Putting Instruction Sequences into Effect

An attempt is made to define the concept of execution of an instruction sequence. It is found to be a special case of directly putting into effect of an instruction sequence. Directly putting into effect of an instruction sequences comprises interpretation as well as execution. Directly putting into effect is a special case of putting into effect with other special cases classified as indirectly putting into effect

A short introduction to program algebra with instructions for Boolean registers

A parameterized algebraic theory of instruction sequences, objects that represent the behaviours produced by instruction sequences under execution, and objects that represent the behaviours exhibited by the components of the execution environment of instruction sequences is the basis of a line of research in which issues relating to a wide variety of subjects from computer science have been rigorously investigated thinking in terms of instruction sequences. In various papers that belong to this line of research, use is made of an instantiation of this theory in which the basic instructions are instructions to read out and alter the content of Boolean registers and the components of the execution environment are Boolean registers. In this paper, we give a simplified presentation of the most general such instantiated theory.Comment: 21 pages, this paper is to a large extent a compilation of material from several earlier publications; 23 pages, presentation improved and section on uses for the theory added. arXiv admin note: text overlap with arXiv:1702.0351

Knowledge restructing and the development of expertise in computer programming

This thesis reports a number of empirical studies exploring the development of expertise in computer programming. Experiments 1 and 2 are concerned with the way in which the possession of design experience can influence the perception and use of cues to various program structures. Experiment 3 examines how violations to standard conventions for constructing programs can affect the comprehension of expert, intermediate and novice subjects. Experiment 4 looks at the differences in strategy that are exhibited by subjects of varying skill level when constructing programs in different languages. Experiment 5 takes these ideas further to examine the temporal distribution of different forms of strategy during a program generation task. Experiment 6 provides evidence for salient cognitive structures derived from reaction time and error data in the context of a recognition task. Experiments 7 and 8 are concerned with the role of working memory in program generation and suggest that one aspect of expertise in the programming domain involves the acquisition of strategies for utilising display-based information. The final chapter attempts to bring these experimental findings together in terms of a model of knowledge organisation that stresses the importance of knowledge restructuring processes in the development of expertise. This is contrasted with existing models which have tended to place emphasis upon schemata acquisition and generalisation as the fundamental modes of learning associated with skill development. The work reported here suggests that a fine-grained restructuring of individual schemata takes places during the later stages of skill development. It is argued that those mechanisms currently thought to be associated with the development of expertise may not fully account for the strategic changes and the types of error typically found in the transition between novice, intermediate and expert problem solvers. This work has a number of implications for existing theories of skill acquisition. In particular, it questions the ability of such theories to account for subtle changes in the various manifestations of skilled performance that are associated with increasing expertise. Secondly, the work reported in this thesis attempts to show how specific forms of training might give rise to the knowledge restructuring process that is proposed. Finally, the thesis stresses the important role of display-based problem solving in complex tasks such as programming and highlights the role of programming language notation as a mediating factor in the development and acquisition of problem solving strategies

A Survey on Array Storage, Query Languages, and Systems

Since scientific investigation is one of the most important providers of massive amounts of ordered data, there is a renewed interest in array data processing in the context of Big Data. To the best of our knowledge, a unified resource that summarizes and analyzes array processing research over its long existence is currently missing. In this survey, we provide a guide for past, present, and future research in array processing. The survey is organized along three main topics. Array storage discusses all the aspects related to array partitioning into chunks. The identification of a reduced set of array operators to form the foundation for an array query language is analyzed across multiple such proposals. Lastly, we survey real systems for array processing. The result is a thorough survey on array data storage and processing that should be consulted by anyone interested in this research topic, independent of experience level. The survey is not complete though. We greatly appreciate pointers towards any work we might have forgotten to mention.Comment: 44 page