The ability of kindergarten children to solve rule-learning problems following five weeks of LOGO computer experience was compared with that of children not having such experience. Fifteen children were randomly assigned either to a LOGO experience condition or a wait-list control condition. A single-keystroke LOGO was gradually introduced to the children in the LOGO condition. All children were subsequently tested on affirmative and conjunctive rule-learning tasks. Children receiving LOGO instruction had a significantly higher proportion of correct responses on two problem-solving tasks than children in the control condition ( p < .05). Frequencies of subjects correctly solving each problem revealed no statistically significant differences between conditions ( p's > .10). The kindergarten children adapted easily to the use of the computer and the single-keystroke LOGO. Suggestions for future research are presented.
Access to effective and comprehensive transition programming is pivotal to transition of youth with disabilities to work and independent living. Successful programs often blend key ingredients, including individualized educational planning, career development, work experiences in secondary school, and interagency partnerships/collaborations. Through a comparative analysis of the New York State transition program data, and the National Longitudinal Transition Study 2 (NLTS2) data, this study empirically demonstrated the simultaneous contributions of various transition program elements to student postsecondary outcomes using mediation models. In addition, the technique of using propensity score analysis for balancing the two comparison cohorts, applied in this study, contributes to the arsenal of analytical techniques for evaluating the impact of transition to adulthood programs.
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