Journal articles: 'Home computer'

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Moursund, Dave. "Home Computer Facilities." SIG Bulletin 3, no. 4 (April 1987): 4–7. http://dx.doi.org/10.1080/07478046.1987.11008192.

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Dugdale, Sharon, Elyon Dekoven, and Mi-Kyung Ju. "Computer Course Enrollment, Home Computer Access, and Gender: Relationships to High School Students' Success with Computer Spreadsheet Use for Problem Solving in Pre-Algebra." Journal of Educational Computing Research 18, no. 1 (January 1998): 49–62. http://dx.doi.org/10.2190/6uak-j8h1-5d49-jpac.

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The increasing use of computer technology in schools has brought with it concerns about equity of access to this new resource. Research has documented gender, social class, and racial inequalities in access to computers, and has linked computer access and experience to success in computer-related courses. This study examined the effects of home computer access and computer course enrollment on mathematically weak high school students' success in applying computers as a learning resource in a pre-algebra course. The course featured regular use of teacher-designed spreadsheet activities that engaged students in mathematical investigation and problem solving. Enrollment in a computer course was a significant predictor of success during students' early experiences in applying computers for mathematical problem solving. Home computer access was related to initial success for females, and the advantage of enrollment in a computer course was greater for females who had access to home computers than for those who did not. These initial advantages diminished with continued use of computers in the curricular context.

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Lauman, Daylene J. "Student Home Computer Use." Journal of Research on Computing in Education 33, no. 2 (December 2000): 196–203. http://dx.doi.org/10.1080/08886504.2000.10782309.

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Levin, Tamar, and Claire Gordon. "Effect of Gender and Computer Experience on Attitudes toward Computers." Journal of Educational Computing Research 5, no. 1 (February 1989): 69–88. http://dx.doi.org/10.2190/vepg-500c-2awm-1k15.

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The purpose of this study was to determine the extent to which gender and prior computer exposure (has a computer at home; participated in a computer course; knows how to work with computers) affect students' attitudes toward computers prior to computer instruction in school. An attitude questionnaire including cognitive and affective attitude scales was administered to 222 Israeli pupils in grades 8 through 10 who study in schools where computers have not yet been introduced. The results showed that prior computer exposure (in particular, having a computer at home), had a stronger effect on attitudes toward computers than sex. Pupils owning computers were more motivated to become familiar with computers; felt a stronger need for computers in their lives and had more positive affective attitudes toward computers than pupils who don't have computers at home. Sex differences in affective and cognitive attitudes were also observed where boys had significantly more positive affective attitudes toward computers than girls. They perceived computers as being more “enjoyable,” “special,” “important,” “friendly,” and “cheaper” than girls. Furthermore, boys tended to hold more stereotyped attitudes about who is capable of using computers and had more positive attitudes toward the computer as a medium of instruction than girls.

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Ling, Pengpeng, Wubing Xiao, and Wen Sha. "Intelligent Home Communication Design Based on Home Computer." IOP Conference Series: Materials Science and Engineering 569 (August 9, 2019): 032057. http://dx.doi.org/10.1088/1757-899x/569/3/032057.

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Le Comte, Douglas. "Using Your Computer: Home Page, Sweet Home Page." Weatherwise 48, no. 2 (May 1995): 36–37. http://dx.doi.org/10.1080/00431672.1995.9932127.

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Campbell, N. Jo. "Computer Anxiety of Rural Middle and Secondary School Students." Journal of Educational Computing Research 5, no. 2 (May 1989): 213–20. http://dx.doi.org/10.2190/ahnn-bbcw-c4kj-gar0.

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This study was conducted to investigate the effects of sex and school level on the computer anxiety of rural middle school and secondary students when home availability and school use of computers are controlled. A total of 1,067 students in middle and secondary grades in six rural school districts participated in the study. The instrument used was the Computer Anxiety Scale with Cronbach's reliability coefficients ranging from .83 to .91, depending on the school level of the students. Sex and school level differences were found in home availability, but not in school use of computers. The findings suggest computer anxiety is not affected by sex or school level when home availability and school use of a computer is statistically controlled.

