An analysis of the literature was the basis for a set of predictions regarding the Preschool Embedded Figures Test performance of a small, cross-sectional sample of 37 3- to 5-year-old children. The test scores were modestly reliable. Predicted age-related differences in scores for boys and girls were observed, including an interaction of age with gender; however, other predictions regarding those scores were not supported. Based on a small sample, it was tentatively concluded that the evidence for continued use of the Preschool Embedded Figures Test as a measure of field independence for young children was weak.

A comprehensive computer cumculum designed to teach pre-mathlspatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-mathlspatial instruction via computer and approximately 20 percent via teacher instruction. The following pretestlposttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and colorldirection questions, and less time on colorldirection questions. Both FI/FD and Reffimp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed. 91Q 1994, Baywood Publishing Co., Inc.

No abstract

The finding that field-independent individuals demonstrate superior problem-solving ability on computer programming tasks is well-documented in the literature. However, the ease with which preschool children acquire computer skills is less clear. There is conflicting evidence regarding whether or not young children can learn to program. The purpose of this study was to examine problem-solving strategies selected by stylistically different groups of minority (black) preschool children taught via a Logo computer curriculum using an age-appropriate format. Findings revealed that all children learned to program successfully with training at an age-appropriate level. Findings did not support the variety of cognitive style differences predicted for field-independent versus field-independent children. Implications for future training methods with software packages are discussed.

It was wonderful to see so many delegates assemble in Nottingham for the DECP conference 2023. The room was filled with an air of excitement as those who had not seen each other for over a year, were able to spend time networking and rekindling old friendships.