The relationship of problem-solving ability and course performance among novice programmers
International Journal of Man-Machine Studies
Novice/expert differences in programming skills
International Journal of Man-Machine Studies - The MIT Press scientific computation series
Novice mistakes: are the folk wisdoms correct?
Communications of the ACM
Designing the user interface: strategies for effective human-computer interaction
Designing the user interface: strategies for effective human-computer interaction
Cognitive aspects of learning and using a programming language
Interfacing thought: cognitive aspects of human-computer interaction
Four paradigms of information systems development
Communications of the ACM
Flattening the learning curve: educating object-oriented developers
Journal of Object-Oriented Programming
A book of object-oriented knowledge: object-oriented analysis, design and implementation, a new approach to software engineering
Object-oriented analysis and design with applications (2nd ed.)
Object-oriented analysis and design with applications (2nd ed.)
Requirements specification: learning object, process, and data methodologies
Communications of the ACM
Mental leaps: analogy in creative thought
Mental leaps: analogy in creative thought
Mainstream objects: an analysis and design approach for business
Mainstream objects: an analysis and design approach for business
Climbing the smalltalk mountain
ACM SIGCHI Bulletin
Communications of the ACM
A Paradigmatic Analysis Contrasting Information Systems Development Approaches and Methodologies
Information Systems Research
The quarks of object-oriented development
Communications of the ACM - Next-generation cyber forensics
Differences between novice and expert systems analysts: what do we know and what do we do?
Journal of Management Information Systems
Exploring the difficulties of learning object-oriented techniques
Journal of Management Information Systems - Special section: Strategic and competitive information systems
A Dynamic Framework for Classifying Information Systems Development Methodologies and Approaches
Journal of Management Information Systems
The cognitive consequences of object-oriented design
Human-Computer Interaction
Design strategies and knowledge in object-oriented programming: effects of experience
Human-Computer Interaction
Cognitive activities and levels of abstraction in procedural and object-oriented design
Human-Computer Interaction
Patterns of Transition: The Shift from Traditional to Object-Oriented Development
Journal of Management Information Systems
A conceptual modeling quality framework
Software Quality Control
The cognitive selection framework for knowledge acquisition strategies in virtual communities
International Journal of Information Management: The Journal for Information Professionals
Service-Oriented Architecture Adoption: A Normative Decision Model for Timing and Approach
International Journal of Information Technology Project Management
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Information systems professionals increasingly face changes in their work environment. Some of these changes are incremental, but many require fundamental shifts in mindset (referred to as a mindshift). Within the domain of software development, previous research has determined that veteran developers experience difficulty making the transition to new forms of development. Although prior research has brought awareness to the problems caused by a mindshift and has provided some insight, it has not answered the question of why software developers have difficulty making the transition. This study begins to answer that question by positing and examining the mindshift learning theory (MLT). The MLT suggests that the degree of perceived novelty of the fundamental concepts that characterize the new mindset will impact learning. Specifically, concepts may be perceived as novel (i.e., not familiar to the learner), changed (i.e., similar to a known concept, but a different meaning in the new context), or carryover (i.e., known concept with a similar meaning in the new context). As an exemplar mindshift learning situation, this study explores the phenomenon in the context of software developers transitioning from traditional to object-oriented (OO) software development. Findings indicate that software developers had higher knowledge scores on the OO concepts they perceived as novel or carryover compared to those they perceived as changed. Thus, developers experienced detrimental interference from their existing traditional software development knowledge structure when trying to learn OO software development. The findings have implications for organizations and individuals as an understanding of mindshifts could mean an easier transition through decreased frustration and a more effective learning process.