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Burnard, Philip. "The Home Office Computer BookThe Home Office Computer Book Rimmer S Sybex Inc, Computer Manuals £17.95." Nursing Standard 7, no. 36 (May 26, 1993): 54. http://dx.doi.org/10.7748/ns.7.36.54.s51.

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Shashaani, Lily. "Gender-Differences in Computer Experience and its Influence on Computer Attitudes." Journal of Educational Computing Research 11, no. 4 (December 1994): 347–67. http://dx.doi.org/10.2190/64md-htkw-pdxv-rd62.

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This study of 902 boys and 828 girls in secondary school shows that gender-differences in computer experience has a direct relationship to computer attitudes. The data analysis supports the hypothesis that male students have more computer experience than female students. This experience is measured by the number of computer classes attended, the amount of computer usage, and having access to a home computer. Boys showed more positive attitudes toward computers than girls. The number of classes students attended, and the amount of computer usage was positively related to computer interest, computer confidence (for boys), and perceived computer utility. Home computer ownership was not related to computer attitudes. The association between computer attitudes and computer experience was stronger for males than females.

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Overdyk, Frank J., Mark L. Pinosky, Joanne M. Conroy, Daphine G. Robinson, and Brenda D. Dorman. "RESIDENCY PROVIDED HOME COMPUTERS ENHANCE ANESTHESIA EDUCATION AND COMPUTER LITERACY." Anesthesiology 89, Supplement (September 1998): 57A. http://dx.doi.org/10.1097/00000542-199809020-00003.

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Hamrick, Irene, and Irene Hamrick. "Virtual Reality Computer Simulated Home Visit: Teaching Home Safety." Journal of the American Medical Directors Association 14, no. 3 (March 2013): B12. http://dx.doi.org/10.1016/j.jamda.2012.12.033.

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Tzabar, Shimon. "Taxonomy with a home computer." Bulletin of the British Mycological Society 20, no. 2 (October 1986): 126–29. http://dx.doi.org/10.1016/s0007-1528(86)80040-2.

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Blansit, B. Douglas. "Protecting Your Home Broadband Computer." Journal of Electronic Resources in Medical Libraries 3, no. 4 (December 13, 2006): 87–101. http://dx.doi.org/10.1300/j383v03n04_08.

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Pinciroli, F., A. Pellegrini, G. Falcetti, and F. Antognini. "Electrocardiomultigraphimeter using a home computer." Computer Methods and Programs in Biomedicine 26, no. 1 (January 1988): 1–10. http://dx.doi.org/10.1016/0169-2607(88)90069-7.

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Stuifbergen, Alexa, Heather Becker, Stephanie Morgan, Janet Morrison, and Frank Perez. "Home-Based Computer-Assisted Cognitive Training." International Journal of MS Care 13, no. 4 (December 1, 2011): 189–98. http://dx.doi.org/10.7224/1537-2073-13.4.189.

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Initial evidence suggests that computer-assisted cognitive rehabilitation may improve cognitive performance among people with multiple sclerosis (MS). Most studies of computer-assisted cognitive training have incorporated an individualized in-office/clinic approach for training. The purpose of this study was to explore the feasibility of home-based computer-assisted training and systematically examine the perceptions of people with MS regarding home use of the program. Qualitative data (written and verbal) obtained as part of a larger randomized clinical trial of a cognitive rehabilitation intervention were analyzed. The computer training component of the intervention included prescribed tracks and exercises on the Internet-based Neuropsychonline program. The majority of the participants used the program the recommended number of times per week and for the minimum number of minutes over the 8-week intervention. Although participants had notable negative perceptions and complaints about the program during the training experience, most of them acknowledged during training that use of the program helped them recognize cognitive limitations, create and practice strategies to increase cognitive function, and improve the quality of their daily life. Data from focus groups 3 months after the training included similar criticisms regarding lack of feedback and difficulties with the program as well as acknowledgment of the positive effects and a desire for continued access to the program. The findings suggest that while home training is feasible, careful preparation for use of the program is required.

