1984
DOI: 10.1016/0732-118x(84)90018-7
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On the cognitive effects of learning computer programming

Abstract: Abstract-This paper critically examines current thinking about whether learning computer programming promotes the development of general higher mental functions. We show how the available evidence, and the underlying assumptions about the process of learning to program fail to address this issue adequately. Our analysis is based on a developmental cognitive science perspective on learning to program incorporating developmental and cognitive science considerations of the mental activities involved in programmin… Show more

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Cited by 455 publications
(224 citation statements)
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References 59 publications
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“…In these traditional courses, learning outcomes and both near and fur transfer performance (i.e., respectively, the ability to solve new programming problems and the ability to apply learned skills in new domains) are usually very low (for an overview, see Linn, 1985;Pea and Kurland, 1984). Within the framework of ADAPT, an alternative form of practice was designed to increase transfer performance.…”
Section: Introductory Computer Programmingmentioning
confidence: 99%
“…In these traditional courses, learning outcomes and both near and fur transfer performance (i.e., respectively, the ability to solve new programming problems and the ability to apply learned skills in new domains) are usually very low (for an overview, see Linn, 1985;Pea and Kurland, 1984). Within the framework of ADAPT, an alternative form of practice was designed to increase transfer performance.…”
Section: Introductory Computer Programmingmentioning
confidence: 99%
“…Although transfer of specific problem-solving skills may occur through programming language instruction, improvements in general problem-solving domains are very difficult to achieve (Reed and Palumbo, 1988). In fact, Pea and Kurland (1984) found no benefits of programming language instruction on general problem-solving abilities or planning performance.…”
Section: Discussionmentioning
confidence: 87%
“…The participants are students at the department of elementary mathematics education, and thus have already learnt many of the skills needed for successful programming on their undergraduate courses. Indeed, there are many studies pointing out to the positive correlation between results in mathematics and successful programming (Byrne & Lyons, 2001;Erdoğan, 2005;Fletcher, 1984;Pea & Kurland, 1983;Soloway, Lochhead, & Clement, 1982, as cited in Reed & Burton, 1988;Webb, 1985). The participants also recognised this relationship, as it is obvious from the interviews.…”
Section: Discussionmentioning
confidence: 89%