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Cognitive Consequences of Programming: Augmentations to Basic Instruction
ARTICLE

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Journal of Educational Computing Research Volume 2, Number 1, ISSN 0735-6331

Abstract

Describes a study of junior high students which investigated academic achievement and higher cognitive skill development outcomes of a computer programming course in which two augmentations to traditional BASIC instruction were compared. A model for understanding learning outcomes is presented, suggesting ways to augment instruction to focus on higher cognitive skills. (MBR)

Citation

Dalbey, J. & Linn, M.C. (1986). Cognitive Consequences of Programming: Augmentations to Basic Instruction. Journal of Educational Computing Research, 2(1), 75-93. Retrieved August 20, 2019 from .

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