Transfer of Computer Skills From Introductory Computer Courses

References

• Allwood, C., & Wilkstrom, T. (1986). Learning complex computer programs. Behavior and Information Technology, 5(3), 217–225.
   Google Scholar
• Baldwin, T., & Ford, J. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(2), 63–105.
   Google Scholar
• Black, J., Swan, K., & Schwartz, D. (1988). Developing thinking skills with computers. Teachers College Record, 89(3), 384–407.
   Web of Science ®Google Scholar
• Bovair, S., Kieras, D., & Polson, P. (1990). The acquisition and performance of text-editing skill: A cognitive complexity analysis. Human Computer Interaction, 5(1), 1–48.
   Google Scholar
• Briggs, P. (1988). What we know and what we need to know: The user model versus the user’s model in human-computer interaction. Behavior and Information Technology, 7(4), 431–442.
   Web of Science ®Google Scholar
• Brooks, L., & Dansereau, D. (1987). Transfer of information: An instructional perspective. In S. Cormier & E. Markman (Eds.), Transfer of learning (pp. 121–150). San Diego, CA: Academic Press.
   Google Scholar
• Brown, G. (1989). Cognitive models in human-computer interaction. In P. Booth (Ed), An introduction to human-computer interaction (pp. 65–101). London: Lawrence Erlbaum Associates.
   Google Scholar
• Burton, J., & Magliaro, S. (1987-1988). Computer programming and generalized problem solving skills: In search of direction. Computers in the Schools, 4(3/4), 63–90.
   Google Scholar
• Card, S., Moran, T., & Newell, A. (1983). The psychology of human-computer interaction. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Catrambone, R. (1990). Specific versus general procedures in instructions. Human Computer Interaction, 5(1), 49–93.
   Google Scholar
• Clements, D. (1985). Research on Logo in education: Is the turtle slow but steady, or not even in the race? Computers in the Schools, 2(2/3), 55–71.
   Google Scholar
• Clements, D. (1987). Longitudinal study of the effects of Logo programming on cognitive abilities and achievement. Journal of Educational Computing Research, 3(1), 73–94.
   Web of Science ®Google Scholar
• Dalbey, J., & Linn, M. (1985). The demands and requirements of computer programming: A literature review. Journal of Educational Computing Research, 1(3), 253–274.
   Google Scholar
• Doyle, J. (1990). Naive users and the Lotus interface: A field study. Behaviour & Information Technology, 9(1), 81–89.
   Web of Science ®Google Scholar
• Ellis, H. (1965). The transfer of learning. New York: Macmillan.
   Google Scholar
• Feurizeig, W., Horwitz, P., & Nickerson, R. (1981). Microcomputers in education (Report No. 4798). Cambridge, MA: Bolt, Beranek, and Newman.
   Google Scholar
• Frese, M., Albrecht, K., Altmann, A., Lang, J., Papstein, P., Peyerl, R., Prumper, J., Schulte-Gocking, H., Wankmuller, I., & Wendel, R. (1988). The effects of an active development of the mental model in the training process: Experimental results in a word processing system. Behaviour and Information Technology, 7(3), 295–304.
   Web of Science ®Google Scholar
• Gagne, E. (1985). The cognitive psychology of school learning. Boston: Little, Brown, and Company.
   Google Scholar
• Gagne, R. (1966). The conditions of learning. New York: Holt, Reinhart, and Winston.
   Google Scholar
• Gallini, J. (1987) A comparison of the effects of Logo and CAI learning environment on skills acquisition. Journal of Educational Computing Research, 3(4), 461–477.
   Web of Science ®Google Scholar
• Gibbons, A. (1991). Too much training is a waste of time—but it needn’t be. Industrial and Commercial Training, 23(5), 17–20.
   Google Scholar
• Gordon, J. (1991). Where the training goes—1991. Training, 28(10), 47–64.
   Google Scholar
• Graggs, T. (1991). Training gives Windows 3.0 users an edge. Infoworld, 13(8), 16–17.
   Google Scholar
• Gray, W., & Orasanu, J. (1987). Transfer of cognitive skills. In S. Cormier and J. Hagman (Eds.), Transfer of learning (pp. 183–215). San Diego, CA: Academic Press, Inc.
   Google Scholar
• Hall, J. (1971). Verbal learning and retention. Philadelphia: J. B. Lippincott.
   Google Scholar
• Hammond, N., & Barnard, P. (1984). Dialogue design: Characteristics of user knowledge. In A. Monk (Ed.), Fundamentals of Human-Computer Interaction (pp. 127–164). London: Academic Press.
   Google Scholar
• Hunter, B. (1987). What is fundamental in an information age? A focus on curriculum. Education & Computing, 3(1-2), 63–73.
   Google Scholar
• International Business Machines (1989). Common user access: Advanced interface design guide. Boca Raton, FL: Author.
   Google Scholar
• Juliff, P. (1990). Fundamental issues in end-user education. Education & Computing, 6(1-2), 17–22.
