Cognitive Style and the Selection of Logo Problem-Solving Strategies by Young Black Children

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.

Computers in Early Childhood Mathematics

“…Logo sometimes can be difficult for young children to comprehend. However, when the environment is gradually and systematically introduced to the children and when the micro-worlds are age-appropriate, they do not show signs of any problems (Clements, 1983-84;Brinkley & Watson, 1987-88b;Cohen & Geva, 1989;Watson et al, 1992;Howard et al, 1993;Allen et al, 1993). Thus, there is substantial evidence that young children can learn Logo and can transfer their knowledge to other areas, such as map-reading tasks and interpreting right and left rotation of objects.…”

Comprehension Monitoring, Stylistic Differences, Pre-Math Knowledge, and Transfer: A Comprehensive Pre-Math/Spatial Development Computer-Assisted Instruction (CAI) and Logo Curriculum Designed to Test their Effects

“…When the turtle is in the center of the screen pointing north (i.e., HOME position), quadrants are created by dividing the screen into four equal sections (i.e., upper right, upper left, lower right, and lower left). It has been found that children learn forward and right commands earlier [8,26], they solve Logo problems more effectively in the upper quadrants of the screen when the cursor is in the HOME position [26], they prefer big step commands (i.e., greater distance) over little step commands [27], and they solve problem solutions more effectively from bottom-to-top of screen [28].…”