Developmental differences in the learning of computer programming: Achievement and relationships to cognitive abilities

This study investigated the cognitive abilities that predict the learning of off-computer and on-computer components of Logo programming in first and third graders and compared the degree of learning of these children. Twenty-four children learned Logo during two 45- to 50-min sessions for each of 22 weeks. Consonant with previous research, there was no evidence of significant differences between the scores of first and third graders on most components of Logo programming. Third graders did score significantly higher on one component, procedural thinking, possibly due to that task's relatively high information-processing demands. While measures were positively related to most components of Logo programming, these measures were differentially predictive for first and third graders and for different components. Implications of the study for research and education are discussed.