LISP
The importance of learning style in end-user training
MIS Quarterly
Constraint-Based Tutors: A Success Story
Proceedings of the 14th International conference on Industrial and engineering applications of artificial intelligence and expert systems: engineering of intelligent systems
Attention-shaping tools, expertise, and perceived control in IT project risk assessment
Decision Support Systems
A framework and methodology for studying the causes of software errors in programming systems
Journal of Visual Languages and Computing
On compiler error messages: what they say and what they mean
Advances in Human-Computer Interaction
A source activation theory of working memory: cross-task prediction of performance in ACT-R
Cognitive Systems Research
Towards a taxonomy of errors in HTML and CSS
Proceedings of the ninth annual international ACM conference on International computing education research
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Four experiments study the errors students make using LISP functions. The first two experiments show that frequency of errors is increased by increasing the complexity of irrelevant aspects of the problem. The experiments also show that the distribution of errors is largely random and that subjects' errors seem to result from slips rather than from misconceptions. Experiment 3 shows that subjects' errors tend to involve loss of parentheses in answers when the resulting errors are well-formed LISP expressions. Experiment 4 asks subjects, who knew no LISP, to judge the reasonableness of the answers to various LISP function calls. Subjects could detect many errors on the basis of general criteria of what a reasonable answer should look like. On the basis of these four experiments, we conclude that errors occur when there is a loss of information in the working memory representation of the problem and when the resulting answer still looks reasonable.