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| Early Work | p. 1 |
| Twenty Things to Do with A Computer | p. 3 |
| Teaching Children Thinking | p. 29 |
| Transfer | p. 41 |
| Teaching Mathematics Through Programming in the Classroom | p. 43 |
| Cognitive Consequences of Programming Instruction | p. 57 |
| A Study of the Development of Programming Ability and Thinking Skills in High School Students | p. 83 |
| Learning to Program and Learning to Think: What's the Connection? | p. 113 |
| Learning Programming Concepts | p. 125 |
| The Psychology of How Novices Learn Computer Programming | p. 129 |
| The Concept of Variable in Programming: Its Meaning and Use in Problem-Solving by Novice Programmers | p. 161 |
| Do We Really Have Conditional Statements in Our Brains? | p. 179 |
| Cognitive Strategies and Looping Constructs: an Empirical Study | p. 191 |
| What Do Novice Programmers Know About Recursion? | p. 209 |
| Learning Flow of Control: Recursive and Iterative Procedures | p. 229 |
| Conditions of Learning in Novice Programmers | p. 261 |
| Difficulties, Misconceptions, and Bugs | p. 281 |
| Some Difficulties of Learning to Program | p. 283 |
| A Summary of Misconceptions of High School Basic Programmers | p. 301 |
| Children's Mental Models of Recursive Logo Programs | p. 315 |
| Preprogramming Knowledge: A Major Source of Misconceptions in Novice Programmers | p. 325 |
| A Goal/Plan Analysis of Buggy Pascal Programs | p. 355 |
| Novice Mistakes: Are the Folk Wisdoms Correct? | p. 401 |
| Designing Programming Environments | p. 417 |
| Does Programming Language Affect the Type of Conceptual Bugs in Beginners' Programs? | p. 419 |
| The Black Box Inside the Glass Box: Presenting Computing Concepts to Novices | p. 431 |
| An Integrated Textbook, Video, and Software Environment for Novice and Expert Prolog Programmers1 | p. 447 |
| Boxer: A Reconstructible Computational Medium | p. 467 |
| Credits | p. 483 |
| Author Index | p. 487 |
| Subject Index | p. 493 |
| Table of Contents provided by Publisher. All Rights Reserved. |
