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Enhancement of Creativity in Computer Environments

State University of New York at Buffalo

This study investigated the effects of a theoretically based Logo environment on creativity. Seventy-three eight-year-old children were tested to assess pretreatment level of creativity and achievement and were randomly assigned to one of three groups: Logo computer programming, comparison (nonLogo creativity treatment), or nontreatment control. After 25 weeks of treatment, the Logo programming group had significantly higher scores than either of the other groups on the total assessment of figural creativity, and both the Logo and comparison group had significantly higher scores than the control group on verbal creativity. Certain aspects of both figural and verbal creativity (e.g., originality) were more strongly affected than other aspects (e.g., fluency). This extends previous research by indicating that certain Logo environments can enhance creativity in verbal, as well as figural, domains. These results militate against the sole acceptance of a domain-specific hypothesis of Logo’s influence on creative performance (i.e., enhancement of figural associative networks); instead, both this domain-specific hypothesis and a process-based hypothesis (i. e., metacomponential enhancement) received some support. An implication is that certain computer environments may offer unique opportunities for the enhancement of both figural and verbal creativity.

American Educational Research Journal, Vol. 28, No. 1, 173-187 (1991)
DOI: 10.3102/00028312028001173


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