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| Computers in the Schools | 2 |
| Young Children | 2 |
| Information Technology in… | 1 |
| Journal of Computing in… | 1 |
| School Psychology Review | 1 |
Author
| Clements, Douglas H. | 7 |
| Nastasi, Bonnie K. | 3 |
| Meredith, Julie S. | 1 |
Publication Type
| Information Analyses | 7 |
| Journal Articles | 7 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
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Peer reviewedClements, Douglas H. – Young Children, 1987
Reviews the research concerning young children's use of computers in terms of their social/emotional development (peer interaction and cooperation, peer teaching and helping, social and cognitive interaction, and attitudes), language skills (language development, prereading reading, and writing skills), and mathematical and problem-solving skills.…
Descriptors: Computer Assisted Instruction, Computer Software, Early Childhood Education, Educational Technology
Peer reviewedNastasi, Bonnie K.; Clements, Douglas H. – School Psychology Review, 1991
Research on cooperative learning is reviewed, with emphasis on issues related to the formation and implementation of cooperative learning groups. Theoretical bases for the efficacy of cooperative learning are presented. Specific suggestions are provided for implementing a collaborative approach to learning based on extant theory and research. (SLD)
Descriptors: Cooperative Learning, Educational Practices, Ethnicity, Grouping (Instructional Purposes)
Peer reviewedClements, Douglas H.; Meredith, Julie S. – Journal of Computing in Childhood Education, 1993
Reviews research involving the LOGO computer programming language and its effect on children's achievement in mathematics, language arts, and problem solving, as well as social-emotional development. Identifies some of the unique characteristics of LOGO that may contribute to student learning. (MDM)
Descriptors: Computer Assisted Instruction, Computer Software Evaluation, Early Childhood Education, Educational Research
Peer reviewedClements, Douglas H.; Nastasi, Bonnie K. – Information Technology in Childhood Education Annual, 1999
Reviews studies examining the effects of theoretically-based Logo environments on young children's metacognitive processing and the extent to which sociocognitive processes mediate those effects. Findings suggest that Logo fosters development of metacognitive processing, in part by engendering high-level conflict resolution. Implications are…
Descriptors: Children, Cognitive Processes, Comparative Analysis, Computer Uses in Education
Peer reviewedClements, Douglas H. – Computers in the Schools, 1985
This review of the research on Logo use with pre-high school students highlights programing and learning stages, cognitive requirements, and effects of Logo programing on social-emotional development, achievement, and problem-solving abilities. (MBR)
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Development, Elementary Education
Peer reviewedClements, Douglas H.; Nastasi, Bonnie K. – Computers in the Schools, 1985
Reviews research on the effects of the educational application of computers on student social-emotional development and details a study which examined the effects of two computer environments--computer assisted instruction and Logo--on six specific components of social-emotional competence (initiation and participation, social problem-solving,…
Descriptors: Adjustment (to Environment), Classroom Observation Techniques, Comparative Analysis, Computer Assisted Instruction
Peer reviewedClements, Douglas H.; And Others – Young Children, 1993
Reviews the research illustrating the wide-ranging benefits of open-ended computer programs such as LOGO. Considers the ways in which these programs develop young children's subject-matter knowledge and problem-solving and socioemotional competencies. (BB)
Descriptors: Age Differences, Computer Software, Computer Uses in Education, Cooperative Learning
