Things like
Shackelford R. L. Badre A. N. (1993). Why can't smart students solve
simple programming problems? International Journal of Man-Machine Studies
(1993) 38, 985-997
suggest your students are not unusual ;-)
But before comparing pedagogical models - which sounds as if you mean at a
Well, I'm interested - but not very knowledgeable.
- Original Message -
From: [EMAIL PROTECTED]
To: [EMAIL PROTECTED]
Sent: Tuesday, December 24, 2002 10:37 PM
Subject: PPIG discuss: cognitive theories and programming
Hello!
I am new to the list and to the ties between cognition and
'Some work is being done in the field of logic which looks at how people
interpret things like syllogisms, where researchers are uncovering
systematic differences in reasoning.'
That sounds interesting. Does that connect with Grice's Rules of Logical Implicature
eg that in normal language
Hi John
Do you know of Joseph Goguen and algebraic semiotics? See
http://www.cs.ucsd.edu/users/goguen/projs/semio.html
cognition in understanding and using programming
languages and development environments
Is this for 'novices' or professional programmers?
-Original Message-
From:
'reduces programming errors' - this is in the context of people learning to
program, or professional programmers?
Is there quantitative evidence for the assertion?
How would you account for the success of Perl with the plethora of $_ and @_
and %_ ?
How do you deal with the idea that in a
Yes.
Also some names - x and y - though short have become meaningful through
conventional use. Consequently screenX and screenY would normally be understood
as screen coordinates, meaning that distanceFromTheLeftEdgeOfTheScreen and
distanceDownFromTheTopOfTheScreen are (thankfully) not
Linda McIver did a PhD on 'Syntactic and Semantic Issue sin Introductory
Programming Education' Monash Uni.
Also Burton and Bruhn 'Teaching programming in the OOP Era' SIGCSE Bulletin
\Vol 35 Number 2 June 2003
-Original Message-
From: [EMAIL PROTECTED] on behalf
Ariadne.. I've lost the thread.
Isn't the first P in PPIG for Psychology?
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of
Derek M Jones
Sent: 09 March 2005 17:31
To: discuss@ppig.org
Subject: RE: PPIG discuss: Commercial reality (was: Competence (was:
I'm looking at
approaches to the acquistion/construction/development/use of 'concepts'. I'm
interested in this happening at undergrad level, but most work is concerned with
child development. I've seen -
Vygotsky 'Thought and Language' -
'everyday' concepts and 'scientific concepts'
snip
Piaget and Inhelder 'Early Growth of Logic'
I thought most of Piaget's theories had been shown to be
pure speculation and not supported by experimental evidence?
'The Early Growth of logic in the child' is based on a study of over 2000
children.
snip
Category learning. The
: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of
Judith Richardson
Sent: 21 March 2005 22:08
To: Walter Milner; discuss@ppig.org
Subject: Re: PPIG discuss: The concept concept
Have you taken a look at the work of Jean Mandler(UCSD), Mark Johnson's The
Body in the Mind, and James Gibson's
'Many people do not even know the grammar of the natural languages we use every
day'
That's a curious statement. I suggest that no-one knows the grammar of say
English in the sense that it can be stated in BNF for (most) programming
languages, mainly because it does not exist. But then that is
Lots of reasons why 1.5 hours is of little use. One is
risk of RSI. Another is proactive and retroactive inhibition of
memory.
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Babar AbbasSent:
27 October 2005 03:46To: discuss@ppig.orgSubject: PPIG
discuss: Problems sitting
-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf
Of Bjorn Reese
Sent: 27 October 2005 20:10
To: discuss@ppig.org
George Bernard Shaw, Donald Rumsfeld and Chris Moyles - So perhaps
sitting is better after all.
Subject: Re: PPIG discuss: Problems sitting
Some arbitrary thoughts
1. 'Learning to program' is not atomic - it might include the syntax and
semantics of a given language, learning abt data structures and
algorithms, trying to understand a given paradigm (eg OOP), developing
problem-solving skills. So maybe different parts of learning to
Is this asking WHY try to teach children programming?
A possible answer would be that it does something which has a positive
transfer to other areas - and that there is no evidence that it does, or
It produces better commercial programmers whne they grow up - again no
evidence
I'm not sure
John Pane wrote:
Why shouldn't programming be included in the mix of experiences a child
has?
I think we need to be clear whether we are talking about informal
education in the home led by parents, or a national curriculum for
delivery by teachers in schools.
I think the OP was concerned
Here are a few assertions, all with no evidence
1. Java is an excellent language
2. Java is a product of a history of programming language design ideas
which now stretches back around 50 years
3. If an undergrad with no previous knowledge of programming can get the
idea of Java/OOP in a few
Yes, and you can do the equivalent of malloc/calloc by asking for new
arrays or whatever at run-time.
The point is that the student should do this eg they should write their
own implementations of a linked list, tree, stack etc before they use
Sun's implementations of the container classes.
-
From: Lindsay Marshall [mailto:[EMAIL PROTECTED]
Sent: 15 January 2008 15:03
To: Alan Blackwell; Michael Kölling
Cc: Walter Milner;
Subject: RE: PPIG discuss: Programmer education ain't what it used to be
Based on the discussion I listened to, the statement that
applicants equate enrolling
I think Steven's analysis is very perceptive. A couple of comments
1. These are types of programming activity, not types of people.
2. Many people who carry out one of these activities during their career
also engage in at least one other.
I know quite a few people who work as IT consultants
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