This paper presents a comparative study of Algot, a visual programming language designed to bridge the syntax-semantics gap via liveness and programming by demonstration, and the textual programming language Python. We conducted an experimental, within-subjects study involving 24 undergraduate computer science students who performed recursion-based tasks in each language while their cognitive load was measured using an electroencephalogram and a validated survey instrument. The students performed significantly better when programming in Algot after receiving only a brief introduction to the language, but the cognitive load levels were similar according to both instruments. Our results provide evidence that the programming by demonstration paradigm as implemented in Algot can be quickly learned and that students do not find it more cognitively demanding than working in a familiar language.