Cognitive Style and the Selection of Logo Problem-Solving Strategies by Young Black Children

Abstract

The finding that field-independent individuals demonstrate superior problem-solving ability on computer programming tasks is well-documented in the literature. However, the ease with which preschool children acquire computer skills is less clear. There is conflicting evidence regarding whether or not young children can learn to program. The purpose of this study was to examine problem-solving strategies selected by stylistically different groups of minority (black) preschool children taught via a Logo computer curriculum using an age-appropriate format. Findings revealed that all children learned to program successfully with training at an age-appropriate level. Findings did not support the variety of cognitive style differences predicted for field-independent versus field-independent children. Implications for future training methods with software packages are discussed.