Effect Of Logo Research Articles

Connecting the dots between brand logo and brand image

PurposeAlthough the prominence of brand logo for companies is widely acknowledged, a close examination of the literature reveals lack of empirical research pertaining to effect of brand logo on consumer perception toward brand. Therefore, the purpose of this paper is to fill the gap in marketing studies concerning the effect of a logo on consumer evaluations. The research addresses two questions: first, how brand logo favorability helps to increase brand image; and second, how brand logo form consumer perceptions toward brand through brand personality dimensions and brand familiarity?Design/methodology/approachThe data were collected from 816 respondents using mall-intercept technique. Structural equation modeling via AMOS was conducted to test the proposed model to gain insight into the various relevant influences and relationships.FindingsThe findings revealed the importance of the company’s brand logo in enhancing the brand image. The results further highlighted that brand personality dimensions and brand familiarity mediate the relationship between brand logo and brand image.Practical implicationsThe study offers managers a new perspective for building strong brand identity with the help of logos along with the brand personality dimensions and brand familiarity to enhance brand image.Originality/valueThis study provides novel insights on the impact of brand logo on brand image. This is the first study to determine the mediating role of brand personality in the relationship between brand logo and brand image. It thereby adds to the literature of visual identity by developing the sphere of influence of brand logo and its effects toward brands.

The Effect of Logo on the Nonverbal Reasoning Ability of Rural and Disadvantaged Third Graders

AbstractPrior research that has attempted to assess the impact of Logo programming on the cognitive abilities of youth has utilized samples drawn primarily from white middle class populations. This study assesses the impact of Logo programming using a sample that consists of rural and disadvantaged student’s. Thirty-six third-graders were randomly assigned to either a treatment group or a control group. The Matrix Analogies Test, a test of nonverbal reasoning ability, was selected as the dependent variable. The treatment group received eight weeks of Logo programming experience. An analysis of covariance (ANCOVA) computed on the MAT posttest, controlling for pretest, revealed a significant group effect. The Logo group scored significantly higher than the control group.

Cognition of Fundamental Concepts in Geometry

The purposes of this study were: 1) to investigate the effects of Logo Based Instruction (LBI) for the cognition of the four fundamental concepts in geometry, and 2) to explore the possibility of integrating the Logo programming language in the geometry curriculum. The regular classroom teacher taught both the experimental and control groups following the treatment plan designed by the researcher. Interviews of sixteen seventh and eighth graders from each group were audio taped. The results showed that the students in the experimental group had a deeper conceptualization of fundamental concepts in geometry. An ANCOVA test applied to the scores of Interview Sheets, and the t-test applied to the gain in van Hiele levels, were significant in favor of the experimental group. These results are encouraging and support the integration of Logo in the geometry curriculum.

The Effects of Logo Experience on First-Grade Children's Ability to Estimate Distance

This study investigated the effect of learning Logo on first-grade children's understanding of length of measure under the condition of changing unit size. Twenty-three children received Logo instruction for one hour per week between October and early April. An Estimation of Distance task was administered to these children and to twenty-five first graders who had no Logo experience. The children understood that, for a given unit size, as the magnitude of the distance increased, the number of units associated with that distance would also increase. However, the children who had Logo instruction were significantly more accurate in estimating distance. All of the children understood that there was a compensating relationship between unit size and the number of units, but the distance estimations of the children who had Logo instruction were more reflective of the strength of the inverse relationship between unit size and number.

Cognitive Effects of Logo and Computer-Aided Instruction Among Black and White Zimbabwean Primary School Girls

Abstract The educational computer programming language LOGO is assumed to foster cognitive development. The cognitive effects of LOGO were examined among 8- to 9-year-old Black and White Zimbabwean schoolgirls. Forty-nine experimental group children were exposed to a British Broadcasting Company (BBC) LOGO program, and fifty-eight control group children were exposed to BBC Computer-Aided Instruction programs. Pretests on the SRA Primary Mental Abilities Test for Grades 2 to 4 (Thurstone, 1963) were held in May 1988, and posttests on the same test were administered in February 1989. The data were analyzed with multivariate analysis of covariance and analysis of covariance with pretest scores as the covariate. There were no significant differences in pre- and posttest scores between the groups. Conclusions about the effectiveness of LOGO in promoting cognitive development must be tempered by reservations about the cultural appropriateness of LOGO among these African children and the sensitivity of the depen...

