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) 2006 APA, all rights reserved).
| Original language | English |
|---|---|
| Pages (from-to) | 1051-1058 |
| Number of pages | 8 |
| Journal | Journal of Educational Psychology |
| Volume | 76 |
| Issue number | 6 |
| DOIs | |
| State | Published - Dec 1984 |
Keywords
- learning computer programing, cognitive style vs metacognitive ability vs cognitive development vs ability to describe directions, 1st graders
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