{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,18]],"date-time":"2026-01-18T13:11:57Z","timestamp":1768741917426,"version":"3.49.0"},"reference-count":37,"publisher":"Association for Computing Machinery (ACM)","issue":"3","license":[{"start":{"date-parts":[[2019,5,29]],"date-time":"2019-05-29T00:00:00Z","timestamp":1559088000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2019,9,30]]},"abstract":"<jats:p>\n            We investigate conditions in which novices make some reference errors when programming. We asked students from introductory programming courses to perform a simple code-writing task that required constructing references to objects and their attributes. By experimentally manipulating the nature of the attributes in the tasks, from identifying attributes (e.g.,\n            <jats:italic>title<\/jats:italic>\n            or\n            <jats:italic>label<\/jats:italic>\n            ) to descriptive attributes (e.g.,\n            <jats:italic>calories<\/jats:italic>\n            or\n            <jats:italic>texture<\/jats:italic>\n            ), the study revealed the relative frequencies with which students mistakenly omit the name of an identifying attribute while attempting to reference its value. We explain how these reference-point shifts are consistent with the use of metonymy, a form of figurative expression in human communication. Our analysis also reveals how the presentation of examples can affect the construction of the reference in the student\u2019s solution. We discuss plausible accounts of the reference-point errors and how they may inform a model of reference construction. We suggest that reference-point errors may be the result of well-practiced habits of communication rather than misconceptions of the task or what the computer can do.\n          <\/jats:p>","DOI":"10.1145\/3313291","type":"journal-article","created":{"date-parts":[[2019,5,30]],"date-time":"2019-05-30T12:41:00Z","timestamp":1559220060000},"page":"1-17","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":3,"title":["Learning to Get Literal"],"prefix":"10.1145","volume":"19","author":[{"given":"Craig S.","family":"Miller","sequence":"first","affiliation":[{"name":"DePaul University, IL, USA"}]},{"given":"Amber","family":"Settle","sequence":"additional","affiliation":[{"name":"DePaul University, IL, USA"}]}],"member":"320","published-online":{"date-parts":[[2019,5,29]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Rules of the Mind","author":"Anderson John R.","unstructured":"John R. Anderson . 1993. Rules of the Mind . 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Sci. 18, 3 (1994), 439--477.","journal-title":"Cognit. Sci."},{"key":"e_1_2_1_7_1","volume-title":"Misconceptions and attitudes that interfere with learning to program","author":"Clancy M.","unstructured":"M. Clancy . 2004. Misconceptions and attitudes that interfere with learning to program . In Computer Science Education Research, Sally Fincher and Marian Petre (Eds.). Taylor and Francis Group , London , 85--100. M. Clancy. 2004. Misconceptions and attitudes that interfere with learning to program. In Computer Science Education Research, Sally Fincher and Marian Petre (Eds.). 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The University of Chicago Press, Chicago, IL."},{"key":"e_1_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.1145\/274790.274319"},{"key":"e_1_2_1_16_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.109.2.163"},{"key":"e_1_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1145\/2380552.2380570"},{"key":"e_1_2_1_18_1","doi-asserted-by":"publisher","DOI":"10.1080\/08993408.2014.952500"},{"key":"e_1_2_1_19_1","volume-title":"Proceedings of the 27th Annual Workshop of the Psychology of Programming Interest Group (PPIG\u201916)","author":"Miller Craig S.","year":"2016","unstructured":"Craig S. Miller . 2016 . Human language and its role in reference-point errors . In Proceedings of the 27th Annual Workshop of the Psychology of Programming Interest Group (PPIG\u201916) . Craig S. Miller. 2016. Human language and its role in reference-point errors. In Proceedings of the 27th Annual Workshop of the Psychology of Programming Interest Group (PPIG\u201916)."},{"key":"e_1_2_1_20_1","doi-asserted-by":"publisher","DOI":"10.1145\/2960310.2960327"},{"key":"e_1_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.1147\/sj.202.0184"},{"key":"e_1_2_1_22_1","doi-asserted-by":"publisher","DOI":"10.1145\/2787622.2787733"},{"key":"e_1_2_1_23_1","volume-title":"Unified Theories of Cognition","author":"Newell Allen","unstructured":"Allen Newell . 1994. Unified Theories of Cognition . Harvard University Press . Allen Newell. 1994. Unified Theories of Cognition. Harvard University Press."},{"key":"e_1_2_1_24_1","volume-title":"Metonymy in Language and Thought, Klaus-Uwe Panther and G\u00fcnter Radden (Eds.).","author":"Panther Klaus-Uwe","unstructured":"Klaus-Uwe Panther and G\u00fcnter Radden . 1999. Introduction . In Metonymy in Language and Thought, Klaus-Uwe Panther and G\u00fcnter Radden (Eds.). Amsterdam : John Benjamins , 1--14. Klaus-Uwe Panther and G\u00fcnter Radden. 1999. Introduction. In Metonymy in Language and Thought, Klaus-Uwe Panther and G\u00fcnter Radden (Eds.). 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