Abstract
Although claims concerning the cognitive benefits of computer programming have been made, research results are conflicting. This study assessed the effects of learning computer programming and computer-assisted instruction (CAI) on specific cognitive skills (classification and seriation operations), metacognitive skills, creativity, and achievement (reading, mathematics, and ability to describe directions). Seventy-two 6- and 8-year-old children were pretested to assess pretreatment level of operational competence (classification and seriation), creativity, and achievement. The children were then randomly assigned to one of three 22-week treatment conditions - computer programming in Logo, CAI, or control. Posttesting revealed that the programming group scored significantly higher on measures of operational competence, two of three measures of metacognitive skills, and a measure of creativity and on describing directions. No differences were found on measures of reading and mathematics achievement.
| Original language | English |
|---|---|
| Pages (from-to) | 309-318 |
| Number of pages | 10 |
| Journal | Journal of Educational Psychology |
| Volume | 78 |
| Issue number | 4 |
| DOIs | |
| State | Published - Aug 1986 |
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