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The case for case studies of programming problems
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Communications of the ACM archive
Volume 35 ,  Issue 3  (March 1992) table of contents
Pages: 121 - 132  
Year of Publication: 1992
ISSN:0001-0782
Authors
Marcia C. Linn  School of Education, 4611 Tolman
Michael J. Clancy  EECS/Computer Science, 545 Evans Hall, at the University of California, Berkeley, CA
Publisher
ACM  New York, NY, USA
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Downloads (6 Weeks): 14,   Downloads (12 Months): 112,   Citation Count: 45
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REFERENCES

Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.

 
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Anderson, J.R., Pirolli, P.L and Farrell, R. Learning to program recursive functions. In M. Chi, R. Glaser and M. Farr, Ed., The Nature of Expertise. Lawrence Erlbaum Associates, Hillsdale, N J, 1988.
 
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Anderson, R.C. Some reflections on ThP arq,,i~itinn nf knnw!Pr!~e ~d~J. cational Researcher. 13, 5 (1986), 5- 10.
 
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Bereiter, C. and Scardamalia, M. The psychology of written composition. Lawrence Erlbaum Associates, Hillsdale, N.J, 1986.
 
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Brown, A.L. and Palincsar, A.S. Reciprocal teaching of comprehension strategies: A natural history of one program for enhancing learning. In J.G. Borkowski and J.D. Day, gd., Cognition in Special Children: Comparative Approaches to Re- Giftedness. Ablex Publishing Corp., Norwood, NJ, 1987.
 
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Brown, M.H. A!g~.orithm Animation. MIT Press. Cambridge, MA, 1987.
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Collins, A., Brown, J.S. and Newman, S.E. Cognitive apprenticeship: Teaching the craft of reading, writnick, Ed., Cognition and Instruction.' Issues and Agendas. Lawrence Erlbaum Associates, Hillsdale, NJ, 1989, pp. 453-494.
 
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Greeno, J.G. A study of problem solving. I. u U.!a~,r, Ed., Ad,,o,r,,~ in Instructional Psychology. Lawrence Eribaum Associates, Hiiisdaie, NJ, 1978.
 
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H usic, F., Linn, M.C. and S!oane, K.D. Adapting instruction to the cognitive demands of learning to program. J. of Educational Psychology. 8i, 4 (i989), a/u-a~sz.
 
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Jeffries, R., Turner, A.A., Poison, P.G. and Atwood, M.E. The processes involved in designing software. In J.R. Anderson, Ed., Cognitive Skills and Their Acquisition. Hi!lsdale, N J, 1981, pp. 255-283.
 
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Larkin, J., McDermott, J., Simon, novice performance in solving physics problems. Science. 208, 20 (!980), !335-42.
 
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Linn, M.C. and Dalbey, J. Cognitive consequences of programming instruction: Instruction, access, and ability. Educational Psychologist 20, 4 (1985), 191-206.
 
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Linn, M.C., S!oane, K.D. and c,cy, M.J. l'd~al ,ha act1:~! hi,- comes from precollege Pascal instruction. Journal of Research in Science Teaching: 25, 5 (!987), 467- 490.
 
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Linn, M.C. and Songer, N.B. Teaching thermodynamics to middle school students: What are appropriate cognitive demands? journal of Research in Science Teaching 28, i0 (1991), 885-918.
 
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Literate Programming Department, Printing Common Words. Commun. ACM. 30, 7 (1987), 593.
 
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Mandinach, E. and Linn, M.C. The cognitive effects of computer learning environments. J. of Educational Computing Research. 2, 4 (1986),
 
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Papert, S. Mindstorms. Basic Books, New York, 1968.
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Pirolli, P.L. A cognitive model and computer tutor for programming tion. 2, 4 (1986), 320-355.
 
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Schoenfeld, A.H. Mathematical Problem Solving. Academic Press, Orlando, FL, 1985.
 
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Sloane, K. and Linn, M.C. InstructlO{l~i 150! !UlLIO{18 Ill l'i:l. ruing classes. In R. Mayer, Ed., Teaching and Learning Computer Protires. Lawrence Ertbaum Associates, Hillsdale, NJ., 1988, pp. 207-235.
 
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Soloway, E. From problems to programs via plans: The content and structure of knowledge for introductory LISP programming. J. of Educational Computing Research. I, 2 (1985), 157-172.
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Vygotsky, L. Thought and Language. MIT Press, Cambridge, Mass., 1962.

CITED BY  45

Collaborative Colleagues:
Marcia C. Linn: colleagues
Michael J. Clancy: colleagues