Advertisement

Mission to Mars – A Study on Naming and Referring

  • Michael Weigend
Conference paper
  • 820 Downloads
Part of the Lecture Notes in Computer Science book series (LNCS, volume 5941)

Abstract

Algorithms processing complex structures like graphs contain references to entities, which are part of the structure. This contribution first presents an analysis of naming techniques and discusses implications to working memory load. Then some findings of a study on naming and referring in naïve algorithms (involving more than 200 high school students) are presented. The study is based on workshops, in which the students first interpreted a model algorithm and then wrote algorithms by themselves, adopting – to some extent – techniques from the model.

Keywords

Naming programming working memory algorithm name intuitive models 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Matthews, D., Lieven, E., Tomasello, M.: How Toddlers and Preschoolers Learn to Uniquely Identify Referents for Others: A Training Study. Child Development 78(6), 1744–1759 (2007)CrossRefGoogle Scholar
  2. 2.
    Weigend, M.: Intuitive Modelle der Informatik [Intuitive Models in Computer Science], Universitätsverlag Potsdam (2007)Google Scholar
  3. 3.
    Baddeley, A.: Recent Developments in Working Memory. Current Opinion in Neurobiology 8(2), 234–238 (1998)CrossRefMathSciNetGoogle Scholar
  4. 4.
    Baddeley, A.: Working Memory: Looking Back and Looking Forward. Nature Reviews Neuroscience 4, 829–839 (2003)CrossRefGoogle Scholar
  5. 5.
    Dehn, M.J.: Working Memory and Academic Learning. John Wiley & Sons, Hoboken (2008)Google Scholar
  6. 6.
    Sommerville, I.: Software Engineering, 5th edn. Addison-Wesley, Harlow (1997)Google Scholar
  7. 7.
    Beck, K.: Extreme Programming Explained. Addison-Wesley, Boston (1999)Google Scholar
  8. 8.
    Krauss, R.M., Fussell, S.R.: Perspective-taking in communication: Representations of others’ knowledge in reference. Social Cognition 9, 2–24 (1991)Google Scholar
  9. 9.
    Ayres, P., Sweller, J.: The Split-Attention Principle in Multimedia Learning. In: Mayer, R.E. (ed.) The Cambridge Handbook of Multimedia Learning, pp. 135–146. Cambridge University Press, Cambridge (2005)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • Michael Weigend
    • 1
  1. 1.Westfälische Wilhelms-Universität MünsterMünsterGermany

Personalised recommendations