivfunktiounen a spezifesch Sproochentwécklungsstéierungen
Engel de Abreu, Pascale UL

Conference given outside the academic context (2013)

Detailed reference viewed: 36 (4 UL)
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See detailCan measures of executive function disentangle language disorder and disadvantage
Engel de Abreu, Pascale UL; Puglisi, M; Cruz-Santos, A et al

Scientific Conference (2013, June 27)

Identifying specific language impairment (SLI) in polyglots or in children growing up in poverty is complex because it is often difficult to determine whether low language scores are attributable to ... [more ▼]

Identifying specific language impairment (SLI) in polyglots or in children growing up in poverty is complex because it is often difficult to determine whether low language scores are attributable to reduced linguistic exposure or to the presence of a neurolinguistic deficit. This cross-cultural research presents data on different groups of children with an SLI diagnose in Luxembourg, Portugal, and Brazil who all speak Portuguese as their first language and were tested on the same battery of language (expressive/receptive vocabulary and syntactic comprehension) and executive function measures (verbal/visuo-spatial working memory, focused attention, and inhibitory suppression). In Luxembourg, 15 Portuguese-Luxembourgish bilingual 8-year-olds with an SLI diagnose (Bi-SLI) took part in the study. Their performance was compared to 35 typically developing Portuguese-Luxembourgish bilinguals from Luxembourg (Bi-TD) and to 35 typically developing monolinguals from Portugal (Ml-TD). Groups were matched on chronological age, socioeconomic status, and fluid intelligence and all children came from low income families. Results indicate that despite large differences in their language scores (Bi-SLI < Bi-TD < Ml-TD), the groups exhibited comparable performance on the measures of visuo-spatial working memory, focused attention, and inhibitory suppression. Group differences emerged on the verbal working memory measures with Bi-SLI children performing significantly less well than the bilingual and monolingual TD groups that manifested comparable performance. The data seems to suggest that executive function deficits in SLI are not domain general but limited to the verbal domain. Whether these findings extend to monolingual SLI children in Portugal and Brazil will be discussed. [less ▲]

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See detailBilingualism Enriches the Poor: Enhanced Cognitive Control in Low-Income Minority Children
Engel de Abreu, Pascale UL; Cruz-Santos, A; Tourinho De Abreu Neto, Carlos José UL et al

Poster (2013, June 24)

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young children challenged by poverty and if so, which specific processes are most ... [more ▼]

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young children challenged by poverty and if so, which specific processes are most affected. Forty Portuguese-Luxembourgish bilingual children from low-income immigrant families in Luxembourg and 40 matched monolingual children from Portugal completed visuo-spatial tests of working memory, abstract reasoning, selective attention, and interference suppression. Two broad cognitive factors of executive functioning labeled representation (abstract reasoning and working memory) and control (selective attention and interference suppression) emerged from principal components analysis. Whereas there were no group differences in representation, the bilinguals performed significantly better than the monolinguals in control. These results demonstrate first, that the bilingual advantage is neither confounded with nor limited by socioeconomic and cultural factors and second, that separable aspects of executive functioning are differentially affected by bilingualism. The bilingual advantage lies in control but not in visuo-spatial representational processes. [less ▲]

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See detailExecutive functions in language-minority children with specific language impairment
Engel de Abreu, Pascale UL; Cruz-Santos, A; Puglisi, M

Poster (2013, May)

This study explored executive function skills and language abilities in bilingual immigrant children with specific language impairment (SLI) from low income families in Luxembourg. Data from 81 eight-year ... [more ▼]

This study explored executive function skills and language abilities in bilingual immigrant children with specific language impairment (SLI) from low income families in Luxembourg. Data from 81 eight-year-olds from three different groups were analyzed: (1) 15 Portuguese-Luxembourgish children with SLI living in Luxembourg (Bi-SLI); (2) 33 typically developing Portuguese-Luxembourgish bilinguals from Luxembourg (Bi-TD); (3) 33 typically developing monolinguals from Portugal (Mo-TD). Groups were matched on first language, chronological age, and socioeconomic status, and did not differ in nonverbal intelligence. All children came from low income families and completed a range of measures tapping verbal and visuospatial working memory, selective attention, interference suppression and different domains of language (syntax and expressive and receptive vocabulary). Results indicate that despite large differences in their language scores (Bi-SLI < Bi-TD < Mo-TD), the groups exhibited comparable performance on the measures of visuospatial working memory, focused attention, and inhibitory suppression. Group differences emerged on the verbal working memory measures with Bi-SLI children performing significantly less well than the bilingual and monolingual typically developing groups that manifested comparable performance. The data suggests that: (a) children with SLI present verbal working memory limitations accompanied by preserved visuospatial executive functioning; (b) the measure that best discriminated the Bi-SLI group from their typically developing peers was the verbal working memory task digit recall. Practical implication for diagnosing SLI in bilingual children from disadvantaged social contexts will be discussed. [less ▲]

