Inferring cognitive focus from students' programs

Programs written by students in an introductory Computer Science course were analyzed and patterns abstracted from them. These patterns include style of modularization, choice of constructs, choice of vocabulary, and style of communication through user-interaction and documentation. Individual characteristics of the students, such as their focus on detail or on aggregate conceptual units, their manner of organizing knowledge, and their perception of the purpose of computer programs was compared with the patterns in the students' programs, with tentative relationships being identified.