Abstract
Computational thinking (CT) has become a practical skill for everyone. While numerous attempts have been made in defining the term and its components, there is still a lack of consensus on the definition of CT. Aligned with recent empirical studies where the conception of CT was extended to other cognitive domains, more research can be done to enrich the nomological framework of CT. This study aims to unravel the relationship between CT and cognitive abilities at the elementary level. Students from 3rd–4th graders of the primary schools in northern China were invited (n = 246) and assessment tests for CT and general cognitive abilities were administered. Results indicate that CT can be positively predicted by numeracy, visuospatial abilities, and inductive reasoning skills. The study has contributed to the field in both theoretical and practical aspects. Theoretically, the findings enrich our conceptual understanding of CT as an independent psychological construct. Practically, the study indicates the role of general cognitive abilities in the development of CT skills, providing guidance on the design of CT learning resources for elementary education.
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Zhang, S., Wong, G.K.W. (2023). Exploring the Association Between Computational Thinking and Cognitive Abilities of Elementary Students: A Preliminary Study. In: Hong, W., Weng, Y. (eds) Computer Science and Education. ICCSE 2022. Communications in Computer and Information Science, vol 1813. Springer, Singapore. https://doi.org/10.1007/978-981-99-2449-3_3
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