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Denning, Tamara, Tadayoshi Kohno, and Henry M. Levy. "Computer security and the modern home." Communications of the ACM 56, no. 1 (January 2013): 94–103. http://dx.doi.org/10.1145/2398356.2398377.

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Orleans, Myron, and Margaret C. Laney. "Children’s Computer Use in the Home." Social Science Computer Review 18, no. 1 (February 2000): 56–72. http://dx.doi.org/10.1177/089443930001800104.

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Eastman, Susan Tyler, and Helen L. Hollingsworth. "Implications of Home Technology for School Decision-Making." Journal of Educational Technology Systems 26, no. 3 (March 1998): 255–80. http://dx.doi.org/10.2190/l97r-74m1-atvc-3dfe.

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Surveys at a midwestern middle school showed that most students have much greater access to computer technology than previously predicted, including such sophisticated accessories as graphics packages, scanners, fax, and modems for e-mail. Both students and teachers reported the need for learning and using computer technology the way adults use it in the workplace. While students want the hardware and software to produce original, professional-looking documents, teachers want both traditional television hookups and cutting-edge instructional tools. The ongoing controversy about computer placement in labs versus classrooms appears to be a function of shortage within a technology vision balancing equity and efficiency. Teachers are virtually unanimous in wanting all teachers to have at least one computer in their classrooms while concurring in the need for grouped computers for instruction in some classrooms. Reliable, empirical information about students' and teachers' exposure to and application of computer technology outside of schools is essential when school personnel struggle with the decision-making that accompanies the spread of technology in education.

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Schall, Patricia L., and Rosemary W. Skeele. "Creating a Home-School Partnership for Learning: Exploiting the Home Computer." Educational Forum 59, no. 3 (September 30, 1995): 244–49. http://dx.doi.org/10.1080/00131729509336399.

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Khasawneh, Omar M., and Hamed M. Al-Awidi. "The Effect of Home Computer Use on Jordanian Children: A Parental Perspective." Journal of Educational Computing Research 39, no. 3 (October 2008): 267–84. http://dx.doi.org/10.2190/ec.39.3.d.

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The purpose of this study is to examine the effects of computer technology on Jordanian children from the perspectives of their parents. The sample of the study consisted of 127 participants. Each participant is a parent of a child or children who owned a personal computer. Our findings revealed some of the positive as well as negative changes that have been manifested as a result of using computers. The study showed that children's behavior changes as a result of computer use. For example, children became less active as they spend time on the computer and less time devoted to exercising and playing. The most essential finding of this study was that a large number of parents reported that their children familiarized themselves with computer functions and parts and technological and computer concepts, such as chatting, e-mail, and digital games.

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Hopkins, Billy L. "What's Going On…" Arithmetic Teacher 32, no. 8 (April 1985): 33. http://dx.doi.org/10.5951/at.32.8.0033.

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Elementary computer loan program. John H. Bayne Elementary School in Capitol Heights, Maryland, has implemented a program in which students can check out a computer for use at home. The three-component computer-literacy program is financed by a donation from Prescription Learning, an instructional firm in Springfield, Illinois. The program's components consist of computer literacy for kindergarten through second-grade students, skill reinforcement for students in grades four and six as a follow-up to reading and mathematics programs, and computer use at home for students in grades three and five. In the at-home component, students use the computers from four to six weeks. For more information contact Joyce Thomas, Principal, John H. Bayne Elementary School, 7010 Walker Mill Road, Capitol Heights, MD 20743 (301/336-1200).

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Wasiak, Patryk. "Computer Dealer Demos: Selling Home Computers with Bouncing Balls and Animated Logos." IEEE Annals of the History of Computing 35, no. 4 (October 2013): 56–68. http://dx.doi.org/10.1109/mahc.2013.16.

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Miralles, Felip, Eloisa Vargiu, Stefan Dauwalder, Marc Solà, Gernot Müller-Putz, Selina C. Wriessnegger, Andreas Pinegger, et al. "Brain Computer Interface on Track to Home." Scientific World Journal 2015 (2015): 1–17. http://dx.doi.org/10.1155/2015/623896.

