Learning text editor semantics by analogy

Abstract

This paper presents a cognitive model for one aspect of how novices learn text editors—the acquisition of procedural skill by problem solving in problem spaces and the use of analogy for building a representation of the semantics of text-editor commands (which we call operators). Protocol data of computer-naive subjects learning the EMACS text editor suggests that they use their knowledge of typewriting to decide which commands to use in performing editing tasks. We propose a formal method of analysis that compares operators in two problem spaces and generates misconceptions. The comparison of these predicted misconceptions with verbal comments, error data, and task difficulty lends support to this analysis.