- Additional Document Info
- View All
The recent explosion of computer use and accessibility in both academic and work settings has made computer literacy almost mandatory. Yet, there are many individuals who are unfamiliar with using computers. Previous research has partially attributed computer attitudes to past math experience and gender of the user. The present study empirically investigated the relationship between computer familiarity and cognitive ability in an attempt to identify cognitive ability as a variable that may account for differences in computer familiarity and usage. Subjects completed two cognitive ability tests and reported their familiarity with computers. Results indicated that high scorers on the cognitive ability tests were significantly more familiar with computers. Contrary to previous research, there were no gender differences in computer familiarity (and cognitive ability). Plausible explanations for the results and its implications are discussed. 1990 Taylor & Francis.
Journal of Research on Computing in Education
author list (cited authors)