Describes study that was designed to determine the feasibility of using computer simulations as realistic training for undergraduate education students learning behavior management techniques in educational psychology courses. Treatments for the control and experimental groups are described, including extended instruction and group problem…

Describes a study that examined preschoolers' abilities to learn problem solving with LOGO, learn new strategies to use during problem solving, and transfer computer learning to other settings. Differences in the effectiveness of LOGO learning for field-dependent versus field-independent learning styles are discussed. (65 references) (LRW)

Describes a study that examined problem-solving strategies selected by African-American preschool students with differing cognitive styles using LOGO computer software. Highlights include spatial development, minority performance and cross-cultural differences in cognitive style, and differences in field-dependent/field-independent children in…

Describes a study of third-grade students in Israel that examined the differential effects of cooperative and individual computer-assisted instruction on mathematics achievement, amount of invested mental effort, academic recognition, and social acceptance of high and low achieving students. Theoretical and empirical implications are discussed,…

Describes a study that investigated the effects of computer programing activities, supplemented with problem-solving strategy instruction, on programing skills and on learner attitudes toward computers and toward problem-solving skills. The instruction of elementary students in LOGO and junior high students in BASIC is described, and further…

Describes a study of fifth graders that investigated whether types of revision and quality of writing vary for bilingual and monolingual students when using word processors as compared with paper and pencil. Topics discussed include keyboarding skills, bilingualism, and language art skills. (Contains 27 references.) (LRW)

Describes a study that was designed to investigate the interaction between three levels of instructional control (i.e., linear, mixed, and learner) and provision of an orienting activity on college students' learning of factual and procedural knowledge via interactive video. Instructional time and recall of facts and procedures are examined. (35…