This paper reviews research examining the role of social processes as mediators of the effects of Logo computer programming on elementary-grade students´ higher-order thinking. Specifically, we examined the extent to which engagement in conflicts or disagreements during problem solving with Logo accounted for cognitive gains. In three separate studies, students were observed working in pairs in Logo and control (computer-assisted instruction) environments and behaviors reflecting conflict and its resolution were identified. After completion of the computer sessions, students were administered problem-solving posttests. Overall, results suggest that Logo facilitates conflict resolution and development of higher-order thinking. Furthermore, the enhancement of cognitive skills may be mediated by engagement in specific conflict resolution strategies that are engendered by the Logo environment. Specifically, the critical social process fostered by Logo may be the interpersonal coordination of divergent ideas. This research advances our understanding of the specific features of Logo computer environments that foster changes in higher-order thinking and extends existing theory by suggesting that specific types of interpersonal conflict resolution facilitate cognitive growth.