Cognitive Benefits of Logo and Computer-Aided Instruction among Zimbabwean Schoolgirls
Bibliographic Data
| ID | 13649442 |
|---|---|
| Authors | D J Wilson (0000-0003-2786-4688, University of Zimbabwe, corresponding author), Denise Wilson (0000-0002-2367-8602, University of Zimbabwe), A C Mundy-Castle (University of Zimbabwe), A C Mundy‐Castle (University of Zimbabwe), Pauline Sibanda (University of Zimbabwe), S Lavelle (University of Zimbabwe) |
| Year | 1990 |
| Volume | 66 |
| Issue | 3 |
| Pages | 946-946 |
| Publication date | 1990-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1990.66.3.946 |
| OpenAlex | W2114660249 |
| Language | EN |
| References cited | 3 |
There is evidence for (2) and against (5) Papert's (4) claim that the educational computing language LOGO fosters cognitive growth. Mundy-Castle and colleagues (3) argue that the social emphasis of LOGO is especially fitting among African children, whose cultures emphasize socially-oriented cognitive skills (1). They found that, in comparison to those who received no computer exposure, black Zimbabwean girls who did LOGO showed significantly greater gains in spatial reasoning. However, the absence of a control group exposed to other computing programmes precluded differentiation between the effects of LOGO and those of computer exposure in general, a limitation this study sought to rectih. One hundred forty-four Zimbabwean primary schoolgirls (M age = 10.4 yr., SD = 1.1) at one school did LOGO for 45 min. a week for one year and 146 girls (M age = 10.4 yr., SD = .9) at a comparable school did computer-aided instructional (CAI) programmes in English, mathematics, and problem-solving for a similar period. Preand posttests were based on Thurstone's (7) Primary Mental Abilities scales (Grades 4-6), which yield verbal, numerical, spatial and perceptual subscale scores. Differences between preand posttest subscale scores for each group were calculated (6) and subjected to multivariate analysis; effects were nonsignificant (F,,,,, = 1.45, p>.05). These data suggest that, notwithstanding potential cultural appropriateness, as taught here, LOGO may be no more effective than CAI in promoting cognitive abilities, at least those measured by standardized inventories
Cognition · Cognitive development · Computer-Assisted Instruction · Developmental psychology · Logo (programming language · Mathematics education · Child Development and Digital Technology · Computer Science · Innovative Teaching and Learning Methods · Parental Involvement in Education · Psychology
| Highly cited | No |
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