The Effects of Logo on Children's Conceptualizations of Angle and Polygons

It has been claimed that in Logo programming children learn mathematics by using concepts that aid them in understanding and directing the turtle's movements. The fundamental basis for this claim is that appropriate Logo environments can help children elaborate on, and become cognizant of, the mathematics implicit in certain kinds of intuitive thinking. To investigate this claim, 12 fourth graders were interviewed three times, at the beginning, middle, and end of 40 sessions of Logo graphics programming experience. The six Logo children, but not the comparison children, progressed from their original intuitive notions to more mathematically sophisticated and elaborate ideas of angle, angle size, and rotation. In addition, more Logo children explicitly mentioned geometric properties of shapes, indicating that they were beginning to think of the shapes in terms of their properties instead of as visual gestalts. Thus, there was support for the hypothesis that Logo experiences, especially those enriched with appropriate activities and discussions, can help children become cognizant of their mathematical intuitions and move to higher levels of geometric thinking.

The Effects of Logo on Children's Conceptualizations of Angle and Polygons

The Effects of Logo on Children's Conceptualizations of Angle and Polygons

Cognitive Benefits of Logo and Computer-Aided Instruction among Zimbabwean Schoolgirls

There is evidence for (2) and against (5) Papert's (4) claim that the educational computing language LOGO fosters cognitive growth. Mundy-Castle and colleagues (3) argue that the social emphasis of LOGO is especially fitting among African children, whose cultures emphasize socially-oriented cognitive skills (1). They found that, in comparison to those who received no computer exposure, black Zimbabwean girls who did LOGO showed significantly greater gains in spatial reasoning. However, the absence of a control group exposed to other computing programmes precluded differentiation between the effects of LOGO and those of computer exposure in general, a limitation this study sought to rectih. One hundred forty-four Zimbabwean primary schoolgirls (M age = 10.4 yr., SD = 1.1) at one school did LOGO for 45 min. a week for one year and 146 girls (M age = 10.4 yr., SD = .9) at a comparable school did computer-aided instructional (CAI) programmes in English, mathematics, and problem-solving for a similar period. Preand posttests were based on Thurstone's (7) Primary Mental Abilities scales (Grades 4-6), which yield verbal, numerical, spatial and perceptual subscale scores. Differences between preand posttest subscale scores for each group were calculated (6) and subjected to multivariate analysis; effects were nonsignificant (F,,,,, = 1.45, p>.05). These data suggest that, notwithstanding potential cultural appropriateness, as taught here, LOGO may be no more effective than CAI in promoting cognitive abilities, at least those measured by standardized inventories.

Logo in pre-service and in-service teacher education

There is a large body of literature associated with the use of Logo with children. Much less research has been conducted on the effects of Logo on adult learners. The present study, which was qualitative in its approach, focused on the use of Logo with four groups of adult learners: two groups in pre-service teacher education courses, and two groups in an in-service course. The results suggest that a Logo project has some positive benefits for learners' attitude to computers and to themselves as learners.

Computer Experience, Self-Concept and Problem-Solving: The Effects of Logo on Children's Ideas of Themselves as Learners

The effects of LOGO programming experiences on children's ideas of themselves as learners were examined. Two measures of children's ideas about themselves as learners, the Intellectual Achievement Responsibility (IAR) Scale and performance on an attention task after noncontingent success and failure feedback, were employed with third-grade children before and after four and a half months of LOGO computer programming experiences. The selection of these measures was based on previous work by Carol Dweck and her colleagues on achievement motivation. The control group received computer programming experience, which in contrast to LOGO, did not emphasize the decomposition of complex problems or the recognition of errors as a natural part of problem-solving. As predicted, the children who received LOGO experience showed significant increases on the IAR scale (i.e., increases in internal locus-of-control) and a differential pattern of responding after noncontingent success feedback as compared to the control group. No differences existed between the two groups on noncontingent failure feedback. Results support our proposal that particular qualities of LOGO can increase incremental or mastery-oriented thinking in young children.

