The educational value of courses in computer programing must be judged by sound curriculum criteria: they should fit a logical sequence of K-12 learning objectives, expose students to future career opportunities, and teach students reasoning skills. (TE)

Discussion of the use of computer programing languages to facilitate cognitive skill transfer focuses on logical reasoning. Conditional logic principles are examined, and a study is described that examined the effects of learning the LOGO Programing Language on fifth graders' conditional reasoning abilities. (35 references) (LRW)

Describes activities that present concepts and applications of artificial intelligence (AI) for elementary and secondary school students. The use of Logo with elementary students is discussed; appropriate software is described; programing activities using Logo, BASIC, and Prolog are examined; and the field of robotics is discussed. (four…

Investigates using the microcomputer to develop a sentence parser to simulate intelligent conversation used in artificial intelligence applications. Compares the ability of LOGO and BASIC for this use. Lists and critiques several LOGO and BASIC parser programs. (MVL)

This issue of "Information Technology Quarterly" is devoted to the theme of "Artificial Intelligence." It contains two major articles: (1) Artificial Intelligence and Law" (D. Peter O'Neill and George D. Wood); (2) "Artificial Intelligence: A Long and Winding Road" (John J. Simon, Jr.). In addition, it contains two sidebars: (1) "Calculating and…

A major obstacle to the effective educational use of computers is the lack of a natural means of communication between the student and the computer. This report describes a technique for generating such natural language front-ends for advanced instructional systems. It discusses: (1) the essential properties of a natural language front-end, (2)…

Describes some commands, simple programing procedures, and applications of the programing language LOGO, including its powerful recursive feature and its value in teaching problem solving. A listing of LOGO graphics packages includes details of software and print materials, prices, and microcomputers that will support the packages. (EAO)

Selects five critical elements for success in problem solving in mathematics and in computer programing: general strategy; planning; logical thinking; variables; and debugging. Describes the role of the five elements based on a literature review. Forty-one references are listed. (YP)

The research reported in this paper explores the syntactical and semantic link between computer programming statements and logical principles, and addresses the effects of learning a programming language on logical reasoning ability. Fifth grade students in a public school in Syracuse, New York, were randomly selected as subjects, and then…

Discusses programs to provide a knowledge base and use the knowledge in a mode of artificial intelligence. Indicates that two methods of database storage are possible and opts to use a method using many data files while using a small RAM capacity. Lists several programs. (MVL)

Presents a categorization system that allows potential microcomputer users to make more reasoned, conscious choices to ensure that a range of software types and activities are available for their instructional programs. (SRT)

Compares BASIC and LOGO systems in developing artificial intelligence systems. Provides listings of programs used for translating and sentence making. Describes methodology and compares the BASIC and LOGO programs. (MVL)

Compares a program written both in BASIC and LOGO on its inferential and decision making ability. Explains steps in each program and how deductions and decisions are made. (MVL)

Provides background material on logic programing and presents PROLOG as a high-level artificial intelligence programing language that borrows its basic constructs from logic. Suggests the language is one which will help the educator to achieve various goals, particularly the promotion of problem solving ability. (MVL)

Described is a study in which seventh graders used LOGO in place of receiving geometry instruction. It was hypothesized that angle recognition estimation and construction would be higher for the LOGO group. Reports that a difference was found favoring the LOGO group. Provides a short history of the LOGO language. (MVL)