Browsing by Subject "End-user computing -- Psychological aspects"

Now showing 1 - 9 of 9
  • Thumbnail Image
    Item
    Computers and the child's cognitive development
    (1995) Donaldson, Heather; Davis, Douglas A., 1943-
    This study examined factors that contribute to and predict computer ability in elementary age children and how these abilities relate to the child's cognitive development. Children at a private elementary school (pre-school to sixth grade) which has a Computer Learning Center were given a background questionnaire of computer experience and a computer literacy test. The best predictors of classroom computer ability were grade, sex, how often the child uses his/her computer at home, and what their favorite subject is. Children who performed better on the computer literacy test tended to be in higher grades, to use a computer at home daily, to be male, and to like math, science, and computers. This finding suggests that an experiential model may be more appropriate than a developmental model in the acquisition of classroom computer competency.
  • Thumbnail Image
    Item
    Computers In The Classroom: a study of factors that contribute to computer competency and the influence of collaboration on computer task performance
    (1995) Moore, Sarah; Davis, Douglas A., 1943-
    This particular study examines what factors contribute to and predict computer competency in 66 Pre-K through 6th graders. A computer use questionnaire was administered and answered orally which provided background information on subjects prior computer experience and level of computer competency. Subjects' computer skills were tested by a set of performance tasks (the HCLF) designed to determine degree of computer competency. It was found that several factors were highly correlated with HCLF score, namely, grade, frequency of home computer use and sex. Within the overall experiment, a sub-study (N=28) focused on the effect of collaboration on performance of two cognitive tasks among 3rd through 6th graders. Collaborative work on several mathematical problem-solving tasks appeared to help female more than male subjects.
  • Thumbnail Image
    Item
    Computers in the Classroom: An investigation of social interaction and cognitive development
    (1994) Daner, Ariana
    This study consisted of two phases. Phase I used a computer competency test (the HCLF) to measure elementary school children's aptitude on operating system and software usage. Subjects were 66 students from a Quaker elementary school. Multiple regression analysis revealed grade level, frequency of home use and sex of subject to be predictors of scores on the HCLF. In phase II, a subset of 28 of the same subjects varied peer collaboration as an influence on mathematical problem-solving skills. Results are discussed in terms of collaboration's ability to help students with more social learning styles.
  • Thumbnail Image
    Item
    Individual differences in computer use
    (1991) Weiss, Shana; Davis, Douglas A., 1943-
    Computer users have often been stereotyped as asocial, technologically-oriented people. However, there is a dearth of research defining this subgroup, and no attempts have been made to definitively distinguish between computer "addicts" and noncomputer users. This study used a variety of statistical and projective measures to define differences between computer users. Standard TAT instructions were given to sixty-three college students who wrote stories about one of two randomly assigned pictures. Each picture had two figures, one male and one female, with one of the two seated at a computer. Stories were coded for topics concerning computers, for interpersonal relationships, and for story structures. Significant results were found for several of these coding questions when compared with level of computer use and gender of subject. A questionnaire asking for self-reports in various areas of computer use confirmed subject selection categories and indicated that there are indeed differences in computer users. A Myers Briggs personality test was used in an attempt to divide computer users and non-users into a dichotomy that separated people out based on different personality characteristics. The results of this part of the study were inconclusive. Though results overall were unable to define a specific "computer personality," it is clear that definite differences exist among heavy and light, and male and female computer users.
  • Thumbnail Image
    Item
    Integrating the Computer Into an Elementary Educational Setting: A Developmental Stage Model
    (1995) Burch, Jennifer; Davis, Douglas A., 1943-
    Sixty-six children from pre-kindergarten through grade 6 at a small Quaker suburban elementary school were selected by permission to participate in a multiphasic study of computer literacy. The three-part test consisted of a Background Questionnaire to establish S's computer experience outside of the school's Computer Learning Center (CLC), a Literacy Form to target specific skills using Macintosh picture- and word-processing software, and a cognitive game section involving basic computer skill, memory, and strategy. The major objective of the study was to determine in what order and at what developmental level computer skills are acquired and reveal other factors which influence a child's achievement of computer literacy. Correlating results from the three parts of the test revealed that the best predictors of performance on the Literacy Form are S's grade level and frequency of computer use outside the CLC. As expected, motor skills are acquired first, then basic computer skills such as menu and window use, which must precede acquisition of complex skills. In this population, a plateau of performance occurred after the fourth grade, suggesting that S's had attained a level of basic literacy. Additionally, scores on items such as the child's favorite subject and independent vs. social computing style suggested that these other factors may play a role in the child's computer development.
