Comprehension Monitoring, Stylistic Differences, Pre-Math Knowledge, and Transfer: A Comprehensive Pre-Math/Spatial Development Computer-Assisted Instruction (CAI) and Logo Curriculum Designed to Test their Effects

Abstract

A comprehensive computer curriculum designed to teach pre-math/spatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-math/spatial instruction via computer and approximately 20 percent via teacher instruction. The following pretest/posttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and color/direction questions, and less time on color/direction questions. Both FI/FD and Ref/Imp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed.