Measuring coding ability in young children: relations to computational thinking, creative thinking, and working memory
Author:
Funder
Project of Humanities and Social Sciences
Fundamental Research Funds for the Central Universities
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-021-02085-9.pdf
Reference32 articles.
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2. Arfé, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children’s planning and inhibition skills. Computers & Education, 148, 103807. https://doi.org/10.1016/j.compedu.2020.103807.
3. Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905.
4. Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Statistical Psychology, 3(2), 77–85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x.
5. Bers, M. U. (2018). Coding, playgrounds and literacy in early childhood education: The development of KIBO robotics and ScratchJr. IEEE Global Engineering Education Conference (EDUCON), 2018, 2094–2102. https://doi.org/10.1109/EDUCON.2018.8363498.
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