  • Thumbnail Image
    Item
    Levelling the Playing Field: Computers in Elementary Education
    (1995) Clifton, Allan; Davis, Douglas A., 1943-
    A correlational study of 66 elementary school students was conducted, investigating the factors influencing subjects' computer literacy. Computer literacy was judged based on ability with a drawing program, word processing program, and general Macintosh skills. In a related micro-study, subjects were measured for ability on a Concentration-type computer game. Using regression analysis, researchers found that grade and home computer use were the variables most predictive of computer literacy, and that sex was predictive only for older children. Researchers suggest that increasing girls' home computer use could help to reduce the gender gap.
  • Thumbnail Image
    Item
    The Effect of the Computer in the Elementary Classroom: How Will the New Age Of Computers Influence Learning
    (1995) Telfair, J. Megan; Davis, Douglas A., 1943-
    In a study measuring the relationship of computer skill to maturational and cognitive development, elementary school children (Pre-Kindergarten through sixth grade) were asked to complete a variety of tasks based on the mastery of basic Macintosh functions, drawing, and writing software. Subjects also completed four trials of a computer game and responded to questions about attitude toward computers and home computer use. Performance on the computer task was strongly related to the grade of the child, previous computer experience, and to the current frequency of home computer use. Among younger children (Pre-K, Kindergarten and first graders) computer test scores were most strongly related to frequency of home computer use. Among older children (second through sixth grades) boys performed better than girls on computer tasks. Results, though generally inconclusive, imply a beneficial importance of the computer in the elementary classroom in accelerating cognitive development and suggest individual differences which may facilitate or impede computer literacy. Further investigation is needed to ascertain those variables influencing computer ability and how these variables vary across environments.
  • Thumbnail Image
    Item
    Toward an understanding of computers and individual differences
    (1991) So, Mary June C.; Davis, Douglas A., 1943-
    This study was designed to investigate the effects of computer use level and gender in relation to individual characteristics and personality. Subjects were given a computerized Thematic Apperception Test (TAT) followed by a questionnaire on individual differences in personal computing and electronic communication. Subjects were instructed to make up and type directly onto the computer a story regarding the image they saw. They were then told to answer the computer skill questions that followed. These results to the questionnaire largely confirm our hypothesis that heavy users would rate themselves significantly higher in computer skill, than medium and low users. Results were also obtained by coding stories written in response to TAT pictures depicting situations of both affiliation as well . as achievement as defined by Gilligan (1982). The coding results of the TAT stories (N=63) indicated that male subjects were more likely to write stories involving a problematic relationship between two characters. A higher incidence of stories involving problematic computer usage occurred when the character at the computer was male. Level of computer aptitude was also apparent through coding of the story content. Subjects (N=45) were also given a Myers-Briggs Questionnaire although significant personality characteristics were not determined due to such a small subject population. Different aspects of computer users and nonusers are explored as important factors for rates of participation in computer related activities.
  • Thumbnail Image
    Item
    When your computer is your closest friend: A study of the Computer of the Nineties
    (1991) Tagliacozzo, Amy; Davis, Douglas A., 1943-
    This study explains why some people are computer oriented, and why others are not. We investigated who uses computers for word processing, game playing, and communication (electronic mail and bulletin boards) . The major focus of our study was the computer as a means of communication. Issues leading up to the experienced and obvious gender stratification concerning computers in our society are addressed, and explanations are offered for its origin. The VAX computer system of Haverford College was used as the basis for the major part of this study. Students who use the system at varying levels (none to high) were given computer experience questionnaires, Myers Briggs personality assessment questionnaires, and were asked to respond to TAT images. Significant differences were found concerning word processing, game playing, and several of the TAT coding questions (whether there was a relationship present, if there was a problem in the relationship, and whether or not there were signs of virtual substance dependency.) It was found that gender played a role in how pictures of a possible relationship scenario was seen, and that level of computer use played a role in several computer experience questions and the description of the TAT picture.