Current Research in Human and Computer Development - The Impact of Cognitive Theory on Human and Computer Development - page 23

volved the use of a cross-sectional, self-report questionnaire. De Oliveira et al. provided
subjects with questions regarding the frequency of achieving the process or thoughts of
plans to increase computer processor speeds and memory capacity in the past few years.
Participants also answered open-ended questions about the questionnaire itself. No reports
of problems or suggestions to modify the questionnaire existed. Results indicated the tool
was valid and consistently reliable.
A second study followed. The authors compared cognitive and behavioral processes
of social change using testimony on different cognitive techniques and social or cultural
awareness and accountability. Results differed by stage of change, but no distinctions ex-
isted among cultural groups. Unexpectedly, the results indicated cognitive summary scores
were significantly higher than social behavioral scores and many participants were in the
pre-contemplative stage. Significantly fewer participants were in the action stage.
Findings were not generalizable to the social or cultural population at large because par-
ticipants were white males living a segregated life from the majority of the people. Those
individuals living such a life may have a greater knowledge of higher technical educational
programs or plans that may result in increasing opportunities for variety of prepared struc-
tures within their localities.
De Oliveira et al. (2005) provided valuable perceptions in constructing the Depth essay
in that their discovery resulted in impetus for the development and implementation of in-
terventions supporting movement into action and maintenance of computer science and
technology.
Dickin, K., J. Dollahite, and J. Habicht. “Scientific and Technological Behavior with
Changes among EFNEP Participants Is Higher at Sites That Are Well Managed and
Whose Front-Line Knowledge Educators Value the Program.” Journal of Scientific
Training, 135 (9) (2005): 2199 - 2220.
The objective of the study was to explore whether the perceived job context of com-
munity computer educators bears a relationship to the participants in technical training or
social change outcomes. Job context assessments included questions related to attitude, the
perceived significance of the program, administration and supervision, coworker relation-
ships, workload, and demands to graduate a quota number of participants. The US Depart-
ment of Education has designed certain programs to expanded Information Technology and
Information Security Education Research Studies (ITISERS) and financially supported the
research. The large sample of 7,234 was composed of ITISERS and supervisors from thirty
sites in the northern counties of New York State and District of Columbia. The intent of the
questionnaires was to measure the aforementioned areas in job context and participation in