Rosalie Steier
Pages 825-826
Paul Abrahams
Pages 827-828
Robert L. Ashenhurst
Pages 829-831
Jon Bentley
Pages 832-839
Programming has been described by many authors as the new Latin of the school syllabus, a kind of mental whetstone for developing minds. As such, it was assumed that students would develop their general problem-solving skills …
Derek Sleeman
Pages 840-841
The methodologies of artificial intelligence and the knowledge of cognitive psychology can be used to automatically generate fine-grain tutorial interactions, rather than having to program them manually.
J. R Anderson, E. Skwarecki
Pages 842-849
Teaching effective problem-solving skills in the context of teaching programming necessitates a revised curriculum for introductory computer programming courses.
E. Soloway
Pages 850-858
Programming is most often viewed as a way for experts to get computers to perform complex tasks efficiently and reliably. Boxer presents an alternative image—programming as a way for nonexperts to control a reconstructible medium …
A. A diSessa, H. Abelson
Pages 859-868
This report is endorsed by the Computer Science Board and prepared by the board's Committee on Research Funding in Computer Science.
D Gries, R Miller, R Ritchie, P Young
Pages 870-878
Based on a review of some actual expert-system projects, guidelines are proposed for choosing appropriate applications and managing the development process.
D. G. Bobrow, S. Mittal, M. J. Stefik
Pages 880-894
Existing Unix data protection and synchronization mechanisms present difficulties when adapting Unix to a multiprocessor environment, but solutions do exist.
M. D Janssens, J. K Annot, A. J Van De Goor
Pages 895-901
A simple algorithm is given which takes an arbitrary binary search tree and rebalances it to form another of optimal shape, using time linear in the number of nodes and only a constant amount of space (beyond that used to store …
Q. F Stout, B. L Warren
Pages 902-908
