The ability of kindergarten children to solve rule-learning problems following five weeks of LOGO computer experience was compared with that of children not having such experience. Fifteen children were randomly assigned either to a LOGO experience condition or a wait-list control condition. A single-keystroke LOGO was gradually introduced to the children in the LOGO condition. All children were subsequently tested on affirmative and conjunctive rule-learning tasks. Children receiving LOGO instruction had a significantly higher proportion of correct responses on two problem-solving tasks than children in the control condition ( p < .05). Frequencies of subjects correctly solving each problem revealed no statistically significant differences between conditions ( p's > .10). The kindergarten children adapted easily to the use of the computer and the single-keystroke LOGO. Suggestions for future research are presented.
No takes yet. Share an insight, caveat, or question.
Degelman et al. (1986) studied this question.
Synapse has enriched one closely related paper. Consider it for comparative context: