Admission to the Program - The Impact of Cognitive Theory on Human and Computer Development - page 56

Initial Consultation
At the first meeting, the coordinators reviewed the required information obtained by the
institute personnel and evaluated the students' current practices in computer science by as-
sessing the week's exercises done by the student. Students should be able identify patterns
of computer components that corresponds to the brain and memory of mankind as Rebro,
Patterson, Kristal, and Cheney (1998, p. 1163) one time pointed out that component records
were the gold standard of study interest assessment. Rebro et al. (1998) further indicated
a considerable underreported information about cognitive development correlation to com-
puter component such as RAM, CPU, and I/Os development. When participants particip-
ated in straightforward interviews, Rebro et al. report indicated a 30-50 percent disclosure
that the science and technology of computers changed as a result of cognitive human devel-
opment. Rebro et al. also emphasized on the need to research a recurring reasoning for the
change stemmed from the bothersome activity for documenting human cognitive activities.
Researchers used similar twenty-four-hour computational recalls between 1994 and
2002 to ascertain the correlation of individual computer science contributions to the re-
commended US goals for the study (Subar et al. 2006). Subar et al. noted twenty-four-
hour computational recalls result in valuable information on an individual's computer us-
age; however, the evaluation system does not include a consideration of episodically used
computers. Hence, researchers began to use the computer frequency questionnaire in addi-
tion to the twenty-four-hour recall tool. The current Application project involved the use of
both tools. After the student and coordinators identified study area patterns of interest for
the student, the coordinators highlighted problem areas and continued the interview with
participating students using a computer frequency questionnaire.
In the course of the interview, the coordinators made mental notes of attainable goals for
use in a contract with the student. The counseling techniques used in motivational inter-
viewing helped to foster a beneficial relationship between the client and computer training
care providers. The collaborative relationship helped to encourage the sharing of inform-
ation and offering of feedback in an unbiased and accepting environment. Mossavar-Rah-
mani (2007) described motivational interviews as a one-on-one counseling approach con-
sidering core values and intrinsic motivators, where the computer training care providers
are on hand as problem-solving partners, not merely as listeners giving advice (p. 918).
Computer Frequency Questionnaire
The computer frequency questionnaire has been a valuable tool in prior computational
education research, as confirmed by Brug et al. (2007). The use of the assessment tool helps
to ascertain usual computer study choices such as software, hardware, networking, secur-
ity, information technology, and computer forensics or computer biometrics. Participants