Journal article
Effects of computer programming on young children's cognition
Journal of educational psychology, v 76(6), pp 1051-1058
Dec 1984
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Assessed the effects of learning computer programming on the cognitive style (reflectivity, divergent thinking), metacognitive ability, cognitive development (operation competence, general cognitive measures), and ability to describe directions of 18 1st graders. Ss were pretested to assess receptive vocabulary (PPVT—R), impulsivity/reflectivity, and divergent thinking (the Figural Test of the Torrance Tests of Creative Thinking). Ss were randomly assigned to computer programming or computer-assisted instruction for 12 wks. Posttesting included the McCarthy Screening Test and measures of awareness of comprehension failure, operational competence, and describing directions. Results show that the programming group scored significantly higher on measures of reflectivity and divergent thinking. This group outperformed the computer-assisted group on measures of metacognitive ability and ability to describe directions. No differences were found on measures of cognitive development. It is concluded that computer programming can increase some aspects of problem-solving ability. (26 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Details
- Title
- Effects of computer programming on young children's cognition
- Creators
- Douglas H Clements - Kent State UniversityDominic F Gullo
- Publication Details
- Journal of educational psychology, v 76(6), pp 1051-1058
- Publisher
- American Psychological Association
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:A1984AAF7200007
- Scopus ID
- 2-s2.0-0000967618
- Other Identifier
- 991020531833504721
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- Web of Science research areas
- Psychology, Educational