This pilot study tested the hypothesis that the logical thinking skills of middle-grades students are enhanced by teaching them computer programming using the BASIC programming language. A quasi-experimental design was used with 36 students randomly selected and assigned to one of two treatment groups: 18 students received no instruction in…

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…

Examines the cognitive effects of learning to program versus programming as it is experienced in introductory classes. Research studies that have analyzed the cognitive demands of programming are reviewed and criticized, problems of transfer of programming skills are discussed, and 42 references are provided. (LRW)

Describes a programming environment called Tinker, in which a beginning programmer presents examples to the machine, distinguishing accidental and essential aspects of the examples. Examples of programming in Tinker are presented in which programmers demonstrate how to handle specific examples and the machine formulates a procedure for handling…

Arguing that the most widespread argument in favor of the teaching of programming concerns its possible impact on generalizable cognitive skills, this paper addresses the "how" of transfer. The outlines of a theory of the mechanisms of transfer are presented, the theory is used to examine the contrasts between certain studies that did…

This report explores the complex agenda of issues, promise, and problems that building a developmental science of programming entails and emphasizes the need to highlight different types of programming and programmers, the different cognitive subtasks involved in programming, and the social character of many programming efforts. An introduction…

Spider World is an interactive program designed to help individuals with no previous computer experience to learn the fundamentals of programming. The program emphasizes cognitive tasks which are central to programming and provides significant problem-solving opportunities. In Spider World, the user commands a hypothetical robot (called the…

The effects of mediated Logo programing instruction on preschoolers' comprehension monitoring performances were compared with a control group which received computer instruction via games designed to foster academic skills. Changes in self-monitoring were measured on verbal and nonverbal monitoring indexes during a referential communication task…

A study of correlations between analogical reasoning and Logo programming mastery among female high school students related the results of pretests of analogical reasoning to posttests of programming mastery. A significant correlation was found between analogical reasoning and the ability to write subprocedures for use in several different…

The five papers in this symposium contribute to a dialog on the aims and methods of computer education, and indicate directions future research must take if necessary information is to be available to make informed decisions about the use of computers in schools. The first two papers address the question of what is required for a student to become…

Describes research in two different domains: novices learning programing, and school pupils interpreting Cartesian graphs. Findings in each domain are discussed, but the main focus is an examination of the extent to which general principles and issues apply across both domains. Research implications for instructional design are discussed.…

Compares the expert, spiral, and reading approaches to instructional strategies for introductory computer programming courses. Based on ACT (Adaptive Control of Thought) theory and relevant research, the differences between declarative and procedural instruction are identified, and six tactics used to design courses and evaluate strategies are…

This paper discusses the results of research on learning LOGO programming language by two groups of fifth grade students who were taught using either a structured tutorial mode or an unstructured discovery method. Previous results showed mastery differences between the structured and unstructured teaching methods with the results favoring the…

Describes a model for training instructional designers who will work as members of videodisc development teams. This model develops and integrates competencies relating to instructional design, project management, interpersonal skills, storyboarding and flowcharting, programming, video production, and interactive video system knowledge. Three…

High school students' misunderstandings of the conceptual machine of the BASIC programming language were examined using a screening test and structured interviews to determine their understanding of fundamental concepts such as variables, assignments, loops, flow and control, and tracing and debugging. (MBR)