Social and Cognitive Interactions in Educational Computer Environments

Abstract

The present study utilized a naturalistic observational procedure to investigate the occurrence of behaviors that reflect social competence components and information-processing components of problem solving within educational computing environments. Following 14 weeks of training in either Logo programming or computer-assisted instruction— drill and practice, 48 children were observed working in pairs on the computer. The Logo group exhibited a significantly higher percentage of three social behaviors that have cognitive underpinnings and/or would be expected to occur in problem-solving situations—conflict resolution, rule determination, and self-directed work. The Logo group also exhibited a significantly higher frequency of behaviors indicative of meta-cognitive (metacomponential) functioning. Theoretical and educational implications are discussed within the study’s social-cognitive and information-processing framework. Findings substantiate the hypothesis that the Logo environment facilitates peer interaction in the aid of social problem solving and metacognitive processing.