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See detailDas mehrsprachige Gehirn
Engel de Abreu, Pascale UL

E-print/Working paper (2013)

Der „kognitive Vorteil“ der Mehrsprachigkeit besteht darin, dass mehrsprachige Kinder in bestimmten kognitiven Aufgaben, welche die sogenannten „exekutiven Funktionen“ messen, besser sind als Kinder, die ... [more ▼]

Der „kognitive Vorteil“ der Mehrsprachigkeit besteht darin, dass mehrsprachige Kinder in bestimmten kognitiven Aufgaben, welche die sogenannten „exekutiven Funktionen“ messen, besser sind als Kinder, die nur eine Sprache sprechen. [less ▲]

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See detailWorking memory and fluid intelligence
Conway, A; Macnamara, B; Engel de Abreu, Pascale UL

in Alloway, T; Alloway, R. G. (Eds.) Working Memory the Connected Intelligence (2013)

We are on the cusp of a new revolution in intelligence that affects every aspect of our lives from work and relationships, to our childhood, education, and old age. Working Memory, the ability to remember ... [more ▼]

We are on the cusp of a new revolution in intelligence that affects every aspect of our lives from work and relationships, to our childhood, education, and old age. Working Memory, the ability to remember and mentally process information, is so important that without it we could not function as a society or as individuals. People with superior working memory tend to have better jobs, better relationships, and more happy and fulfilling lives. People with poor working memory struggle in their work, their personal lives, and are more likely to experience trouble with the law. But there is exciting evidence emerging: working memory can be trained, and, as a result, we can change our circumstances. But what works and what doesn’t? And can all of us benefit from working memory training? This book reviews cutting-edge scientific research and examines how working memory influences our lives, as well as the evidence on working memory training. [less ▲]

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See detailCross-linguistic and cross-cultural effects on verbal working memory and vocabulary: Testing minority-language children with an immigrant background
Engel de Abreu, Pascale UL; Baldassi, M.; Puglisi, L. M. et al

in Journal of Speech, Language, and Hearing research (2013), 56(2), 630-642

PURPOSE: This study explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language minority children. METHOD: Twenty 7-year-old Portuguese ... [more ▼]

PURPOSE: This study explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language minority children. METHOD: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first- and second-language vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language minority children were also compared with multilingual language majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. RESULTS: Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1-words relevant to the home context were considered. CONCLUSION: The study indicates that linguistic and cognitive assessments for language minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed. [less ▲]

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See detailEffects of impoverished environmental conditions on working memory performance
Engel de Abreu, Pascale UL; Puglisi, M.; Cruz-Santos, A. et al

in Memory (2013), Mar 26. [Epub ahead of print]

This cross-cultural study investigates the impact of background experience on four verbal and visuo-spatial working memory (WM) tasks. Eighty-four children from low income families were recruited from the ... [more ▼]

This cross-cultural study investigates the impact of background experience on four verbal and visuo-spatial working memory (WM) tasks. Eighty-four children from low income families were recruited from the following groups: (1) Portuguese immigrant children from Luxembourg impoverished in terms of language experience; (2) Brazilian children deprived in terms of scholastic background; (3) Portuguese children from Portugal with no disadvantage in either scholastic or language background. Children were matched on age, gender, fluid intelligence, and socioeconomic status and completed four simple and complex span tasks of WM and a vocabulary measure. Results indicate that despite large differences in their backgrounds and language abilities, the groups exhibited comparable performance on the visuo-spatial tasks dot matrix and odd-one-out and on the verbal simple span task digit recall. Group differences emerged on the verbal complex span task counting recall with children from Luxembourg and Portugal outperforming children from disadvantaged schools in Brazil. The study suggests that whereas contributions of prior knowledge to digit span, dot matrix, and odd-one-out are likely to be minimal, background experience can affect performance on counting recall. Implications for testing WM capacity in children growing up in poverty are discussed. [less ▲]

Detailed reference viewed: 96 (16 UL)
See detailChildhood experience and brain development
Engel de Abreu, Pascale UL

Conference given outside the academic context (2012)

Detailed reference viewed: 34 (9 UL)