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The novel BackHome system offers individuals with disabilities a range of useful services available via brain-computer interfaces (BCIs), to help restore their independence. This is the time such technology is ready to be deployed in the real world, that is, at the target end users’ home. This has been achieved by the development of practical electrodes, easy to use software, and delivering telemonitoring and home support capabilities which have been conceived, implemented, and tested within a user-centred design approach. The final BackHome system is the result of a 3-year long process involving extensive user engagement to maximize effectiveness, reliability, robustness, and ease of use of a home based BCI system. The system is comprised of ergonomic and hassle-free BCI equipment; one-click software services for Smart Home control, cognitive stimulation, and web browsing; and remote telemonitoring and home support tools to enable independent home use for nonexpert caregivers and users. BackHome aims to successfully bring BCIs to the home of people with limited mobility to restore their independence and ultimately improve their quality of life.

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Bartz, Christina. "Der Computer in der Küche." Zeitschrift für Medien- und Kulturforschung 9, no. 2 (2018): 13–26. http://dx.doi.org/10.28937/1000108172.

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Der Honeywell Kitchen Computer von 1969 ist einer der ersten Rechner, der für den Heimgebrauch hergestellt wurde. Schon allein aufgrund seines wenig benutzerfreundlichen Interfaces, das im Widerspruch zur nicht-professionellen Nutzung in der häuslichen Sphäre steht, stellt er eine Kuriosität dar. Zugleich weist er Aspekte auf, die die Idee eines Computers zu Hause plausibilisieren. Dazu gehört u.a. die Gestaltung des Interfaces, aber auch die Küche als Ort der heimischen Arbeit. In 1969, the Honeywell Kitchen Computer was the first data processor that was built explicitly for home use. Resembling something of an oddity, most of all because of its non-user-friendly interface that conflicts with the conditions of non-professional domestic use, the Honeywell Kitchen Computer at the same time shows some aspects which make the use of a computer at home plausible, i. a. the design of the interface and the factor of a kitchen being the place of domestic work

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Han, Su, and Xin Dai Zhang. "Research of the Computer-Aided-Translation Software." Advanced Materials Research 989-994 (July 2014): 4637–42. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.4637.

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In recent years, with the rapid development of computers, computer-aided-translation software has been used more often, which can improve the efficiency and quality of translation. This paper analyzes the characteristics of the four commonly used computer-aided-translation software at home and abroad--SDL Trados, Déjà Vu, Wordfast and Yaxin in satisfying different users’ needs, points out their characteristics and provides reference for those who are interested in computer-aided-translation technology.

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Verlekar, Harish, Hrishikesh Gupta, and Kashyap Joshi. "Using Brain Computer Interface for Home Automation." International Journal of Engineering Trends and Technology 34, no. 7 (April 25, 2016): 313–15. http://dx.doi.org/10.14445/22315381/ijett-v34p261.

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Campbell, Harold G. "Applied Computer Technology for Home Healthcare Professionals." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 12, no. 1 (January 1994): 56–58. http://dx.doi.org/10.1097/00004045-199401000-00013.

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Bullitt, Elizabeth, Stephen Aylward, Estrada J. Bernard, and Guido Gerig. "Computer-assisted Visualization of Arteriovenous Malformations on the Home Personal Computer." Neurosurgery 48, no. 3 (March 1, 2001): 576–83. http://dx.doi.org/10.1097/00006123-200103000-00024.

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S⊘lvberg, Astrid M. "Gender Differences in Computer-related Control Beliefs and Home Computer Use." Scandinavian Journal of Educational Research 46, no. 4 (December 2002): 409–26. http://dx.doi.org/10.1080/0031383022000024589.

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Fairlie, Robert W., and Jonathan Robinson. "Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren." American Economic Journal: Applied Economics 5, no. 3 (July 1, 2013): 211–40. http://dx.doi.org/10.1257/app.5.3.211.

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Computers are an important part of modern education, yet many schoolchildren lack access to a computer at home. We test whether this impedes educational achievement by conducting the largest-ever field experiment that randomly provides free home computers to students. Although computer ownership and use increased substantially, we find no effects on any educational outcomes, including grades, test scores, credits earned, attendance, and disciplinary actions. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The estimated null effect is consistent with survey evidence showing no change in homework time or other “intermediate” inputs in education. (JEL I21, I24, J13)

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Al-Fedaghi, Sabah. "Design of Home Circulation: Application to Smart Homes." International Journal of Smart Home 10, no. 12 (December 31, 2016): 131–44. http://dx.doi.org/10.14257/ijsh.2016.10.12.13.

