You are here:

Computer Assisted Instruction and Cognitive Development in Preschoolers


Child Study Journal Volume 27, Number 3, ISSN 0009-4005


Compared the use of microcomputers, providing either substantial or minimal scaffolding, to traditional resources on preschoolers' cognitive development over eight weeks. Found that computer assisted instruction software increased verbal and language skills, but not math skills, and only as a function of substantial scaffolding. Software with substantial scaffolding features increased general cognitive ability more than minimally scaffolded instruction. (Author/KB)


Shute, R. & Miksad, J. (1997). Computer Assisted Instruction and Cognitive Development in Preschoolers. Child Study Journal, 27(3), 237. Retrieved July 16, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact