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Rules of Program Behavior

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Outgoing claims: the papers this work cites, builds on, or argues with.

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Computer assisted teaching of FORTRAN
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The Cambridge Handbook of Computing Education Research
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Novice Programmers and Introductory Programming
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Programming Paradigms and Beyond
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DrScheme: a programming environment for Scheme
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The structure and interpretation of the computer science curriculum
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Theory-based causal induction.
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Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice?
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Computer science education: perspectives on teaching and learning in school
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Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals
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Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning
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Metonymy and reference-point errors in novice programming
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Dynamic Mental Model Construction: A Knowledge in Pieces-Based Explanation for Computing Students’ Erratic Performance on Recursion
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How Can the Learning Sciences (Better) Impact Policy and Practice?
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Debugging: The key to unlocking the mind of a novice programmer?
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Breaking the Programming Language Barrier: Using Program Visualizations to Transfer Programming Knowledge in One Programming Language to Another
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Decoding the Representation of Code in the Brain: An fMRI Study of Code Review and Expertise
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Gradually Learning Programming Supported by a Growable Programming Language
inferredcites →https://doi.org/10.1109/vissoft.2016.24openalex-snapshot
Jsvee & Kelmu: Creating and Tailoring Program Animations for Computing Education
inferredcites →https://doi.org/10.1109/vissoft.2017.22openalex-snapshot
Concept-Driven Generation of Intuitive Explanations of Program Execution for a Visual Tutor
inferredcites →https://doi.org/10.1145/1041624.1041673openalex-snapshot
A multi-national study of reading and tracing skills in novice programmers
inferredcites →https://doi.org/10.1145/1044550.1041673openalex-snapshot
A multi-national study of reading and tracing skills in novice programmers
inferredcites →https://doi.org/10.1145/107005.107066openalex-snapshot
Parameter passing: the rules the students construct
inferredcites →https://doi.org/10.1145/1089786.1089793openalex-snapshot
Strategies that students use to trace code
inferredcites →https://doi.org/10.1145/1151954.1067473openalex-snapshot
Novice Java programmers' conceptions of "object" and "class", and variation theory
inferredcites →https://doi.org/10.1145/1227504.1227386openalex-snapshot
Through the looking glass
inferredcites →https://doi.org/10.1145/1269900.1268853openalex-snapshot
Factors in novice programmers' poor tracing skills
inferredcites →https://doi.org/10.1145/1288580.1288595openalex-snapshot
Instructional design of a programming course
inferredcites →https://doi.org/10.1145/1404520.1404535openalex-snapshot
Block Model
inferredcites →https://doi.org/10.1145/1595356.1595360openalex-snapshot
The same but different students' understandings of primitive and object variables
inferredcites →https://doi.org/10.1145/169073.169362openalex-snapshot
The “procedures early” approach in CS 1
inferredcites →https://doi.org/10.1145/2157136.2157180openalex-snapshot
Mediated transfer
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Notional machines and introductory programming education
inferredcites →https://doi.org/10.1145/2490822openalex-snapshot
A Review of Generic Program Visualization Systems for Introductory Programming Education
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Understanding understanding source code with functional magnetic resonance imaging
inferredcites →https://doi.org/10.1145/2591708.2591721openalex-snapshot
The state of play
inferredcites →https://doi.org/10.1145/2674683.2674687openalex-snapshot
Exploring expression-level program visualization in CS1
inferredcites →https://doi.org/10.1145/2674683.2674690openalex-snapshot
Research-based design of the first weeks of CS1
inferredcites →https://doi.org/10.1145/268085.268132openalex-snapshot
Avoiding object misconceptions
inferredcites →https://doi.org/10.1145/2828959.2828969openalex-snapshot
Introducing Thonny, a Python IDE for learning programming
inferredcites →https://doi.org/10.1145/2839509.2844569openalex-snapshot
Initialization in Scratch
inferredcites →https://doi.org/10.1145/2839509.2844652openalex-snapshot
Teaching "Lawfulness" With Kodu
inferredcites →https://doi.org/10.1145/2960310.2960316openalex-snapshot
Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment
inferredcites →https://doi.org/10.1145/2978249.2978251openalex-snapshot
Toward a Developmental Epistemology of Computer Programming
inferredcites →https://doi.org/10.1145/3013499.3013500openalex-snapshot
The Compound Nature of Novice Programming Assessments
inferredcites →https://doi.org/10.1145/3017680.3017723openalex-snapshot
Measuring Student Learning in Introductory Block-Based Programming
inferredcites →https://doi.org/10.1145/3017680.3017777openalex-snapshot
Assessing and Teaching Scope, Mutation, and Aliasing in Upper-Level Undergraduates
inferredcites →https://doi.org/10.1145/3017680.3017787openalex-snapshot
Semantic Reasoning in Young Programmers
inferredcites →https://doi.org/10.1145/3025453.3025711openalex-snapshot
Teaching Programming with Gamified Semantics
inferredcites →https://doi.org/10.1145/3059009.3081327openalex-snapshot
Developing Assessments to Determine Mastery of Programming Fundamentals
inferredcites →https://doi.org/10.1145/3077618openalex-snapshot
Students’ Misconceptions and Other Difficulties in Introductory Programming
inferredcites →https://doi.org/10.1145/3105726.3106178openalex-snapshot
Comprehension First
inferredcites →https://doi.org/10.1145/3105726.3106190openalex-snapshot
Using Tracing and Sketching to Solve Programming Problems
inferredcites →https://doi.org/10.1145/3141880.3141894openalex-snapshot
The program is the system
inferredcites →https://doi.org/10.1145/3152433openalex-snapshot
The introductory computer programming course is first and foremost a language course
inferredcites →https://doi.org/10.1145/3159450.3159479openalex-snapshot
Evaluating the Tracing of Recursion in the Substitution Notional Machine
inferredcites →https://doi.org/10.1145/3160489.3160493openalex-snapshot
Common logic errors made by novice programmers
inferredcites →https://doi.org/10.1145/3173574.3173970openalex-snapshot
Non-Native English Speakers Learning Computer Programming
inferredcites →https://doi.org/10.1145/3230977.3230986openalex-snapshot
Towards an Analysis of Program Complexity From a Cognitive Perspective
inferredcites →https://doi.org/10.1145/3230977.3230988openalex-snapshot
Starting from Scratch
inferredcites →https://doi.org/10.1145/3230977.3230995openalex-snapshot
Programming Misconceptions for School Students
inferredcites →https://doi.org/10.1145/3265757.3265776openalex-snapshot
Flexible low-cost activities to develop novice code comprehension skills in schools
inferredcites →https://doi.org/10.1145/3287324.3287377openalex-snapshot
Learning to use Functions
inferredcites →https://doi.org/10.1145/3291279.3339423openalex-snapshot
Native Language's Effect on Java Compiler Errors
inferredcites →https://doi.org/10.1145/3291279.3339424openalex-snapshot
Deprecating Misconceptions through Context-Dependent Accounts of Productive Knowledge
inferredcites →https://doi.org/10.1145/3294008openalex-snapshot
Machine Learning Education for Artists, Musicians, and Other Creative Practitioners
inferredcites →https://doi.org/10.1145/3303770openalex-snapshot
Computer Science Pedagogical Content Knowledge
inferredcites →https://doi.org/10.1145/3304221.3319771openalex-snapshot
Identifying and Validating Java Misconceptions Toward a CS1 Concept Inventory
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Novice Rationales for Sketching and Tracing, and How They Try to Avoid It
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To Write Code: The Cultural Fabrication of Programming Notation and Practice
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Programming in Java
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Eliciting Student Scratch Script Understandings via Scratch Charades
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Tell Me What's Wrong
inferredcites →https://doi.org/10.1145/3328778.3366939openalex-snapshot
Unlimited Trace Tutor
inferredcites →https://doi.org/10.1145/3341525.3387379openalex-snapshot
If They Build It, Will They Understand It? Exploring the Relationship between Student Code and Performance
inferredcites →https://doi.org/10.1145/3341525.3387404openalex-snapshot
Engage Against the Machine: Rise of the Notional Machines as Effective Pedagogical Devices
inferredcites →https://doi.org/10.1145/3341525.3394988openalex-snapshot
Capturing and Characterising Notional Machines
inferredcites →https://doi.org/10.1145/3344429.3372501openalex-snapshot
Fostering Program Comprehension in Novice Programmers - Learning Activities and Learning Trajectories
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Unplugged Computing and Semantic Waves
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Theia: automatically generating correct program state visualizations
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Experiences in bridging from functional to object-oriented programming
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Towards validity for a formative assessment for language-specific program tracing skills
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Task-Specific Programming Languages for Promoting Computing Integration
inferredcites →https://doi.org/10.1145/3372356.3372360openalex-snapshot
Analysis of Student Misconceptions using Python as an Introductory Programming Language
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Hedy
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Understanding Conceptual Transfer for Students Learning New Programming Languages
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Neurological divide
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Here we go again
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How Graduate Computing Students Search When Using an Unfamiliar Programming Language
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What Drives the Reading Order of Programmers?
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Investigating the relationship between programming and natural languages within the primm framework
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Notional Machines in Computing Education
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Distributed cognition
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Boxer: a reconstructible computational medium
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ProfessorJ
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Teaching subsets of Pascal
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A sequence of structured subsets of PL/I
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Teachers’ Perceptions of Student Misconceptions in Introductory Programming
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An Overview of Conceptual Change Theories
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From Procedures to Objects: A Research Agenda for the Psychology of Object-Oriented Programming Education
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Moving Beyond Syntax: Lessons from 20 Years of Blocks Programing in AgentSheets
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Some Difficulties of Learning to Program
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Language-Independent Conceptual “Bugs” in Novice Programming
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Conditions of Learning in Novice Programmers
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An Embedding Technique for Language-Independent Lecturer-Oriented Program Visualization
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The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
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Your wish is my command: programming by example
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Comprehension of computer code relies primarily on domain-general executive brain regions
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Cohesin mutations are synthetic lethal with stimulation of WNT signaling

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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