Relationships among cognitive components in Logo learning and transfer.

A model of relationships among 4 cognitive components (working memory, representation, metacognition, and performance) implicated in the acquisition and transfer of Logo was developed and tested. Two implementations of mediated instruction, one of which involved a macrocontext (Cognition and Technology Group at Vanderbilt, 1990), also were compared with respect to these 4 components and to measures of transfer. Few reliable differences were found between instructional conditions, indicating that the systematic mediation of Logo learning was equally effective whether presented with or without the larger framework of a macrocontext. Path analysis of correlations among the 4 cognitive components and a series of transfer tasks indicated that transfer was regulated by a system of relationships among the cognitive components. The respective contribution of each cognitive component varied with the type of transfer task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)