Abstract
Abstract The recent introduction of micro‐computers into schools is opening up many new avenues for developmental psychologists interested in studying how children learn. Of particular interest at present are approaches in which children program computers themselves, using languages such as LOGO and PROLOG. This paper describes a study in which a simplified version of LOGO was introduced to a group of six‐year‐olds in a severely deprived area of Edinburgh. The children used a special touch‐sensitive keyboard (Concept Keyboard) to control the movements of a floor‐crawling robot called a Turtle. The sessions with the Turtle were marked by high levels of concentration, collaborative problem‐solving and the use of mathematical language. Pre‐ and post‐tests on the British Ability Scales revealed statistically significant gains on the sub‐scales concerned with number and shape: these gains, however, were found only in the boys.
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