   Google Scholar
• Kieras, D., & Bovair, S. (1986). The acquisition of procedures from text: A production-system analysis of transfer of training. Journal of Memory and Language, 25(5), 507–524.
   Web of Science ®Google Scholar
• Klahr, D., & Carver, S. M. (1988). Cognitive objectives in a Logo debugging curriculum: Instruction, learning, and transfer. Cognitive Psychology, 20(3), 362–404.
   Web of Science ®Google Scholar
• LaPlante, A., (1991). Computer science gets a “reality check.” Infoworld, 13(20), 50, 52.
   Google Scholar
• Lee, M. (1991, April). Guided instruction with Logo programming and the development of cognitive monitoring strategies among college students. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL. (ERIC ED 336 074)
   Google Scholar
• Levine, H. (1990). Graphical interfaces give power to users. Software Magazine, 10(13), 87–93.
   Google Scholar
• Liao, Y., & Bright, G. (1991). Effects of computer programming on cognitive outcomes: a meta-analysis. Journal of Educational Computing Research, 7(3), 251–268.
   Web of Science ®Google Scholar
• Linn, M. (1985). The cognitive consequences of programming instruction in classrooms. Educational Researcher, 14(5), 14–29.
   Google Scholar
• Lintern, G. (1991). An informational perspective on skill transfer in humanmachine systems. Human Factors, 33(3), 251–266.
   PubMed Web of Science ®Google Scholar
• Luehrmann, A. (1980). Computer literacy—A national crisis and a solution for it. Byte, 5(7), 98–102
   Google Scholar
• Mitterer, J., & Rose-Kasnor, L. (1986). Logo and the transfer of problem solving: An empirical test. Alberta Journal of Educational Research, 32(3), 176–194.
   Google Scholar
• Mynatt, B., Smith, K., Kamouri, A., & Tykodi, T. (1986). Which way to computer literacy, programming or applications experience? International Journal of Man-Machine Studies, 25(5), 557–572.
   Google Scholar
• National Committee on Excellence in Education, (1983). A nation at risk. Washington, DC: U.S. Government Printing Office.
   Google Scholar
• Olson, J., & Olson, G. (1990). The growth of cognitive modeling in humancomputer interaction since GOMS. Human-Computer Interaction, 5(2/3), 221–265.
   Google Scholar
• Palumbo, D. (1990). Programming language/problem-solving research: A review of relevant issues. Review of Educational Research, 60(1), 65–89.
   Web of Science ®Google Scholar
• Papert, S. (1980). Mindstorms. New York: Basic Books.
   Google Scholar
• Pea, R., & Kurland, D. (1984). On the cognitive effects of learning computer programming. New Ideas in Psychology, 2(2), 137–168.
   Web of Science ®Google Scholar
• Piedmont, M. (1991). Put computer training $$$ to better use. HR Focus, 68(11), 13.
   Google Scholar
• Rosenberg, R. (1991). Debunking computer literacy. Technology Review, 94(1), 58–65.
   Web of Science ®Google Scholar
• Rubinstein, R., & Hersh, H. (1984). The human factor. Bedford, MA: Digital Press.
   Google Scholar
• Salomon, G., & Perkins, D. (1987). Transfer of cognitive skills from programming: When and how? Journal of Educational Computing Research, 3(2), 149–169.
   Web of Science ®Google Scholar
• Schultz, D., & Schultz, S. (1990). Psychology and industry today. New York: MacMillan.
   Google Scholar
• See, J. (1991). Model learner outcomes for information technology education. St. Paul, MN: Minnesota State Department of Education. (ERIC ED 336 069)
   Google Scholar
• Seymour, J, (1991). Graphical user interfaces give PC users a winning hand. Today’s Office, 26(1), 16–20.
   Google Scholar
• Singely, M., & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
   Google Scholar
• Smith, K., Zirkler, D., & Mynatt, B. (1985). Transfer or training from introductory computer courses is highly specific … and negative! Behavior Research Methods, Instruments & Computers, 17(2), 259–264.
   Google Scholar
• Swan K. (1991). Programming objects to think with. Logo and the teaching and learning of problem solving. Journal of Educational Computing Research, 7(1), 89–112.
   Web of Science ®Google Scholar
• Tanaka, T., Eberts, R., & Salvendy, G. (1991). Consistency of human-computer interface design: Quantification and validation. Human Factors, 33(6), 653–676.
   Web of Science ®Google Scholar
• Thorndike, E., & Woodworth, R. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychology Review, 8, 247–261.
   Google Scholar
• Tucker, A. (1991). Computing curricula 1991. Communications of the ACM, 34(6), 70–84.
   Google Scholar
• Tucker, A. & Garnick, D. (1991). Recent evolution of the introductory curriculum in computing. Education & Computing, 7(1-2), 43–60.
   Google Scholar
• Wexley, K., & Latham, G. (1981). Developing and training human resources in organizations. Santa Monica, CA: Scott, Foresman.
   Google Scholar