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James C. Spohrer

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James C. Spohrer

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Publications by James C. Spohrer (bibliography)

» 2007 «

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Spohrer, James C., Maglio, Paul P., Bailey, John and Gruhl, Daniel (2007): Steps Toward a Science of Service Systems. In IEEE Computer, 40 (1) pp. 71-77

» 1996 «

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Gray, Wayne D., Boehm-Davis, Deborah A. and Spohrer, James C. (eds.) Empirical Studies of Programmers - Sixth Workshop January 5-7, 1996, 1996, Alexandria, Virginia.

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Norman, Donald A. and Spohrer, James C. (1996): Learner-Centered Education (Introduction to the Special Section). In Communications of the ACM, 39 (4) pp. 24-27

» 1994 «

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Smith, David Canfield, Cypher, Allen and Spohrer, James C. (1994): KidSim: Programming Agents Without a Programming Language. In Communications of the ACM, 37 (7) pp. 54-67

» 1993 «

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Cook, Curtis, Scholtz, Jean and Spohrer, James C. (eds.) Empirical Studies of Programmers - Fifth Workshop December 3-15, 1993, 1993, Palo Alto, California.

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Gray, Wayne D., John, Bonnie E., Nardi, Bonnie A., Petre, Marion, Spohrer, James C. and Turner, Althea A. (1993): End-User Programming. In: Cook, Curtis, Scholtz, Jean and Spohrer, James C. (eds.) Empirical Studies of Programmers - Fifth Workshop December 3-15, 1993, 1993, Palo Alto, California. pp. 1-2.

“End-user programming involves the end user building new tools, not simply using an application. Hence, word processing is not an example of end-user programming while building style sheets for a word processor would be. Using communication software is not, writing a script for the communication software is. Using someone else's spreadsheet is not, building your own spreadsheet is. Using someone else's HyperCard stack is not, building your own is. Running someone else's cognitive model is not, building a cognitive model that fits your theory is. This definition includes both specialized software for experts (for example, Edmonds, O'Brien, & Bayley, 1993), semi-domain specialized software such as spreadsheets, as well as intendedly general purpose (but specialized anyway) software such as HyperCard. The two defining characteristics are: building software tools (what the end-user programming language, EPL, is used for) and characteristics of the user (whose main interest is in building a tool for which they, among possible others, will be a user). Hence, LISP could be considered an EPL for C programmers who use EMACS.”

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Gray, Wayne D., Spohrer, James C. and Green, T. R. G. (1993): End-User Programming Language: The CHI'92 Workshop Report. In ACM SIGCHI Bulletin, 25 (2) pp. 46-50

“The call for participation for the Workshop on End User Programming began with the following statement: "In the beginning, every user was a programmer. While that appeared to change forever in the 80's, the 90's are shaping up as the decade of macro-languages, scripting languages, authoring languages, dbase query languages, inter-application communication languages, and event languages. Programming in some form or another will become inescapable and again, every user will be a programmer. The 90's will be the decade of end-user programming." While many of our colleagues are working hard to build systems which automatically and intelligently adapt themselves to the needs of the user or which "program by example", a growing group of researchers and developers have become convinced that a large part of the 90's will be spent on a very different vision of computing. This is not to imply that we view these other efforts as either competitive or futile, on the contrary, we see them as trying to solve different problems and, sometimes, as complementary solutions to the same problem (see Kuhme, 1993 for an interesting proposal for a user-programmable adaptive interface).”

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» 1992 «

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James, Arthur and Spohrer, James C. (1992): Simulation-Based Learning Systems: Prototypes and Experiences. In: Bauersfeld, Penny, Bennett, John and Lynch, Gene (eds.) Proceedings of the ACM CHI 92 Human Factors in Computing Systems Conference June 3-7, 1992, Monterey, California. pp. 523-524. Available online

» 1991 «

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Gray, Wayne D., Anderson, John R., Reiser, Brian J., Soloway, Elliot and Spohrer, James C. (1991): Tutors and Environments for Novice Programmers. In: Koenemann-Belliveau, Jurgen, Moher, Thomas G. and Robertson, Scott P. (eds.) Proceedings of the Fourth Annual Workshop on Empirical Studies of Programmers 1991, Norwood, New Jersey, USA. pp. 3-4.

