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The purpose of this study was to assess whether a computerized battery of neuropsychological tests could produce similar results as the conventional forms. Comparisons on 77 volunteer undergraduates were carried out with two neuropsychological tests: Line Orientation Test and Enhanced Cued Recall Test. Firstly, students were assigned randomly across the test medium (paper-and-pencil versus computerized). Secondly, the groups were given the same test in the other medium after a 30-day interval between tests. Results showed that the Enhanced Cued Recall Test-Computer-based did not correlate with the Enhanced Cued Recall Test-Paper-and-pencil results. Line Orientation Test-Computer-based scores, on the other hand, did correlate significantly with the Line Orientation Test-Paper-and-pencil version. In both tests, scores were higher on paper-and-pencil tests compared to computer-based tests. Total score difference between modalities was statistically significant for both Enhanced Cued Recall Tests and for the Line Orientation Test. In both computer-based tests, it took less time for participants to complete the tests.

This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e-learning environments were designed based on Merrill's (2006a) model of instructional strategies. The lack of experimental research on his framework is the main argument of this paper. The participants' WM processes with the n-back task scores were used for defining their WM performances. This study is designed as repeated measures. Thirty-five undergraduate students completed complex cognitive tasks three times. According to their WM groups, the participants were assigned to experimental conditions randomly by counterbalancing. The main results of the study indicated that although no performance differences were observed in complex cognitive tasks across instructional strategies, there was a statistically significant change observed across WM groups in favour of those who had high WM performances. The interaction effect did not have an effect on participants' overall performance. These results indicate that cognitive differences lead to different outcomes when the instructional design is set to be the same for all. Therefore, it is concluded that instructional design choices could take individual cognitive differences into account when developing adaptive e-learning environments.

This study investigated primary education students' perception of the Internet through resorting to the images they produced for the Internet concept. Sixty five primary education students constituted the sample of the study. Participants were asked to draw a picture concerning the Internet concept. In addition, researchers gave a 10-item survey form to voluntary students to collect demographic information. Frequency, percentage and Chisquare analyses were carried out for the demographic data collected. Qualitative analyses were conducted on the pictures students drew, and an evaluation chart was prepared. The images that students generated concerning Internet concepts have been categorized as: "game, homework, chat, research, music, video, violence and news". Furthermore, other remarkable themes were torch, individualism, motionlessness and so on. Most common reasons of using the Internet were homework and games. It was revealed that personal Internet usage coincided with the images created concerning the Internet. There appeared a direct connection with the first three objects which came to mind about the Internet and the images they produced.