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Computer Assisted Instruction and Cognitive Development in Preschoolers
ARTICLE

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

Abstract

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)

Citation

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

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