๐”– Bobbio Scriptorium
โœฆ   LIBER   โœฆ

Organization of programming knowledge of novices and experts

โœ Scribed by Wiedenbeck, Susan


Publisher
John Wiley and Sons
Year
1986
Tongue
English
Weight
655 KB
Volume
37
Category
Article
ISSN
0002-8231

No coin nor oath required. For personal study only.

โœฆ Synopsis


This article reports on an experiment on the organization and use of programming knowledge. Novice and expert programmers made timed decisions about the structure and function of short and familiar FORTRAN code segments, similar to those in introductory programming textbooks. It was found that experts were faster and more accurate than novices, in spite of the simplicity of the materials. Functional decisions, which require analysis of the code, were slower than syntactic decisions for both groups, but were significantly slower for novices than for experts. This result suggests that the ability to extract and use functional information is characteristic of expertise in programming. Novices are less adept at using functional information, even when dealing with very small, simple programs appropriate to their own level of experience. The results of this study suggest that the difference between novice and expert programmers lies in the quality as well as the quantity of their knowledge.


๐Ÿ“œ SIMILAR VOLUMES


Formal and informal referent groups: an
โœ Julie Tinson; John Ensor ๐Ÿ“‚ Article ๐Ÿ“… 2001 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 172 KB ๐Ÿ‘ 1 views

## Abstract Different social groups place varying emphasis on the importance of referent input. While referent groups are recognised as having a significant influence on purchase behaviour, attitude formation and information processing, the extent to which referent groups are a determinant in decis

The organization of route knowledge
โœ Gary L. Allen ๐Ÿ“‚ Article ๐Ÿ“… 1982 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 508 KB
Multimedia and understanding: Expert and
โœ Robert B. Kozma; Joel Russell ๐Ÿ“‚ Article ๐Ÿ“… 1997 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 608 KB

In two experiments, we examined how professional chemists (i.e., experts) and undergraduate chemistry students (i.e., novices) respond to a variety of chemistry representations (video segments, graphs, animations, and equations). In the first experiment, we provided subjects with a range of represen