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Parwate, Abhijeet K. "IOT Home Automation over the Cloud." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 25, 2021): 2683–86. http://dx.doi.org/10.22214/ijraset.2021.35443.

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Home automations give full management and versatile watching of home appliances for exaggerated comfort, economical energy use, prices saving, improved safety and security, and have driven the event of assorted sensible homes technologies. This paper presents the implementation of a home automation system utilizing the web of Things (iot) technology. This work tackles the issues of quality and incompatible standards inherent within the existing home automation solutions employing a strong distributed computing approach. During this project mobile phones, computer & web as device application for the appliances. Still as GAS outflow monitor on web. That is employed in any general automation via web. Todays in Republic of India ninety four population used smartphone, computer and web. Therefore here used web OF THINGS idea that physical hardware devices connected to the web and obtaining knowledge on web additionally management appliances from internet. This method will use any application for dominant and watching from or to web.

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Cohen Zilka, Gila. "Reducing the Digital Divide among Children Who Received Desktop or Hybrid Computers for the Home." Journal of Information Technology Education: Research 15 (2016): 233–51. http://dx.doi.org/10.28945/3519.

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Researchers and policy makers have been exploring ways to reduce the digital divide. Parameters commonly used to examine the digital divide worldwide, as well as in this study, are: (a) the digital divide in the accessibility and mobility of the ICT infrastructure and of the content infrastructure (e.g., sites used in school); and (b) the digital divide in literacy skills. In the present study we examined the degree of effectiveness of receiving a desktop or hybrid computer for the home in reducing the digital divide among children of low socio-economic status aged 8-12 from various localities across Israel. The sample consisted of 1,248 respondents assessed in two measurements. As part of the mixed-method study, 128 children were also interviewed. Findings indicate that after the children received desktop or hybrid computers, changes occurred in their frequency of access, mobility, and computer literacy. Differences were found between the groups: hybrid computers reduce disparities and promote work with the computer and surfing the Internet more than do desktop computers. Narrowing the digital divide for this age group has many implications for the acquisition of skills and study habits, and consequently, for the realization of individual potential. The children spoke about self improvement as a result of exposure to the digital environment, about a sense of empowerment and of improvement in their advantage in the social fabric. Many children expressed a desire to continue their education and expand their knowledge of computer applications, the use of software, of games, and more. Therefore, if there is no computer in the home and it is necessary to decide between a desktop and a hybrid computer, a hybrid computer is preferable.

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Okebukola, Peter Akinsola, Willem Sumampouw, and Olugbemiro J. Jegede. "The Experience Factor in Computer Anxiety and Interest." Journal of Educational Technology Systems 20, no. 3 (March 1992): 221–29. http://dx.doi.org/10.2190/hvkf-hwh2-9239-hb4j.

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The shift towards a computerized society is stimulating active research in students' expressed computer anxiety and computer interest. This study examined how experience in computer usage influences the manifestation of computer anxiety and computer interest in high school students. Data collected from 426 students in Western Australia showed a clear gradation in the decline of anxiety level with increase in the number of years of experience. The results further showed that irrespective of experience, the subjects had high scores favoring the items “I think a computer can be very interesting” and “If my family had a home computer, I would probably use it more than any one else.” There was a significant difference in the views of the students on such items as “A computer can be a boring companion,” “People managed before without computers, so computers are not really necessary now,” and “People who like computers are not often sociable.” The educational implications of these and other interesting findings of the study are drawn.

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Bonzi, Susan. "At home with ERIC; Online searching from your home computer; “knowledge index” edition." Information Processing & Management 24, no. 1 (January 1988): 106. http://dx.doi.org/10.1016/0306-4573(88)90084-2.