» 1989 «

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Soloway, Elliot and Spohrer, James C. (eds.) (1989): Studying the Novice Programmer. Lawrence Erlbaum Associates
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» 1986 «

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Spohrer, James C. and Soloway, Elliot (1986): Analyzing the High Frequency Bugs in Novice Programs. In: Soloway, Elliot and Iyengar, Sitharama (eds.) Empirical Studies of Programmers June 5-6 1986, 1986, Washington, DC. pp. 230-251.

“In this paper, we provide a detailed analysis of the bugs that novice programmers most frequently made while solving a set of introductory programming problems. First, we show the special status of high frequency bugs: Lots of students learning to program make the same bugs. Second, we show that most of the high frequency bugs do not arise because students have a misconception about some language construct. The implications of these two results for teaching programming are discussed.”

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Spohrer, James C. and Soloway, Elliot (1986): Novice Mistakes: Are the Folk Wisdoms Correct?. In Communications of the ACM, 29 (7) pp. 624-632

» 1985 «

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Spohrer, James C., Soloway, Elliot and Pope, Edgar (1985): Where The Bugs Are. In: Borman, Lorraine and Curtis, Bill (eds.) Proceedings of the ACM CHI 85 Human Factors in Computing Systems Conference April 14-18, 1985, San Francisco, California. pp. 47-53.

“In this paper we propose one explanation of why some novice programs are buggier than others. Central to our explanation is the notion of merged goals/plans in which multiple goals are achieved in a single integrated plan. Our arguments are based on our theory of the knowledge -- plans and goals -- used by a novice in creating a program, and an analysis of actual buggy novice programs.”

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Spohrer, James C., Soloway, Elliot and Pope, Edgar (1985): A Goal/Plan Analysis of Buggy Pascal Programs. In Human-Computer Interaction, 1 (2) pp. 163-207

“In this paper, we present a descriptive theory of buggy novice programs and a bug categorization scheme that is based on this theory. Central to this theory is the cognitively plausible knowledge -- goals and plans -- that underlies programming. The bug categorization scheme makes explicit problem-dependent goal and plan knowledge at many different levels of detail. We provide several examples of how the scheme permits us to focus on bugs in a way that facilitates generating plausible accounts of why the bugs may have arisen. In particular, our approach has led us to one explanation of why some novice programs are buggier than others. A basic part of this explanation is the notion of merged goals and merged plans in which a single integrated plan is used to achieve multiple goals.”

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Changes to this page (author)

10 Feb 2010: Enabled abstracts to be shown on James C. Spohrer's author page.
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Publication statistics

Publication period:1985-2007
Publication count:14
Number of co-authors:20

Productive colleagues

James C. Spohrer's 3 most productive colleagues in number of publications:

Elliot Soloway:74
Donald A. Norman:67
T. R. G. Green:55

Collaboration count

Number of publications with 3 favourite co-authors:

Elliot Soloway:6
Wayne D. Gray:4
Edgar Pope:2

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“ Software design is the act of determining the user's experience with a piece of software. It has nothing to do with how the code works inside, or how big or small the code is. The designer's task is to specify completely and unambiguously the user's whole experience. ”

-- David Liddle, From Bringing Design to Software, edited by Terry Winograd, 1996 ”

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James C. Spohrer

Publications by James C. Spohrer (bibliography)

» 2007 «

» 1996 «

» 1994 «

» 1993 «

» 1992 «

» 1991 «

» 1989 «

» 1986 «

» 1985 «

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