Misconceptions When Learning Multiple Programming Languages And How To Learn More Effectively

When we create bugs during coding, it is sometimes due to typos and forgetfulness.  These can be resolved by checking through the code a few times.  When they arise due to misconceptions based on different mental models used in different programming languages, they will have to be researched on, reasoned about, and relearned.  In some cases, the keywords and mental models stored in our LTM based on knowing one programming language can be transferred when we learn to comprehend another programming language.  The tools we use, such as the IDE, may be the same too.  This is called transfer during learning.  

Another form of learning called transfer of learning usually happens only on language constructs or tools that are similar between languages, such as the conditional statements, indentation, and various keyboard shortcuts in the IDE.  Transfer of learning allows us to apply what we already know less consciously in unfamiliar situations.  There is transfer of automatised skills, such as keyboard shortcuts, which is called low-road transfer.  There is transfer of more complex skills, such as declaration of variables and types, which is called high-road transfer, and which happens more consciously.  

There is also near transfer describing transfer of skills between similar programming languages, and far transfer which is transfer of skills between dissimilar languages.  Finally, there is positive transfer, where mental models from knowing one programming language can be reused or adapted for learning another programming language.  There is also negative transfer, which results in misconceptions, where existing mental models create the wrong assumptions when learning a new programming language.  Certain existing mental models may be so influential that learners of the new programming language may become critical of the language if it doesn't fit their mental models.  

Resolving misconceptions may require conceptual change.  This involves changing the existing concept or mental model in the learner's mind, which may require unlearning existing concepts, not just adapting them.  When misconceptions arise due to the use of faulty basic reasoning that are still relevant to handle more complex problems, it may inhibit reasoning towards the right conclusion and so, has to be suppressed.  One effective way of overcoming misconceptions, is to research on and create a checklist of known misconceptions in learning the new programming language after knowing another programming language.  To detect misconceptions in codebases we are working on, we may pair program, group program, or simply just run the program, create tests to verify it, and then add documentation in relevant places to prevent future mistakes.  

Various factors influence the amount of transfer from one programming language to another:

* our Mastery of one programming language.  

* the Similarity between the programming languages, the tools, the algorithms used, or even the context or environment of learning and coding.  

* knowing about and learning the Key Attributes and Associated Knowledge that will improve our learning of a new programming language.  

* our Feelings about the programming task, language, algorithm, or IDE.  

* Paying Attention to the Similarities and Differences (in syntax, type system, programming concepts, runtime, programming and testing environments and practices, IDE), and writing them down.  

Reference:

• Felienne Hermans, "The Programmer's Brain: What every programmer needs to know about cognition", 2021.