Eye movements in code reading:relaxing the linear order

Abstract—Code reading is an important skill in programming. Inspired by the linearity that people exhibit while natural lan-guage text reading, we designed local and global gaze-based mea-sures to characterize linearity (left-to-right and top-to-bottom) in reading source code. Unlike natural language text, source code is executable and requires a specific reading approach. To validate these measures, we compared the eye movements of novice and expert programmers who were asked to read and comprehend short snippets of natural language text and Java programs. Our results show that novices read source code less linearly than natural language text. Moreover, experts read code less linearly than novices. These findings indicate that there are specific differences between reading natural language and source code, and suggest that non-linear reading skills increase with expertise. We discuss the implications for practitioners and educators. I

Reading the Source Code of Social Ties

Though online social network research has exploded during the past years, not much thought has been given to the exploration of the nature of social links. Online interactions have been interpreted as indicative of one social process or another (e.g., status exchange or trust), often with little systematic justification regarding the relation between observed data and theoretical concept. Our research aims to breach this gap in computational social science by proposing an unsupervised, parameter-free method to discover, with high accuracy, the fundamental domains of interaction occurring in social networks. By applying this method on two online datasets different by scope and type of interaction (aNobii and Flickr) we observe the spontaneous emergence of three domains of interaction representing the exchange of status, knowledge and social support. By finding significant relations between the domains of interaction and classic social network analysis issues (e.g., tie strength, dyadic interaction over time) we show how the network of interactions induced by the extracted domains can be used as a starting point for more nuanced analysis of online social data that may one day incorporate the normative grammar of social interaction. Our methods finds applications in online social media services ranging from recommendation to visual link summarization.Comment: 10 pages, 8 figures, Proceedings of the 2014 ACM conference on Web (WebSci'14

Reading the Neural Code: What do Spikes Mean for Behavior?

The present study reveals the existence of an intrinsic spatial code within neuronal spikes that predicts behavior. As rats learnt a T-maze procedural task, simultaneous changes in temporal occurrence of spikes and spike directivity are evidenced in “expert” neurons. While the number of spikes between the tone delivery and the beginning of turn phase reduced with learning, the generated spikes between these two events acquired behavioral meaning that is of highest value for action selection. Spike directivity is thus a hidden feature that reveals the semantics of each spike and in the current experiment, predicts the correct turn that the animal would subsequently make to obtain reward. Semantic representation of behavior can then be revealed as modulations in spike directivity during the time. This predictability of observed behavior based on subtle changes in spike directivity represents an important step towards reading and understanding the underlying neural code

[Review of] David R. Weber (Ed.), Civil Disobedience in America, A Documentary History

Here is an important book which should be on the required reading list of all Americans. It is imperative reading for ethnic and minority group members. In this anthology, Mr. Weber gets to one of the fundamental issues in American society, liberty of conscience, and what the individual should do if civil authority clashes with conscience. The dualistic nature of justice in American society--one code for the whites, one for minorities; one for the rich, and one for the poor--makes this book as relevant to individual Americans today as it might have been at any point in American history

A Discussion on a Code Sound Reading System: a Case Study of I Can Read Greenville Language Center

Article described the code sound reading system applied in I Can Read (ICR) Greenville language center. The research was done qualitatively through the observation of teaching and learning process in three different classes of ICR 1 level at the center. A pre-test and post-test for reading were taken from Book 2 of ICR 1. Participants were three classes with three different teachers having different working experiences. The results of the research were: (1) the use of code sounds in reading was useful to improve students\u27 reading skill which was shown by the increasing of correctly pronounced code sounds; (2) the students\u27 reading skill and reading comprehension had improved, regardless the teachers\u27 teaching style. In conclusion, a code sound reading system is successful in helping students to improve their reading skill and reading comprehension, regardless the teachers\u27 teaching style

Purported use and self-awareness of cognitive and metacognitive foreign language reading strategies in tertiary education in Mozambique

This paper explores the results of a Survey of Reading Strategies (SORS)-based questionnaire administered to 28 university student participants. The study is carried out in a post-colonial multilingual context, Mozambique. The main aims of the paper are to assess the degree of purported use and awareness of participants own use of reading comprehension skills and strategies in a foreign language (English). The participants were tested for their reading text comprehension using an IELTS comprehension test (Cabinda, 2013). The results revealed low reading comprehension levels. Results contrast with results from the SORS-based questionnaire (Cabinda, 2013) which revealed claims of use of a wide range of cognitive, metacognitive and supply strategies – aspects of high level reading ability and text comprehension. Conclusions show that the participants used or claimed to chiefly use metacognitive and cognitive reading strategies equally, matching the behaviour of good readers, but they also reported a high degree of supply strategies to construe meaning from text, mainly code-switching, translation and cognates. The latter confirms results from studies by Jimenez et al. (1995, 1996) and Zhang & Wu (2009), yet do not conclusively show a correlation between the participants’ degree of text comprehension and their effective use of reading skills and strategies to construe meaning. Further conclusions show that the reported high use of these L1 (Portuguese or other) related supply strategies (not used by English L1 readers) does not aid their reading comprehension