Two models to explain relations among computer attitudes, computer experience, and cognitive ability were investigated. The sample consisted of 136 college students in a large southwestern state university. Results supported the cognitive ability—computer experience—computer attitudes path. Specifically, cognitive ability exhibited a direct relation with computer experience, and the cognitive ability—computer attitude relation was mediated by computer experience. Results thus supported the hypothesis that initial computer experiences play a major role in the formation of subsequent computer attitudes. There were no significant relations between computer experience and computer attitudes and their postulated correlates. Results are discussed in terms of implications for the strategic introduction of psychology students to computers in their courses and steps to reduce self-selection from computer interactions.
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