Effects of Logo and CAI on Black First Graders' Achievement, Reflectivity, and Self-Esteem

This article addresses the issue of how successfully minority students' learning styles could be matched with computer instruction and the concomitant effects on their achievement, reflectivity, and self-esteem. 36 first-grade children were randomly assigned to 1 of 3 conditions: Logo, CAI, or a no-exposure control group. Children worked in pairs in the computer groups, receiving biweekly, 30-min sessions for 10 weeks with 2 female Caucasian instructors who used a mediated teaching approach. 2 significant race × condition interactions resulted: (1) Logo minority students outscored Logo majority students on a standardized test of math achievement, and (2) black students in the CAI condition scored lower on a measure of self-reflectivity than either black or white students in the other 2 conditions. It is suggested that the effects of interactive computer programming be examined from the perspective that learning style is mediated through social and cultural contexts and that minority access to computer programming be encouraged.

Talking to the turtle: A discourse analysis of logo instruction

The effect of Logo on children's cognitive development may depend upon the nature of the instructional process. From a Vygotskian perspective, the teacher's use of mediated strategies is conceptualized as the most critical component. The transition from other regulation to self‐regulation should be reflected in the discourse structure as children acquire greater competence in programming through adult scaffolding of commands. A discourse analysis of Logo lessons given to two pairs of 5‐year‐old children revealed that both teacher and child elicitations decreased over time as the children gained greater mastery of Logo commands, teacher directives decreased as peer collaboration increased, children's responses to metacognitive prompts remained stable, and children's talk became more task‐oriented. These findings suggest that successful learning of Logo concepts may involve a careful structuring of the teaching context.

A Comparison of the Effects of Logo and a CAI Learning Environment on Skills Acquisition

The present study investigated the impact of computer-based environments in enhancing a particular set of cognitive outcomes. Of specific focus was a comparison between a Logo and a more traditional CAI context in promoting one's ability to follow directions and construct directions in the process of solving problems. Forty-four fourth-grade students were randomly assigned to one of the two treatment groups. Subjects engaged in group discussions and hands-on computer activities over a five-week period. In the Logo group subjects essentially tested programming techniques in constructing a variety of structures. The CAI group worked with similar stimuli, but in a “program-directed” format. Results demonstrated higher posttest achievement in the Logo group's ability to formulate directions in different instances. However, the following direction performances were essentially the same for both groups. The study raises important theoretical issues regarding the role of specific types of features of computer-based environments in effecting different types of cognitive as well as affective outcomes. Of particular note are the merits of such research to generate new hypotheses about CBI contexts adapted to meet individual differences in learning.

Effects of Logo and CAI environments on cognition and creativity.

Although claims concerning the cognitive benefits of computer programming have been made, research results are conflicting. This study assessed the effects of learning computer programming and computer-assisted instruction (CAI) on specific cognitive skills (classification and seriation operations), metacognitive skills, creativity, and achievement (reading, mathematics, and ability to describe directions). Seventy-two 6- and 8-year-old children were pretested to assess pretreatment level of operational competence (classification and seriation), creativity, and achievement. The children were then randomly assigned to one of three 22-week treatment conditions — computer programming in Logo, CAT, or control. Posttesting revealed that the programming group scored significantly higher on measures of operational competence, two of three measures of metacognitive skills, and a measure of creativity and on describing directions. No differences were found on measures of reading and mathematics achievement. Although proponents have made strong claims regarding the positive effects of computer programming on young children's cognition, research results are conflicting. Even when results are positive, effects on variables such as achievement tend to be small. There is some empirical and theoretical support, however, for the hypothesis that programming can facilitate the development of specific cognitive and metacognitive skills. The purpose of this study was to investigate the effects of computer programming on the cognitive skills (classification and seriation operations), metacognitive skills, creativity, and achievement of 6- and 8-year-old children.

Effects of Logo and CAI environments on cognition and creativity.

Effects of Logo and CAI environments on cognition and creativity.

Some Effects of Logo With Emotionally Disturbed Children

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The Effect of Logo on Attributions Toward Success

No abstract available for this article.