Cognitive performance of super-experts on computer program modification tasks

Abstract

The present research attempts to identify factors which account for cognitive skill acquisition beyond the experienced worker standard, and understand differences between expert (E) and super-expert (SE) skill levels on the cognitive-oriented task of computer program modification. The current literature identifies automatization, problem representation, learning mechanisms, and cognitive abilities as factors affecting skill acquisition. In an effort to test these approaches, five SE programmers (rated among the top 95th percentile in their field) and five E programmers (70th to 80th percentile) were asked to enhance a fairly standard database program. A variety of performance and behavioural variables were collected from the analysis of verbal reports on the program modification session. Results indicate the SE subjects utilized a global search strategy to obtain abstract information while experts used a minimal ‘directed’ search to obtain task specific information. No differences in the level of automatization were found. Based on these results, it is suggested that the knowledge representation is a primary determinant in high level cognitive performance.