國立虎尾科技大學 |

Cognitive aspects of software engineering processes.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Cognitive aspects of software engineering processes./
Author:	Xu, Shaochun.
Description:	1 online resource (194 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 68-03, Section: B.
Contained By:	Dissertations Abstracts International68-03B.
Subject:	Computer science. -
Online resource:	click for full text (PQDT)
ISBN:	9780542595530

Cognitive aspects of software engineering processes.
Xu, Shaochun.

Cognitive aspects of software engineering processes. - 1 online resource (194 pages)

Source: Dissertations Abstracts International, Volume: 68-03, Section: B.

Thesis (Ph.D.)--Wayne State University, 2006.

Includes bibliographical references

Software engineering activities are to process a large amount of knowledge and therefore, the cognitive process is mainly involved. Studying the cognitive process involved in software engineering can greatly help us to understand the whole process and to improve software engineering research. In order to study the cognitive process, we developed an empirical method that includes dialog-based protocol and self-directed learning theory. The dialog-based protocol is based on the analysis of the dialog that occurs between programmers in pair programming. It is an alternative to the common think-aloud protocol and it may minimize the Hawthorne and placebo effects. The self-directed learning theory is based on the constructivist learning theory and the Bloom taxonomy. It captures the specifics of the programmer's cognitive activities and provides an encoding scheme used in analyzing the empirical data. We conducted a case study of expert and intermediate programmers during incremental software development. Compared to intermediate programmers, experts discussed more domain concepts at a greater length before starting to write code. Experts mostly concentrated on one concept at one time, while intermediate programmers often discussed several concepts simultaneously. Experts were willing to reconsider and correct obsolete design decisions, while intermediate programmers retained all design decisions. Experts had more absorption activities at higher Bloom levels such as analysis and synthesis, while intermediate programmers had more absorption activities at lower Bloom levels such as comprehension and application. Experts spent more time analyzing the knowledge and generating test cases, while intermediate programmers spent more time learning the knowledge. We also conducted a case study on program debugging, and found that programmers apply the cognitive activities at all six Bloom levels and move from lower one to upper one in order to make update. Program debugging is a more complex activity than incremental software development. A case study on pair programming in software evolution class projects was also performed. The results of the case study showed that paired students completed their change request tasks faster and with higher quality than individuals. They also wrote less lines of code and used more meaningful variable names.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780542595530Subjects--Topical Terms:

573171
Computer science.
Subjects--Index Terms:

Bloom levelsIndex Terms--Genre/Form:

554714
Electronic books.

Cognitive aspects of software engineering processes.
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520 $a Software engineering activities are to process a large amount of knowledge and therefore, the cognitive process is mainly involved. Studying the cognitive process involved in software engineering can greatly help us to understand the whole process and to improve software engineering research. In order to study the cognitive process, we developed an empirical method that includes dialog-based protocol and self-directed learning theory. The dialog-based protocol is based on the analysis of the dialog that occurs between programmers in pair programming. It is an alternative to the common think-aloud protocol and it may minimize the Hawthorne and placebo effects. The self-directed learning theory is based on the constructivist learning theory and the Bloom taxonomy. It captures the specifics of the programmer's cognitive activities and provides an encoding scheme used in analyzing the empirical data. We conducted a case study of expert and intermediate programmers during incremental software development. Compared to intermediate programmers, experts discussed more domain concepts at a greater length before starting to write code. Experts mostly concentrated on one concept at one time, while intermediate programmers often discussed several concepts simultaneously. Experts were willing to reconsider and correct obsolete design decisions, while intermediate programmers retained all design decisions. Experts had more absorption activities at higher Bloom levels such as analysis and synthesis, while intermediate programmers had more absorption activities at lower Bloom levels such as comprehension and application. Experts spent more time analyzing the knowledge and generating test cases, while intermediate programmers spent more time learning the knowledge. We also conducted a case study on program debugging, and found that programmers apply the cognitive activities at all six Bloom levels and move from lower one to upper one in order to make update. Program debugging is a more complex activity than incremental software development. A case study on pair programming in software evolution class projects was also performed. The results of the case study showed that paired students completed their change request tasks faster and with higher quality than individuals. They also wrote less lines of code and used more meaningful variable names.
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