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Bonzi, Susan. "At home with ERIC; Online searching from your home computer; “after dark” edition." Information Processing & Management 24, no. 1 (January 1988): 106. http://dx.doi.org/10.1016/0306-4573(88)90085-4.

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Thompson, Nik, Tanya Jane McGill, and Xuequn Wang. "“Security begins at home”: Determinants of home computer and mobile device security behavior." Computers & Security 70 (September 2017): 376–91. http://dx.doi.org/10.1016/j.cose.2017.07.003.

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Marcis, John G., and Alan B. Deck. "Psychology of Computer Use: XLI. Undergraduates' Self-Reported use of Computer Virus Detectors." Psychological Reports 79, no. 2 (October 1996): 376–78. http://dx.doi.org/10.2466/pr0.1996.79.2.376.

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This study examined the frequency of students' self-reported use of virus detectors on their personal computers at home, at work, and at school. Data were gathered in an anonymous in-class national survey of 3,323 seniors at 82 colleges and universities. It was hypothesized that both the students who self-reported being more computer literate and those who self-reported being more experienced users of computer software would more likely indicate that they regularly use a virus detector. A chi-square test of the data supported these hypotheses.

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Marikyan, Davit, Savvas Papagiannidis, and Eleftherios Alamanos. "“Smart Home Sweet Smart Home”." International Journal of E-Business Research 17, no. 2 (April 2021): 1–23. http://dx.doi.org/10.4018/ijebr.2021040101.

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Technology acceptance in private spaces has not received much attention, although users' behaviour may be different due to the space in which usage takes place. To address this gap, the present study proposed a model exploring individuals' values, users' perception of technology performance and attitudinal beliefs in relation to use behaviour and satisfaction when using smart technologies in their homes. The study employed a sample of 422 participants in the USA. Structural equation modelling was utilised to test the proposed hypotheses. The model provided robust results explaining factors underpinning the use of pervasive technology in private settings. Specifically, the study showed that hedonic and utilitarian beliefs are critical for the perception of task fit, whereas privacy and financial factors were found to be not significant. The fit between tasks and technology demonstrated a significant role in predicting perceived usefulness, perceived ease of use, use behaviour, and satisfaction. Lastly, use behaviour showed a positive correlation with satisfaction.

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DiFiore, Kathy, Vincent Mays, and Sharon Ross. "Effects of an Interactive, Computer-Based, Abstinence Education Curriculum on Selected Student Outcomes." Californian Journal of Health Promotion 5, no. 1 (March 1, 2007): 55–61. http://dx.doi.org/10.32398/cjhp.v5i1.1802.

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A variety of environmental health issues occur within homes along the US/Mexico border region. Individuals living in this region are often not aware that specific issues, including pesticide safety, occur in their homes and may not understand the potential adverse effects of pesticide use on their families’ health. The Environmental Health/Home Safety Education Project created by the Southern Area Health Education Center at New Mexico State University, utilizes promotoras (community health workers) to educate clients on pesticide safety issues. Data from 367 pre/post tests and home assessments were collected from 2002-2005. The data were analyzed to detect changes in clients’ knowledge or behavior as they related to protecting themselves and their families against unsafe pesticide use and storage. Statistically significant changes occurred with both knowledge and behavior in regards to safe pesticide use. Through this culturally appropriate intervention, the promotoras provide practical information allowing clients to make their homes safer.

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Barker, Bradley S., and Debra K. Meier. "Nebraska 4-H Household Technology and Interest Survey." Journal of Youth Development 1, no. 2 (September 1, 2006): 101–11. http://dx.doi.org/10.5195/jyd.2006.391.

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Nationally, 4-H has placed renewed emphasis in the areas of Science and Technology as a way to prepare youth for the 21st century workplace. Home access may become necessary to youth as they develop science and technology literacy via 4-H programs. A survey was sent to a random sample of 1,414 Nebraska families from a total population of 13,516. The survey examined the percentage of families that have access to computers and the Internet at home, computer components, use characteristics and specific areas of interest in science and technology. Results indicate that 96 percent of Nebraska 4-H families have access to computers at home. Nearly 92 percent of families had a connection to the Internet with a majority using dial-up connections. Families are interested in technology programs focused on basic computer knowledge and office application. In science, 4-H families indicated environment sciences and botany were areas of interest.

