Cognitive style, personality, and computer programming

Bishop-Clark, Catherine

doi:10.1016/0747-5632(94)00034-f

Cited by 54 publications

(22 citation statements)

References 39 publications

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“…As we might expect, measures of general intelligence are related to success at learning to program ). As noted above (Section 2.5), however, Bishop-Clark (1995) found no clear trends emerging from a review of studies of the effects of cognitive style and personality on programming. Rountree, Rountree, and Robins (2002) found that from a survey (covering factors such as background, intended major, expected workload and so on) of students in an introductory programming paper, the most reliable predictor of success was the grade that the student expected to achieve.…”

Section: Kinds Of Novicementioning

confidence: 86%

Learning and Teaching Programming: A Review and Discussion

Robins¹,

Rountree²,

Rountree³

2003

Computer Science Education

1,175

650

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In this paper we review the literature relating to the psychological/educational study of programming. We identify general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and objectoriented versus procedural programming. (We do not cover research relating specifically to other programming styles.) The main focus of the review is on novice programming and topics relating to novice teaching and learning. Various problems experienced by novices are identified, including issues relating to basic program design, to algorithmic complexity in certain language features, to the ''fragility'' of novice knowledge, and so on. We summarise this material and suggest some practical implications for teachers. We suggest that a key issue that emerges is the distinction between effective and ineffective novices. What characterises effective novices? Is it possible to identify the specific deficits of ineffective novices and help them to become effective learners of programming?

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Section: Kinds Of Novicementioning

confidence: 86%

Learning and Teaching Programming: A Review and Discussion

Robins¹,

Rountree²,

Rountree³

2003

Computer Science Education

1,175

650

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show abstract

“…Bishop-Clark (1995) carried out a review of some of the work in this area. She concluded that the results are not consistent (correlations ranging from .08 to .80), but that field independence appeared to be positively related to programming success.…”

Section: Cognitive Stylementioning

confidence: 99%

Spatial Ability and Learning to Program

Jones¹,

Burnett²

2008

Human Technology

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“…Turley and Bieman (1995) also seek to identify the attributes that differentiate exceptional and non-exceptional software engineers and map them to the Myers-Briggs Type Indicator (MBTI) scale. Bishop-Clark (1995) investigated the relationship between cognitive aspects, personality traits and computer programming. There is clear evidence that personality preferences have great impact on motivation, quality of work, and retention in the field of software engineering (Kaluzniacky 2004).…”

Section: A Literature Survey Of Human Factor In Software Engineeringmentioning

confidence: 99%

Soft skills requirements in software development jobs: a cross‐cultural empirical study

Ahmed

Capretz

Bouktif

et al. 2012

Journal of Systems and Information Technology

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Different parts of the world have different cultures and culture has an impact on the way people perceive, plan and execute any assignment. The success and failure stories of software projects reveal that human factors are one of the significantly important issues. Psychological theories assert that people have different personality traits and these personality traits are pigeonholed by soft skills or emotional intelligence.Most of the studies carried out on human factor in software engineering concentrate primarily on personality traits. However, soft skills which largely determine personality traits have been given comparatively little attention by researchers from software engineering community. The main objective of this work is to find out whether employers' soft skills requirements, as advertised in job postings, within different roles of software development are similar across different cultures. We used a dataset of 500 job descriptions from four different regions of the world in this study. We found that in the cases of designer, programmer and tester substantial similarity exits for the requirements of soft skills whereas only in case of system analyst dissimilarity is present across different cultures.

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Cognitive style, personality, and computer programming

Cited by 54 publications

References 39 publications

Learning and Teaching Programming: A Review and Discussion

Learning and Teaching Programming: A Review and Discussion

Spatial Ability and Learning to Program

Soft skills requirements in software development jobs: a cross‐cultural empirical study

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