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ERIC Number: ED207551
Record Type: RIE
Publication Date: 1980-Dec
Pages: 35
Abstractor: N/A
Reference Count: 0
Contributions of Cognitive Science and Related Research on Learning to the Design of Computer Literacy Curricula. Report No. 81-1. Series in Learning and Cognition.
Mayer, Richard E.
A review of the research on techniques for increasing the novice's understanding of computers and computer programming, this paper considers the potential usefulness of five tentative recommendations pertinent to the design of computer literacy curricula: (1) provide the learner with a concrete model of the computer; (2) encourage the learner to actively restate the new technical information in his or her own words; (3) assess the learner's existing intuitions about computer operation and try to build on or modify them; (4) provide the learner with methods for chunking statements into smaller, meaningful parts; and (5) provide the learner with methods for analyzing statements into smaller, meaningful parts. It is concluded that, while results of cognitive research provide qualified support for the first two recommendations, more active research is needed on the other three. A bibliography lists 59 references, and appendices include seven statements used in a BASIC-like instructional booklet, examples of six types of test problems for a BASIC-like language, an example of an elaboration exercise, and data from a study included in the review. (MER)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: California Univ., Santa Barbara. Dept. of Psychology.
Identifiers: BASIC Programing Language; Computer Literacy; Intuition (Mathematics)
Note: Shorter version of this paper was presented at the Conference on National Computer Literacy Goals for 1985 (Reston, VA, December 18-20, 1980). For a related document, see IR 009 660.