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This study investigated the relationships between the componential skills in programming. The results indicated that ability in one subtask was not always related to ability in other subtasks. Students were able to comprehend programs at approximately the same level but their skill at programming composition and debugging varied. It was concluded that curricular materials need to be developed stressing programming comprehension in order to fully develop competence in other programming tasks.
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Collins et al. (1984) studied this question.
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