Empirical Relationships between Cognitive Ability and Computer Familiarity.

Autor/inn/en	Arthur, Winfred, Jr.; Hart, Darren
Titel	Empirical Relationships between Cognitive Ability and Computer Familiarity.
Quelle	(1989), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adults; Cognitive Ability; Computer Literacy; Computer Science Education; Computers + Suchen Sie Ihr Suchwort? Denkfähigkeit; Computerkenntnisse; Computer science lessons; Informatikunterricht; Digitalrechner
Abstract	The recent explosions of computer use and accessibility in both academic and work settings have made computer literacy almost mandatory, yet there are many individuals who are unfamiliar with computers. Previous research has partially attributed computer attitudes to past mathematics experience and gender of the user. This study empirically investigated the relationship between computer familiarity and cognitive ability in an attempt to identify cognitive ability as a variable which may account for differences in computer familiarity and usage. Subjects (N=62), ranging in age from 19 to 40 years of age, completed two cognitive ability tests and reported their familiarity with computers. Results indicated that high scorers on the cognitive ability tests were significantly more familiar with computers. Contrary to previous research, there were no gender differences in computer familiarity (and cognitive ability). The findings have implications for educational and organizational practices regarding teaching lower cognitive ability persons to use computers. Such programs should include confidence builders, reinforcers, and praise. The programs should move away from independent self-guided to continued instructor guidance programs. (Author/ABL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01