This study investigated kindergarten children's coding of four Instant Logo positioning commands within an hypothesized spatial organization of the plane of the monitor screen. Each of three assessment tasks was administered twice during a four-month instructional period. Results indicated that forward moves were more accurately coded than were back or left moves and right turns were favored over left turns. Neither target location nor the initial heading of the cursor influenced directional fluency. Children's mastery of Logo improved over time both in terms of controlling the cursor and verbalizing control strategies. Children's perception of programming also changed over time. Sex differences appeared in children's programming style rather than their competence.
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