Cognitive Factors Involved in the First Stage of Programming Skill Acquisition.
Abstract
This study examined the role of cognitive abilities in the first stage of programming skill acquisition. Three hundred and five Air Force recruits were given 1.5 hours of computer based instruction on PASCAL. They were also administered computer-based tests assessing working memory, general reasoning, programming related knowledge, and component skills underlying algebra word problem solving. Additional test scores reflecting verbal knowledge were available from personnel records. Structural equation modeling was used to test alternative models of PASCAL learning, general cognitive abilities, and algebra word problem solving. The factors resulting from these analyses were then interrelated using structural models. The results showed that a model of PASCAL learning reflecting declarative and procedural factors was not superior in fit to a single factor model. In the general cognitive abilities domain, a three-factor model positing separate working memory, reasoning, and verbal knowledge abilities provided a better fit to the data than a single factor (g) model. Three factors were found to underlie algebra word problem solution. In interrelating the three sets of factors, we found that word problem translation added to significant contributions from more general abilities such as general reasoning, working memory, and verbal knowledge in predicting success in programming skil acquisition.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 01, 1991
- Accession Number
- ADA240566
Entities
People
- Carmen M. Pena
- William C. Tirre
Organizations
- Armstrong Laboratory