Abstract
This investigation is concerned with the determination of the influence of programmers' cognitive complexity—differentiation and integration—on comprehension and modification of programs of different levels of complexity. In order to evaluate the research hypotheses, data were collected from ninety-three graduate and undergraduate students in a classroom setting. Three instruments were used to collect the data: (1) a background questionnaire, (2) a Role Construct Repertory (REP) Test, and (3) program comprehension and modification exercises. The findings of the study indicated that the high integration subjects performed significantly better than the low integration subjects in modifying the relatively complex program. Also, the high differentiation subjects performed slightly better than the low differentiation subjects in comprehending the relatively complex program. In general, these findings support the applicability of the cognitive complexity theory to explain individual differences in performing program modification tasks.
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