Effects of computer programming on young children's cognition.

Abstract

Computers will soon be an integral part of the classroom and home environment of children, yet there are unanswered questions concerning their effects on young children's cognition; Particularly salient are largely unsubstantiated claims concerning the cognitive benefits of computer programming. This study assessed the effects of computer programming on children's cognitive style (reflectivity, divergent thinking), metacognitive ability, cognitive development (operational competence, general cognitive measures), and ability to describe directions. Eighteen 6-year-old children were pretested to assess receptive vocabulary, impulsivity/reflectivity, and divergent-thinking abilities. The children were then randomly assigned to one of two treatments, computer programming or computer-assisted instruction (CAI), that lasted 12 weeks. Posttesting revealed that the programming group scored significantly higher on measures of reflectivity and on two measures of divergent thinking, whereas the CAI group showed no significant pre- to posttest differences. The programming group outperformed the CAI group on measures of metacognitive ability and ability to describe directions. No differences were found on measures of cognitive development. The increasing acceptance of the critical necessity for children to become computer literate is leading to an increased prominence of computers in the home and school environment. Yet there are unanswered questions regarding the effects of computer use on children's thinking. The purpose of this study was to investigate the effects of computer programming on 6-year:old children's cognitive style, metacognitive abilities, cognitive development, and ability to describe directions. Seymour Papert, one of the creators of the computer language Logo and a leading exponent of the use of computer programming to expand children's intellectual power, based his ideas on the theories of Piaget, with whom he studied. Papert (1980) has argued that the most beneficial is what he calls Piagetian learning, or learning without being taught. He has proposed that computer programming environments can create conditions under which intellectual models take root, conditions in which young children can master

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