Nastasi, B. K., & Clements, D. H. (1992). Social-cognitive behaviors and higher-order thinking in educational computer environments. Learning and instruction, 2(3), 215-238.


Type: Empirical

Purpose: "We examined group differences in social-cognitive behaviors exhibited by 48 3rd graders in Logo or computer-based writing environments, and the role of these behaviors in accounting for posttreatment differences in higher-order thinking" (p. 215).

Findings: "Logo children exhibited more work-related and off-task behavior, information seeking from partner, and cognitively-based resolution of cognitive conflicts, and less typing and social negotiation of cognitive conflict. Support was provided for the mediational role of information seeking, social negotiation of social conflict and especially cognitively-based resolution of cognitive conflict. Thus, Logo may foster cognitive growth by engendering cognitively-based resolution of cognitive conflicts" (p. 215).



Sample Size: 48

Participant Type: Students

Notes: 3rd graders, "randomly selected from the classrooms of the seven third-grade teachers in a single school" (p. 220).