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This paper provides an historical and empirical critique of the claim that learning to program will promote the development of general higher mental functions. A developmental perspective on,learning to program is provided which incorporates cognitive science studies of mental activities involved in programming, AncUlighlights the importance of programming contexts, instructional contexts, and a student's relevant background knowledge and reasoning skills for the task of learning to ibiogram. The following topics are discussed: claims for cognitive effects of learning to program; the develoemental role of contexts in learning to, program; the programming environment; the instructional environment; what constitutes skilled " programming; levels of programming skill, development; cognitive constraints on.learning to program; and evidence for cognitive effects of programming. Types of transfer outcomes expected from each of the different levels of programming skill development are described, and a concluding statement and a 14-page list of references are included. (Author/THC) Reproductions supplied by EDRS are the best that can be made from the original document. atompiummorroteniumos