The effect of student attributes on success in programming
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Object orientation in CS1-CS2 by design
Proceedings of the 7th annual conference on Innovation and technology in computer science education
Journal of Computing Sciences in Colleges
Predicting success in a first programming course
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
SIGCSE '80 Proceedings of the eleventh SIGCSE technical symposium on Computer science education
Predictors of success and failure in a CS1 course
ACM SIGCSE Bulletin
Wanted: CS1 students. no experience required
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Programming in context: a model-first approach to CS1
Proceedings of the 35th SIGCSE technical symposium on Computer science education
On the origins of programmers: identifying predictors of success for an objects first cs1
On the origins of programmers: identifying predictors of success for an objects first cs1
Cognitive activities of abstraction in object orientation: an empirical study
ACM SIGCSE Bulletin
Programming: factors that influence success
Proceedings of the 36th SIGCSE technical symposium on Computer science education
An investigation of potential success factors for an introductory model-driven programming course
Proceedings of the first international workshop on Computing education research
Mental models and programming aptitude
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Learning computer programming and role of errors in design
ACM SIGCSE Bulletin
Through the eyes of instructors: a phenomenographic investigation of student success
Proceedings of the third international workshop on Computing education research
Applying abstraction to master complexity
Proceedings of the 2nd international workshop on The role of abstraction in software engineering
Abstraction ability as an indicator of success for learning computing science?
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Concrete examples of abstraction as manifested in students' transformative experiences
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
A study on students' behaviours and attitudes towards learning to program
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
Concrete and other neo-Piagetian forms of reasoning in the novice programmer
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Some prospective approaches for the shift of programming paradigms
Proceedings of the 2013 International Conference on Information Systems and Design of Communication
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Computer science educators generally agree that abstract thinking is a crucial component for learning computer science in general and programming in particular. We report on a study to confirm the hypothesis that general abstraction ability has a positive impact on programming ability. Abstraction ability is operationalized as stages of cognitive development (for which validated tests exist). Programming ability is operationalized as grade in the final assessment of a model-based objects-first CS1. The validity of the operationalizations is discussed. Surprisingly, our study shows that there is no correlation between stage of cognitive development (abstraction ability) and final grade in CS1 (programming ability). Possible explanations are identified.