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Colley, Ann M., Matthew T. Gale, and Teri A. Harris. "Effects of Gender Role Identity and Experience on Computer Attitude Components." Journal of Educational Computing Research 10, no. 2 (March 1994): 129–37. http://dx.doi.org/10.2190/8na7-daey-gm8p-eun5.

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The effects of prior experience and gender stereotyping upon the computer anxiety, confidence and liking of 144 male and female students who had just commenced their studies at university were examined. Males were found to have lower computer anxiety, higher confidence and greater liking than females. When the effects of prior experience and gender stereotyping were removed however, no significant sex difference on these measures remained. The pattern of associations between experience, gender stereotyping variables and computer attitude measures differed for males and females. Greater experience at home was associated with lower anxiety for both sexes, with higher confidence for males and with greater liking for females. The influence of other family members also differed for the two sexes. The attitudes of both males and females were more positive if they had a brother who used computers, but the influence of father's use was positive for males only, while the influence of mother's use was positive for females only. For females but not males, higher scores on the Masculinity scale of the Bern Sex Role Inventory were associated with more positive computer attitudes. The results demonstrate the importance of experience, particularly in a home context, and of gender stereotyping in determining how males and females perceive computers.

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Shannon, Meg McGinity. "Home turf." Communications of the ACM 49, no. 9 (September 2006): 19–21. http://dx.doi.org/10.1145/1151030.1151045.

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Anderson, David P., Jeff Cobb, Eric Korpela, Matt Lebofsky, and Dan Werthimer. "SETI@home." Communications of the ACM 45, no. 11 (November 2002): 56–61. http://dx.doi.org/10.1145/581571.581573.

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Watson, J. Allen, Michelle I. Eichhorn, and John Scanzoni. "A Home/University Computer Network: Test of a System to Study Families." Journal of Educational Technology Systems 17, no. 4 (June 1989): 319–35. http://dx.doi.org/10.2190/j7uk-5bax-ccb0-p9yf.

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The primary purpose of this study was to produce a new computer-based research paradigm designed to test family process variables. Twenty-nine males representing twenty-nine homes each with a microcomputer and modem served as subjects across a two-month period. A microcomputer/mainframe system was developed and integrated with a conceptual model used to test family decision-making variables. Nine subtests used in the conceptual model served as process variables in this study. Attitude questions concerning gender role preferences, religious commitment, empathy toward spouse, marital commitment, perception of spousal conflicts, degree of individualism, and self-esteem were presented and recorded via university mainframe from home computers. Data were analyzed across two test battery replication (two months). Data showed that the integration of an existing family process conceputal model and the microcomputer/mainframe system could be used as a new research paradigm, that the two months testing provided strong support for paradigm efficiency, and that the paradigm proved to be highly reliable and valid.

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Dorey, Brenda, Denise Reid, and Teresa Chiu. "Stroke survivors' experiences of computer use at home." Technology and Disability 19, no. 4 (January 3, 2008): 179–88. http://dx.doi.org/10.3233/tad-2007-19403.

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Bird, Gerald A., Rosemary C. Goss, and Gloria W. Bird. "Effects of Home Computer Use on Fathers' Lives." Family Relations 39, no. 4 (October 1990): 438. http://dx.doi.org/10.2307/585225.

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Braun, Ludwig. "The computer in the home — Boon or boondoggle?" Education and Computing 2, no. 1-2 (1986): 145–51. http://dx.doi.org/10.1016/s0167-9287(86)91325-7.

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Dobinson, Corinne. "Home-based computer therapy for dysarthria: asking questions." British Journal of Therapy and Rehabilitation 9, no. 3 (March 2002): 102–6. http://dx.doi.org/10.12968/bjtr.2002.9.3.13612.

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Cutler, S. J., J. Hendricks, and A. Guyer. "Age Differences in Home Computer Availability and Use." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 58, no. 5 (September 1, 2003): S271—S280. http://dx.doi.org/10.1093/geronb/58.5.s271.

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Journal articles on the topic 'Home computer'

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