ABSTRACT
First, this chapter presents a theoretical foundation for the implementation of educational LOGO environments and for the investigation of cognitive benefits within those environments. Second, research conducted by the authors, as well as pertinent studies conducted by other researchers relevant to componential development, are analyzed to answer two main questions: What componential abilities do children learn in different LOGO environments? What are the characteristics of LOGO environments most likely to facilitate the development of metacomponents and knowledge-acquisition components? An in-depth look at several recently completed studies, including the Sternbergian-based LOGO environments that they used, proffers concrete examples.
