The Relationship between Students' Information-Processing Styles and Logo Programming

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Abstract
This study explored the relationships among information-processing styles, Logo programming, academic achievement and cognitive abilities. Drawing and writing activities were used to identify top-down and bottom-up processing styles of students in grades two through six during a 15-session Logo programming course. Processing style was related to Logo success, academic achievement and cognitive ability. Top-down processing, as measured by the writing activity, was positively related to Logo programming success, field independence, holistic tendencies, and general academic achievement. In addition, Logo success and academic achievement were positively correlated. Implications and future research considerations are discussed.

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