{"id":11129,"date":"2019-02-27T11:37:36","date_gmt":"2019-02-27T16:37:36","guid":{"rendered":"https:\/\/carleton.ca\/cognitivescience\/?p=11129"},"modified":"2025-05-05T10:36:59","modified_gmt":"2025-05-05T14:36:59","slug":"ics-colloquium-programming-as-a-second-language","status":"publish","type":"post","link":"https:\/\/carleton.ca\/cognitivescience\/2019\/ics-colloquium-programming-as-a-second-language\/","title":{"rendered":"ICS Colloquium: Programming as a Second Language"},"content":{"rendered":"\n<section class=\"w-screen px-6 cu-section cu-section--white ml-offset-center md:px-8 lg:px-14\">\n    <div class=\"space-y-6 cu-max-w-child-5xl  md:space-y-10 cu-prose-first-last\">\n\n            <div class=\"cu-textmedia flex flex-col lg:flex-row mx-auto gap-6 md:gap-10 my-6 md:my-12 first:mt-0 max-w-5xl\">\n        <div class=\"justify-start cu-textmedia-content cu-prose-first-last\" style=\"flex: 0 0 100%;\">\n            <header class=\"font-light prose-xl cu-pageheader md:prose-2xl cu-component-updated cu-prose-first-last\">\n                                    <h1 class=\"cu-prose-first-last font-semibold !mt-2 mb-4 md:mb-6 relative after:absolute after:h-px after:bottom-0 after:bg-cu-red after:left-px text-3xl md:text-4xl lg:text-5xl lg:leading-[3.5rem] pb-5 after:w-10 text-cu-black-700 not-prose\">\n                        ICS Colloquium: Programming as a Second Language\n                    <\/h1>\n                \n                                \n                            <\/header>\n\n                    <\/div>\n\n            <\/div>\n\n    <\/div>\n<\/section>\n\n<p class=\"wp-block-paragraph\"><strong>Date:<\/strong>&nbsp;Mar 06, 2019&nbsp;3:00pm-4:30pm<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Location:<\/strong> Dunton Tower: Room 2203<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Speaker:<\/strong><a href=\"https:\/\/carleton.ca\/cognitivescience\/people\/jay-jennings-2\/\">&nbsp;Jay<\/a><a href=\"https:\/\/carleton.ca\/cognitivescience\/people\/jay-jennings-2\/\"> Jennings<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Title: <\/strong>Programming as a Second Language<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Abstract:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Computer programming has become a highly valued and sought after skill, and understanding how the brain processes and learns an inherently artificial programming language has pedagogical implications for designing instruction in computer science courses, and also theoretical implications for linguistics and cognitive science.&nbsp; Neural evidence has shown when experienced programmers are asked to read and comprehend code, the areas of the brain involved in division of attention, working memory, and problem solving were unsurprisingly activated.&nbsp; However, there is also strong activation in language processing areas.&nbsp; Furthermore, as people gain more expertise in a programming language, the disparate neural areas converge on the language specific areas, mimicking a pattern of natural second language learning in adults.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The talk will outline an ongoing study that is investigating cross-language transfer effects between a person&#8217;s native language and a programming language.&nbsp; Cross language transfer effects are when one language interferes with another.&nbsp; These effects are usually seen when the native language interferes with the second language, but the second language can influence the native language as well.&nbsp; An experiment will be outlined that will investigate whether programming languages are actually treated as second languages in the brain by attempting to elicit cross-language transfer effects between a programming language and a natural language.<\/p>\n\n\n\n\n","protected":false},"excerpt":{"rendered":"<p>Date:&nbsp;Mar 06, 2019&nbsp;3:00pm-4:30pm Location: Dunton Tower: Room 2203 Speaker:&nbsp;Jay Jennings Title: Programming as a Second Language Abstract: Computer programming has become a highly valued and sought after skill, and understanding how the brain processes and learns an inherently artificial programming language has pedagogical implications for designing instruction in computer science courses, and also theoretical implications [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":11130,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[],"class_list":["post-11129","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":{"cu_post_thumbnail":""},"_links":{"self":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts\/11129","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/comments?post=11129"}],"version-history":[{"count":1,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts\/11129\/revisions"}],"predecessor-version":[{"id":11131,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/posts\/11129\/revisions\/11131"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/media\/11130"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/media?parent=11129"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/categories?post=11129"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/carleton.ca\/cognitivescience\/wp-json\/wp\/v2\/tags?post=11129"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}