计算机科学
培训转移
认知
抽象
学习迁移
一般化
认知技能
传输(计算)
认知心理学
数学教育
人机交互
心理学
人工智能
知识管理
哲学
神经科学
数学分析
并行计算
认识论
数学
作者
Gavriel Salomon,David N. Perkins
标识
DOI:10.2190/6f4q-7861-qwa5-8pl1
摘要
Investigations of the impact of programming instruction on cognitive skills have yielded occasional positive and many negative findings. To interpret the mixed results, we describe two distinct mechanisms of transfer–“low road” transfer, resulting from extensive practice and automatization, and “high road” transfer, resulting from mindful generalization. High road transfer seems implicated where positive impacts of programming have been found; insufficient practice and little provocation of mindful abstraction are characteristic of investigations not demonstrating transfer. Our discussion affirms that programming instruction can improve cognitive skills under the right conditions, but cautions that implementing such conditions on a wide scale may be difficult and that programming instruction must compete with other means of improving cognitive skills.
科研通智能强力驱动
Strongly Powered by AbleSci AI