The selection of Logo problem-solving strategies by young minority children as influenced by turtle position and cognitive style

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janice Renee Howard (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
J. Allen Watson

Abstract: The purpose of this study was to examine problem-solving strategies between cognitive styles for minority preschool children in a Logo computer curriculum with analytic and relational instructions. Sixteen Black four-year-olds enrolled in a model child development center located in a public housing development served as subjects. Subjects were classified as field dependent/independent according to scores on the Preschool Embedded Figures Test. Cognitive style was the independent variable. Dependent variables were number of surplus grids for analytic instructions and number of total grids and solution paths for relational instructions. Treatment consisted of 48 tasks presented in a random order to examine performance in quadrants, in corners, and from side perspectives. It was hypothesized that field independent (FI) children would perform significantly better on analytic tasks, while field dependent (FD) children would perform significantly better on relational tasks. It also was hypothesized that field independent children would perform equally well on tasks across all treatment phases, while field dependent children would demonstrate more success in upper quadrants, lower left and right corners, and from left side perspectives. Data were analyzed using a series of repeated measures analyses of variance and regression analyses measuring individual subject performance over time.

Additional Information

Language: English
Date: 1991
Problem solving in children
Cognitive styles in children
Children of minorities $x Education, Preschool
LOGO (Computer program language)
Education $x Data processing

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