Abstract
Initial Logo Mastery was investigated utilizing a theoretical model purposed by Watson and Busch which examined young children's use of a conceptual strategy which incorporated cursor pointing and computer screen quadrant effects. Results showed that thirty-eight young four- and five-year-olds scored significantly better, fewer keystrokes and fewer errors, when problem solving in the upper left and right quadrants than in either of the two lower quadrants. Means analyses showed children scored higher on task closure and task success in the upper right quadrant, followed by the upper left, and lastly, by the lower left and right screen quadrants.
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