Dual Process Theories: Computing Cognition in Context

Autor/in	Robins, Anthony V.
Titel	Dual Process Theories: Computing Cognition in Context
Quelle	In: ACM Transactions on Computing Education, 22 (2022) 4, Artikel 41 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robins, Anthony V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Theories; Cognitive Processes; Intelligence; Long Term Memory; Associative Learning; Short Term Memory; Attention; Difficulty Level; Programming; Expertise; Schemata (Cognition); Coding + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; Intelligenz; Klugheit; Langzeitgedächtnis; Kurzzeitgedächtnis; Aufmerksamkeit; Schwierigkeitsgrad; Programmierung; Expert appraisal; Cognition; Schema; Kognition; Codierung
Abstract	This paper explores a major theoretical framework from psychology, Dual Process Theory (DPT), which has received surprisingly little attention in the computing education literature. DPT postulates the existence of two qualitatively different kinds of cognitive systems, a fast, intuitive "System 1" and a slow, reflective "System 2". System 1 is associated with cognitive factors such as crystallized intelligence, long-term memory and associative learning; System 2 with fluid intelligence, working memory, and rule learning. This paper summarizes DPT and the way it has been expressed and explored in literatures relating to intelligence, memory, learning, attention, cognitive load, and more. It proposes a summary model, the Dual Process Cycle (DPC). It then considers example concepts from computing education within the context of this model. Examples include programming expertise, mental models of programs, the notional machine, code reading and code writing, and the theory of Learning Edge Momentum (LEM). In conclusion, it is argued that the DPC (and the framework of DPTs in general) provides a useful context for defining such concepts more richly and exactly, and for generating interesting questions about them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01