Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this article, the author considers findings from this field that are strong and clear enough to merit classroom application. He examines how technology has…

This paper discusses five points related to developmental research on children learning to do Logo programming: (1) systematic developmental research documenting what children are learning as they learn to program is necessary; (2) Logo is cognitively complex beyond its early steps and difficult to learn without instructional guidance; (3) the…

Offers an overview of issues pertaining to societal readiness to cope with the information explosion. The need for computer literacy, an examination of computers in education, and the role of the National Science Foundation in computer literacy programs are discussed. (MER)

In reply to "Educational Foundations for Tomorrow's Information Scientists" (Bulletin of ASIS, June/July 1989), which identifies 10 key concepts as educational foundations for information science, it is argued that paradigms found in computer science education and the dimension of human information processing further complicates the…

This paper investigates similarities and differences between the computer and the human brain in terms of thought processes and develops the theory that the computer can learn, is intelligent and does satisfy educational learning requirements. (Author/MK)

Four conference papers are reviewed in this introduction to a symposium. The first paper is by Clements and Merriman, who make a case for the reflection of Steinberg's information processing componential model of cognitive processes in the LOGO language and computational environment; present a series of experiments that attempted to tailor the…

The major philosophical issues surrounding the concept of intelligence are reviewed with respect to the problems surrounding the process of defining and developing artificial intelligence (AI) in computers. Various current definitions and problems with these definitions are presented. (MP)

The process and history of the development of artificial intelligence is reviewed. Important achievements are noted. Limitations to possible breakthroughs in this field are noted from philosophers and mathematical logicians. (MP)

Background material related to this controversy discusses four points of view and moves to an examination of Turing's formulation of the question. (MP)

Examines the cognitive effects of learning to program versus programming as it is experienced in introductory classes. Research studies that have analyzed the cognitive demands of programming are reviewed and criticized, problems of transfer of programming skills are discussed, and 42 references are provided. (LRW)

This report explores the complex agenda of issues, promise, and problems that building a developmental science of programming entails and emphasizes the need to highlight different types of programming and programmers, the different cognitive subtasks involved in programming, and the social character of many programming efforts. An introduction…

The current status of creating artificial intelligence (AI) in computers is viewed in terms of what has been accomplished, what the current limitations are, and how vague the concept of intelligent behavior is in today's world. Progress is expected to accelerate once sufficient fundamental knowledge is available. (MP)

Presents an interview with Jeff Hawkins, creator of the Palm Pilot technology. Hawkins discusses his interest in neurobiology and how it has shaped and will shape the technology he designs. (WRM)

The five papers in this symposium contribute to a dialog on the aims and methods of computer education, and indicate directions future research must take if necessary information is to be available to make informed decisions about the use of computers in schools. The first two papers address the question of what is required for a student to become…

Current notions of metacognition merge with the predominant scientific model used in psychology, that of information processing. Metacognition is seen as a control process that governs the action of more elemental cognitive skills. Given the centrality of this notion, it is important that metacognition should be examined in detail. From the point…