This paper provides an historical and empirical critique of the claim that learning to program will promote the development of general higher mental functions. A developmental perspective on learning to program is provided which incorporates cognitive science studies of mental activities involved in programming, and highlights the importance of…

Designed initially for use in college computer science courses, the model and computer-aided instructional environment (CAIE) described helps students develop algorithmic problem solving skills. Cognitive skills required are discussed, and implications for developing computer-based design environments in other disciplines are suggested by…

This study investigated the delayed effects of LOGO programing on the cognitive abilities and achievement of children in the primary grades. Results of tests administered 18 months after first graders participated in either LOGO computer programing or computer-assisted instruction treatments and interviews five months after testing are reported…

A metaanalysis of elementary school computer-assisted instruction (CAI) research found that lower achievers profit more from CAI; it is more effective in primary grades; boys may learn more than girls; drill and practice produces highest effect sizes; and no relationship exists between year of study publication and effect size. (MBR)

Within high school chemistry the topic of acids, bases, and pH is particularly challenging because robust understanding of the topic depends heavily on the student possessing deep concepts of atoms, molecules, ions, and chemical reactions. Since knowledge is acquired and stored in a dynamic structure, it was investigated in this study how…

This study investigated the degree to which 48 seventh and eighth grade students of different abilities acquired strategic planning knowledge from an intellectual computer game ("Wumpus"). Relationships between ability and student performance with two versions of the game were also investigated. The two versions differed in the structure…

This publication contains 14 papers, most of which were written by instructors of higher education in Australia and Great Britain. Following an introduction, the first five papers are "The Development of Children's Map Ability" (Simon Catling), "Published Guidance to Pupils on Atlas Mapwork Skills" (Herbert Sandford),…