Abstract
Extending earlier work (Clements & Nastasi, 1985, 1988), this study investigated whether children working in two educational computing environments-Logo and computer-assisted instruction (CAI) problem-solving-exhibited differing amounts of behaviors indicative of cooperative interaction, conflict and resolution, effectance motivation, and self-evaluation. Ss were 12 fourth and 28 sixth graders randomly assigned to Logo or CAI. Toward the end of 42 treatment sessions, Ss working in pairs were videotaped. Children in Logo evinced more cognitively oriented conflict, attempts at and successful resolution of conflicts, rule making, and pleasure at discovery. Resolution of cognitive conflict more than the occurrence of conflict predicted problem-solving performance and accounted for treatment effects on problem solving. Findings suggest that Logo may foster cognitive growth though opportunities for resolving cognitive conflict and may enhance effectance motivation.
| Original language | English |
|---|---|
| Pages (from-to) | 150-158 |
| Number of pages | 9 |
| Journal | Journal of Educational Psychology |
| Volume | 82 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 1990 |
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