Semantic Source Code Models Using Identifier Embeddings

The emergence of online open source repositories in the recent years has led to an explosion in the volume of openly available source code, coupled with metadata that relate to a variety of software development activities. As an effect, in line with recent advances in machine learning research, software maintenance activities are switching from symbolic formal methods to data-driven methods. In this context, the rich semantics hidden in source code identifiers provide opportunities for building semantic representations of code which can assist tasks of code search and reuse. To this end, we deliver in the form of pretrained vector space models, distributed code representations for six popular programming languages, namely, Java, Python, PHP, C, C++, and C#. The models are produced using fastText, a state-of-the-art library for learning word representations. Each model is trained on data from a single programming language; the code mined for producing all models amounts to over 13.000 repositories. We indicate dissimilarities between natural language and source code, as well as variations in coding conventions in between the different programming languages we processed. We describe how these heterogeneities guided the data preprocessing decisions we took and the selection of the training parameters in the released models. Finally, we propose potential applications of the models and discuss limitations of the models.Comment: 16th International Conference on Mining Software Repositories (MSR 2019): Data Showcase Trac

The role of concurrency in an evolutionary view of programming abstractions

In this paper we examine how concurrency has been embodied in mainstream programming languages. In particular, we rely on the evolutionary talking borrowed from biology to discuss major historical landmarks and crucial concepts that shaped the development of programming languages. We examine the general development process, occasionally deepening into some language, trying to uncover evolutionary lineages related to specific programming traits. We mainly focus on concurrency, discussing the different abstraction levels involved in present-day concurrent programming and emphasizing the fact that they correspond to different levels of explanation. We then comment on the role of theoretical research on the quest for suitable programming abstractions, recalling the importance of changing the working framework and the way of looking every so often. This paper is not meant to be a survey of modern mainstream programming languages: it would be very incomplete in that sense. It aims instead at pointing out a number of remarks and connect them under an evolutionary perspective, in order to grasp a unifying, but not simplistic, view of the programming languages development process

Proceedings of the 3rd Workshop on Domain-Specific Language Design and Implementation (DSLDI 2015)

The goal of the DSLDI workshop is to bring together researchers and practitioners interested in sharing ideas on how DSLs should be designed, implemented, supported by tools, and applied in realistic application contexts. We are both interested in discovering how already known domains such as graph processing or machine learning can be best supported by DSLs, but also in exploring new domains that could be targeted by DSLs. More generally, we are interested in building a community that can drive forward the development of modern DSLs. These informal post-proceedings contain the submitted talk abstracts to the 3rd DSLDI workshop (DSLDI'15), and a summary of the panel discussion on Language Composition

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction