Spearheaded by the writings of Seymour Papert, many educators have looked to computer use in education to usher in a new era in which the development of higher-order thinking skills would be promoted in schools. Early research aimed at showing the positive effects of programming instruction on students' thinking skills was not encouraging. More recent research is only somewhat more promising. This article begins with a summary and critique of the research, advancing eight hypotheses regarding the general failure of the research to confirm the expectations. Two major claims are made. The first is that the principle weakness of research on the cognitive consequences of programming instruction very likely has been its inadequate consideration of curricular issues. The second claim is that a relatively new programming language, Prolog, which is radically different from procedural languages like BASIC and LOGO, merits serious consideration for educational use. The article concludes with a brief introduction to Prolog.
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