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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.
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9.
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  Data: <searchLink fieldCode="AR" term="%22Pea%2C+Roy+D%2E%22">Pea, Roy D.</searchLink><br /><searchLink fieldCode="AR" term="%22Kurland%2C+D%2E+Midian%22">Kurland, D. Midian</searchLink><br /><searchLink fieldCode="AR" term="%22Bank+Street+Coll%2E+of+Education%2C+New+York%2C+NY%2E+Center+for+Children+and+Technology%2E%22">Bank Street Coll. of Education, New York, NY. Center for Children and Technology.</searchLink>
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  Data: N
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  Data: 48
– Name: DatePubCY
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  Data: 1984
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  Data: Spencer Foundation, Chicago, IL.<br />National Inst. of Education (ED), Washington, DC.
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  Label: Intended Audience
  Group: Audnce
  Data: Researchers
– Name: TypeDocument
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  Data: Information Analyses<br />Opinion Papers
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Programers%22">Programers</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 1984
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  Data: ED249919
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 48
    Subjects:
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Literature Reviews
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      – SubjectFull: Programers
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      – SubjectFull: Programing
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      – SubjectFull: Skill Development
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      – TitleFull: On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9.
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              Type: published
              Y: 1984
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