This document reports the results of a 4-month experimental study designed to determine the effectiveness of using computers with interactive software programs to teach higher-order thinking skills. The effects of CAI (computer-assisted instruction) on affective domains were assessed, as well as the effectiveness of CAI with interactive software programs in the areas of making inferences, making generalizations, and math problem solving. Sixty-one first graders and 70 second graders participated in the study, with an experimental group receiving CAI 30 minutes a week for four months. Afterward, all of the subjects' 1992 scores on inferences, generalizations, and math problem solving subtests of ITBS, including scores on four affective domains, were analyzed. A statistically significant difference was found between CAI and non-CAI groups in generalizations and math problem solving, and in affective domains such as attitude toward school, attitude toward computers, and skills students could do with computers. The impact of CAI on students' overall academic achievement and self-concept was not statistically significant; however, the effect size was greater at the first-grade level than at second-grade level. The same held true with grade level equivalent in reading and math. The statistical findings of this study suggest that: (1) CAI with varieties of interactive software is an effective tool to teach higher-order thinking skills; (2) it is developmentally appropriate to expose first-graders to a computerized environment; and (3) CAI is more effective in enhancing affective domains than cognitive domains. Appendices include copies of letters of approval, details concerning the software used in the study, and questionnaires and worksheets used in the student attitude measure. (Contains 16 tables and 94 references.) (BEW)