Learning with microcomputers: Training primary school children on a problem‐solving program

Tony J Simon, John McShane, Sally Radley

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study investigated the effects of structured training at two informational levels on children's performance on a problem‐solving computer program. An informed‐training group (strategy training with detailed explanations) performed at a superior level to a blind‐training group (strategy training with no explanations) and a control group. This superiority was maintained 3 weeks later on retest. The results are discussed in relation to the processes that mediate and facilitate training.

Original languageEnglish (US)
Pages (from-to)35-44
Number of pages10
JournalApplied Cognitive Psychology
Volume1
Issue number1
DOIs
StatePublished - 1987
Externally publishedYes

Fingerprint

Microcomputers
Software
Learning
Control Groups
Microcomputer
Problem Solving
School children
Primary School

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

Cite this

Learning with microcomputers : Training primary school children on a problem‐solving program. / Simon, Tony J; McShane, John; Radley, Sally.

In: Applied Cognitive Psychology, Vol. 1, No. 1, 1987, p. 35-44.

Research output: Contribution to journalArticle

@article{ca49980f4b4642d79235e5ae44c33414,
title = "Learning with microcomputers: Training primary school children on a problem‐solving program",
abstract = "This study investigated the effects of structured training at two informational levels on children's performance on a problem‐solving computer program. An informed‐training group (strategy training with detailed explanations) performed at a superior level to a blind‐training group (strategy training with no explanations) and a control group. This superiority was maintained 3 weeks later on retest. The results are discussed in relation to the processes that mediate and facilitate training.",
author = "Simon, {Tony J} and John McShane and Sally Radley",
year = "1987",
doi = "10.1002/acp.2350010106",
language = "English (US)",
volume = "1",
pages = "35--44",
journal = "Applied Cognitive Psychology",
issn = "0888-4080",
publisher = "John Wiley and Sons Ltd",
number = "1",

}

TY - JOUR

T1 - Learning with microcomputers

T2 - Training primary school children on a problem‐solving program

AU - Simon, Tony J

AU - McShane, John

AU - Radley, Sally

PY - 1987

Y1 - 1987

N2 - This study investigated the effects of structured training at two informational levels on children's performance on a problem‐solving computer program. An informed‐training group (strategy training with detailed explanations) performed at a superior level to a blind‐training group (strategy training with no explanations) and a control group. This superiority was maintained 3 weeks later on retest. The results are discussed in relation to the processes that mediate and facilitate training.

AB - This study investigated the effects of structured training at two informational levels on children's performance on a problem‐solving computer program. An informed‐training group (strategy training with detailed explanations) performed at a superior level to a blind‐training group (strategy training with no explanations) and a control group. This superiority was maintained 3 weeks later on retest. The results are discussed in relation to the processes that mediate and facilitate training.

UR - http://www.scopus.com/inward/record.url?scp=84984135477&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84984135477&partnerID=8YFLogxK

U2 - 10.1002/acp.2350010106

DO - 10.1002/acp.2350010106

M3 - Article

AN - SCOPUS:84984135477

VL - 1

SP - 35

EP - 44

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 1

ER -