Student attitudes toward school and subject matter was the most studied variable and seemed the most affected by computer use. Only a few studies were located which compared attitudes toward computer instructional methods with non-computer ones, and the data seemed to indicate that there was no difference in student attitudes. While effects seemed slightly higher for tutorials in reading, statistical results allow no firm conclusions about the superiority of any type of application. Effectiveness was low overall and was even found to be negative in studies involving Hispanic students. Because there were very few studies in this area, however, results must be viewed with caution.
Word processing seems to have a positive effect on student attitudes toward writing.
No firm conclusions can be drawn, however, about the effect of word processing on writing quality, length of composition, and number and kind of revisions. The effects of Logo applications on problem-solving and general thinking skills were found to be significant. On the basis of these findings, Logo shows promise as a method of enhancing cognitive skills of various kinds, and it looks especially good in comparison with unstructured, discovery- learning CAI applications. All usable studies in this area were Logo-based and showed an overall effect higher than any other found in this review. These results, while promising, are in need of further study, preferably with larger sample sizes and control groups which use other forms of instructional treatment.