Abstract
The ability of kindergarten children to solve rule-learning problems following five weeks of LOGO computer experience was compared with that of children not having such experience. Fifteen children were randomly assigned either to a LOGO experience condition or a wait-list control condition. A single-keystroke LOGO was gradually introduced to the children in the LOGO condition. All children were subsequently tested on affirmative and conjunctive rule-learning tasks. Children receiving LOGO instruction had a significantly higher proportion of correct responses on two problem-solving tasks than children in the control condition (p < .05). Frequencies of subjects correctly solving each problem revealed no statistically significant differences between conditions (p's > .10). The kindergarten children adapted easily to the use of the computer and the single-keystroke LOGO. Suggestions for future research are presented.
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