Two path models of computer literacy are presented, one predicting computer knowledge, the other predicting computer attitude. Both models are fashioned after Bloom's Model of School Learning [1]. Data for the path models were gathered from gifted and private high school students enrolled in computer classes. Eight predictor variables, including student entry characteristics and instructional behaviors, were collected. Path analytic results lend broad support to Bloom's theory. In addition, specific conclusions about computer literacy are reported.
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