On the Cognitive Effects of Learning Computer Programming: A Critical Look. Technical Report No. 9.

This paper provides an historical and empirical critique of the claim that learning to program will promote the development of general higher mental functions. A developmental perspective on learning to program is provided which incorporates cognitive science studies of mental activities involved in programming, and highlights the importance of programming contexts, instructional contexts, and a student's relevant background knowledge and reasoning skills for the task of learning to program. The following topics are discussed: claims for cognitive effects of learning to program; the developmental role of contexts in learning to program; the programming environment; the instructional environment; what constitutes skilled programming; levels of programming skill development; cognitive constraints on learning to program; and evidence for cognitive effects of programming. Types of transfer outcomes expected from each of the different levels of programming skill development are described, and a concluding statement and a 14-page list of references are included. (Author/THC)