The cognition of programming: logical reasoning, algebra and vocabulary skills predict programming performance following an introductory computing course

被引：4

作者：

Graafsma, Irene L. ^{[1
,2
,3
,4
,5
,6
,10
]}

Robidoux, Serje ^{[5
,7
]}

Nickels, Lyndsey ^{[5
,7
]}

Roberts, Matthew ^{[8
]}

Polito, Vince ^{[5
]}

Zhu, Judy D. ^{[5
]}

Marinus, Eva ^{[9
]}

机构：

[1] Univ Groningen NL, Int Doctorate Expt Approaches Language & Brain IDE, Newcastle, England

[2] Univ Groningen NL, Int Doctorate Expt Approaches Language & Brain IDE, Newcastle, England

[3] Macquarie Univ, Sydney, Australia

[4] Macquarie Univ, Groningen, Netherlands

[5] Macquarie Univ, Sch Psychol Sci, Sydney, Australia

[6] Univ Groningen, Ctr Language & Cognit Groningen CLCG, NL, Groningen, Netherlands

[7] Macquarie Univ, Ctr Reading, Sydney, Australia

[8] Macquarie Univ, Dept Comp, Sydney, Australia

[9] Schwyz Univ Teacher Educ, Goldau, Switzerland

[10] Macquarie Univ, NL-9700 AB Groningen, Netherlands

来源：

JOURNAL OF COGNITIVE PSYCHOLOGY | 2023年 / 35卷 / 03期

关键词：

Programming; coding; cognitive skills; learning; programming success;

D O I：

10.1080/20445911.2023.2166054

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

In the current study we aimed to determine which cognitive skills play a role when learning to program. We examined five cognitive skills (pattern recognition, algebra, logical reasoning, grammar learning and vocabulary learning) as predictors of course-related programming performance and their generalised programming performance in 282 students in an undergraduate introductory programming course. Initial skills in algebra, logical reasoning, and vocabulary learning predicted performance for generalised programming skill, while only logical reasoning skills predicted course-related programming performance. Structural equation modelling showed support for a model where the cognitive skills were grouped into a language factor and an algorithmic/mathematics factor. Of these two factors, only the algorithmic/mathematics factor was found to predict generalised and course-related programming skills. Our results suggested that algorithmic/mathematical skills are most relevant when predicting generalised programming success, but also showed a role for memory-related language skills.

引用

页码：364 / 381

页数：18

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