On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9.
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| Title: | On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9. |
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| Language: | English |
| Authors: | Pea, Roy D., Kurland, D. Midian, Bank Street Coll. of Education, New York, NY. Center for Children and Technology. |
| Peer Reviewed: | N |
| Page Count: | 48 |
| Publication Date: | 1984 |
| Sponsoring Agency: | Spencer Foundation, Chicago, IL. National Inst. of Education (ED), Washington, DC. |
| Intended Audience: | Researchers |
| Document Type: | Information Analyses Opinion Papers |
| Descriptors: | Cognitive Ability, Cognitive Processes, Computer Assisted Instruction, Literature Reviews, Programers, Programing, Skill Development |
| Abstract: | This paper provides an historical and empirical critique of the claim that learning to program will promote the development of general higher mental functions. A developmental perspective on learning to program is provided which incorporates cognitive science studies of mental activities involved in programming, and highlights the importance of programming contexts, instructional contexts, and a student's relevant background knowledge and reasoning skills for the task of learning to program. The following topics are discussed: claims for cognitive effects of learning to program; the developmental role of contexts in learning to program; the programming environment; the instructional environment; what constitutes skilled programming; levels of programming skill development; cognitive constraints on learning to program; and evidence for cognitive effects of programming. Types of transfer outcomes expected from each of the different levels of programming skill development are described, and a concluding statement and a 14-page list of references are included. (Author/THC) |
| Entry Date: | 1984 |
| Accession Number: | ED249919 |
| Database: | ERIC |
| Abstract: | This paper provides an historical and empirical critique of the claim that learning to program will promote the development of general higher mental functions. A developmental perspective on learning to program is provided which incorporates cognitive science studies of mental activities involved in programming, and highlights the importance of programming contexts, instructional contexts, and a student's relevant background knowledge and reasoning skills for the task of learning to program. The following topics are discussed: claims for cognitive effects of learning to program; the developmental role of contexts in learning to program; the programming environment; the instructional environment; what constitutes skilled programming; levels of programming skill development; cognitive constraints on learning to program; and evidence for cognitive effects of programming. Types of transfer outcomes expected from each of the different levels of programming skill development are described, and a concluding statement and a 14-page list of references are included. (Author/THC) |
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