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Information Technology Use and Cognitive Outcomes in the First Year of College

Lamont Flowers, Ernest T. Pascarella and Christopher T. Pierson
The Journal of Higher Education
Vol. 71, No. 6 (Nov. - Dec., 2000), pp. 637-667
DOI: 10.2307/2649157
Stable URL: http://www.jstor.org/stable/2649157
Page Count: 31
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Information Technology Use and Cognitive Outcomes in the First Year of College
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Abstract

This study sought to estimate the cognitive impacts of information technology utilization during the first year of college. Controlling for an extensive array of confounding influences, the findings suggest that the cognitive impacts of information technology may be more conditional than general; that is, they differ in magnitude and/or direction for different kinds of students and in different institutional contexts.

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