Cognitive Models and Intelligent Environments for Learning Programming

  • Enrica Lemut
  • Benedict du Boulay
  • Giuliana Dettori
Conference proceedings

Part of the NATO ASI Series book series (NATO ASI F, volume 111)

Table of contents

  1. Front Matter
    Pages I-VIII
  2. Introduction

    1. Enrica Lemut, Benedict du Boulay, Giuliana Dettori
      Pages 1-5
  3. Understanding Programming

  4. Environments for Learning Programming

    1. Intelligent Tutoring Systems

      1. Haider Ramadhan, Benedict du Boulay
        Pages 125-134
      2. Albert T. Corbett, John R. Anderson
        Pages 135-144
      3. Mark K. Singley, John M. Carroll, Sherman R. Alpert
        Pages 145-155
      4. M. Felisa Verdejo, Isabel Fernández, M. Teresa Urretavizcaya
        Pages 156-171
    2. Pure Programming Environments

      1. Gordon I. McCalla, Jim E. Greer
        Pages 185-197
      2. Paola Forcheri, Maria Teresa Molfino
        Pages 198-209
      3. Marc Eisenstadt, Blaine A. Price, John Domingue
        Pages 220-234
  5. Learning Programming in School Environments

  6. Back Matter
    Pages 299-312

About these proceedings


At present, there is a general consensus on the nature of learning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.


Cognitive Models Intelligent Environments Intelligente Programmierumgebungen Kognitive Modelle Learning Environments Learning Programming Programmierausbildung algorithm algorithms knowledge knowledge base learning modeling search strategy verification

Editors and affiliations

  • Enrica Lemut
    • 1
  • Benedict du Boulay
    • 2
  • Giuliana Dettori
    • 1
  1. 1.Istituto Matematica ApplicataC.N.R.GenovaItaly
  2. 2.School of Cognitive and Computing SciencesUniversity of SussexFalmer, BrightonUK

Bibliographic information

  • DOI
  • Copyright Information Springer-Verlag Berlin Heidelberg 1993
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-08156-9
  • Online ISBN 978-3-662-11334-9
  • Series Print ISSN 0258-1248
  • Buy this book on publisher's site