This paper presents the 1992 findings of a three-nation longitudinal study of the psychological effects of computer use during primary school. Results are based on an analysis of Likert-type ratings by 3,036 students in grades 1 through 3 at 21 elementary schools in Japan (1,236 students), the United States (1,072 students plus 247 Hispanic American and 59 Japanese dependents), and Mexico (422 students). Computer access was found to raise enjoyment of computers and perceived computer importance. Computer access was not found to lower empathy. No strong influence was found on motivation, study habits, or creative tendencies; and gender differences emerged only for empathy. A novelty effect, which is a tendency for ratings to decline with increasing age over time, was confirmed for most of the dispositions measured, but none was found for computer enjoyment. An unanticipated outcome was that bilingual Hispanic students in the United States frequently reported dispositions more positive than either the students in Mexico or the native English-speaking students in the United States. Seven tables and five figures present study findings. An appendix lists the questionnaire items by strength of factor loadings. (Author/SLD)