Computing education research - Programming, syntax and cognitive load

ACM Inroads

Volumn 2, Issue 2, 2011, Pages 21-22

  Lister, Raymond ^a  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80052076990     PISSN: 21532184     EISSN: 21532192     Source Type: Trade Journal    
DOI: 10.1145/1963533.1963539     Document Type: Short Survey

References (7)

1. Hundhausen, C., Farley, S., and Brown, J. (2009) Can direct manipulation lower the barriers to computer programming and promote transfer of training?: An experimental study. ACM Trans. Comput.- Hum. Interact. 16, 3 (September). http://doi.acm.org/10.1145/1592440.1592442
2. Jadud, M. (2006). Methods and tools for exploring novice compilation behaviour. Second International Workshop on Computing Education Research (ICER '06), pp. 73-84. http://doi.acm.org/10.1145/1151588.1151600
3. Lister, R. (2011) Concrete and Other Neo-Piagetian Forms of Reasoning in the Novice Programmer. Thirteenth Australasian Computing Education Conference (ACE 2011), January. CRPIT, volume 114.
4. Moreno, R. and Park, B. (2010) Cognitive Load Theory: Historical Development and Relation to Other Theories. Chapter 1 of Plass, Moreno and Brunken, R. Cognitive Load Theory. Cambridge University Press. pp. 9-28.
5. Robins, A., Haden, P. and Garner, S. (2006). Problem Distributions in a CS1 Course. Eighth Australasian.Computing Education Conference (ACE2006). pp. 165-173. http://crpit.com/confpapers/CRPITV52Robins.pdf
6. Whalley, J, Lister, R, Thompson, E, Clear, T, Robbins, P, Prasad, C (2006) An Australasian Study of Reading and Comprehension Skills in Novice Programmers, using the Bloom and SOLO Taxonomies. Australian Computer Science Communications 52: 243-252. http://crpit.com/confpapers/CRPITV52Whalley.pdf
7. Willingham, D. (2010) Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass. (A popular book that does not specifically address cognitive load, but introduces the concept and significance of working memory.)