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| Contributors | p. xiii |
| Preface | p. xv |
| Introduction to Research on Teaching and Learning Computer Programming | p. 1 |
| References | p. 11 |
| Componential Developments in Logo Programming Environments | p. 13 |
| References | p. 52 |
| Learning Logo: A Cognitive Analysis | p. 55 |
| Influences of Logo on Children's Intellectual Development | p. 75 |
| References | p. 108 |
| Learning Logo: Method of Teaching, Transfer of General Skills, and Attitudes Toward School and Computers | p. 111 |
| Acknowledgments | p. 134 |
| References | p. 135 |
| E Unum Pluribus: Generating Alternative Designs | p. 137 |
| Acknowledgments | p. 151 |
| References | p. 152 |
| Instructional Strategies for the Problems of Novice Programmers | p. 153 |
| Acknowledgments | p. 175 |
| References | p. 176 |
| The Social Context of Learning Computer Programming | p. 179 |
| References | p. 201 |
| Instructional Conditions in Pascal Programming Classes | p. 207 |
| Acknowledgments | p. 233 |
| References | p. 234 |
| An Introductory Pascal Class: A Case Study of Students' Errors | p. 237 |
| Appendix: Examples of the Principal Pascal Statements Discussed | p. 255 |
| References | p. 258 |
| Learning and Transfer of Debugging Skills: Applying Task Analysis to Curriculum Design and Assessment | p. 259 |
| Acknowledgments | p. 295 |
| New Directions in Educational Computing Research | p. 299 |
| References | p. 308 |
| Author Index | p. 309 |
| Subject Index | p. 317 |
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