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Why looking isn't always seeing: readership skills and graphical programming
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Communications of the ACM archive
Volume 38 ,  Issue 6  (June 1995) table of contents
Pages: 33 - 44  
Year of Publication: 1995
ISSN:0001-0782
Author
Marian Petre  The Open University, Walton Hall, Milton Keynes, MK7 6AA, U.K.
Publisher
ACM  New York, NY, USA
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Downloads (6 Weeks): 21,   Downloads (12 Months): 228,   Citation Count: 56
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ABSTRACT

Many believe that visual programming techniques are quite close to developers. This article reports on some fascinating research focusing on understanding how textual and visual representations for software differ in effectiveness. Among other things, it is determined that the differences lie not so much in the textual-visual distinction as in the degree to which specific representations support the conventions experts expect.


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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8
Green, T.R.G., and Petre, M. When visual programs are harder to read than textual programs. In Proceedings of the Sixth European Conference on Cognitive Ergonomics (ECCE-6), Budapest, Hungary, September 1992.
 
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Green, T. R. G., Petre, M., and Bellamy, R. K. E. Comprehensibility of visual and textual programs: A test of Superlativism against the "match-mismatch" conjecture. In Empirical Studies of Programmers Fourth Workshop. Ablex, 1991.
 
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Petre, M., and Green, T. R. G. Requirements of graphical notations for professional users: Electronics CAD systems as a case study. Le Travail Humain 55, 1 (1992), 47-70.
 
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Petre, M., and Green, T.R.G. Learning to read graphics: some evidence that 'seeing' an information display is an acquired skill. Journal of Visual Languages and Computing 4 (1993), 55-70.
 
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CITED BY  56