Learning to communicate computationally with Flip: a bi-modal programming language for game creation

Teaching basic computational concepts and skills to school children is currently a curricular focus in many countries. Running parallel to this trend are advances in programming environments and teaching methods which aim to make computer science more accessible, and more motivating. In this paper, we describe the design and evaluation of Flip, a programming language that aims to help 11–15 year olds develop computational skills through creating their own 3D role-playing games. Flip has two main components: 1) a visual language (based on an interlocking blocks design common to many current visual languages), and 2) a dynamically updating natural language version of the script under creation. This programming-language/natural-language pairing is a unique feature of Flip, designed to allow learners to draw upon their familiarity with natural language to “decode the code”. Flip aims to support young people in developing an understanding of computational concepts as well as the skills to use and communicate these concepts effectively. This paper investigates the extent to which Flip can be used by young people to create working scripts, and examines improvements in their expression of computational rules and concepts after using the tool. We provide an overview of the design and implementation of Flip before describing an evaluation study carried out with 12–13 year olds in a naturalistic setting. Over the course of 8 weeks, the majority of students were able to use Flip to write small programs to bring about interactive behaviours in the games they created. Furthermore, there was a significant improvement in their computational communication after using Flip (as measured by a pre/post-test). An additional finding was that girls wrote more, and more complex, scripts than did boys, and there was a trend for girls to show greater learning gains relative to the boys

What makes industries believe in formal methods

The introduction of formal methods in the design and development departments of an industrial company has far reaching and long lasting consequences. In fact it changes the whole environment of methods, tools and skills that determine the design culture of that company. A decision to replace current design practice by formal methods, therefore, appears a vital one and is not lightly taken. The past has shown that efforts to introduce formal methods in industry has faced a lot of controversy and opposition at various hierarchical levels in companies, resulting in a marginal spread of such methods. This paper revisits the requirements for formal description techniques and identifies some critical success and inhibiting factors associated with the introduction of formal methods in the industrial practice. One of the inhibiting factors is the often encountered lack of appropriateness of the formal model to express and manipulate the design concerns that determine the world of the engineer. This factor motivated our research in the area of architectural and implementation design concepts. The last two sections of this paper report on some results of this research

Semantic cognition: a re-examination of the recurrent network "hub" model

This paper explores a model of “semantic cognition” first described in Rogers et al. (2004). This model was shown to reproduce the behaviour of neurological patients who perform poorly on a variety of tests of semantic knowledge; thus purporting to provide a comprehensive explanation for semantic deficits as found in patients with semantic dementia and, as extended in Lambon Ralph, Lowe, and Rogers (2007), individuals with herpes simplex virus encephalitis. Therefore, not only does the model emulate these semantic impairments, it also underpins a theoretical account of such memory disturbances. We report preliminary results arising from an attempted reimplementation of the Rogers et al. model. Specifically, while we were able to successfully reimplement the fully-functioning model and recreate “normal” behaviour, our attempts to replicate the behaviour of semantically impaired patients by lesioning the model were mixed. Our results suggest that while semantic impairments reminiscent of patients may arise when the Rogers et al. model is lesioned, such impairments are not a necessary consequence of the model. We discuss the implications of these apparently negative results for the Rogers et al. account of semantic cognition

Subjects, Models, Languages, Transformations

Discussions about model-driven approaches tend to be hampered by terminological confusion. This is at least partially caused by a lack of formal precision in defining the basic concepts, including that of "model" and "thing being modelled" - which we call subject in this paper. We propose a minimal criterion that a model should fulfill: essentially, it should come equipped with a clear and unambiguous membership test; in other words, a notion of which subjects it models. We then go on to discuss a certain class of models of models that we call languages, which apart from defining their own membership test also determine membership of their members. Finally, we introduce transformations on each of these layers: a subject transformation is essentially a pair of subjects, a model transformation is both a pair of models and a model of pairs (namely, subject transformations), and a language transformation is both a pair of languages and a language of model transformations. We argue that our framework has the benefits of formal precision (there can be no doubt about whether something satifies our criteria for being a model, a language or a transformation) and minimality (it is hard to imagine a case of modelling or transformation not having the characterstics that we propose)