--- zotero-key: FJG2FWGGg5383243 zt-attachments: - "175" citekey: minskyFormContentComputer1970 --- up:: [[zotero literature notes]] link:: [Zotero](zotero://select/groups/5383243/items/FJG2FWGG) [attachment]() #pkm #zotero > [!cite]+ [Form and Content in Computer Science (1970 ACM turing lecture)](zotero://select/groups/5383243/items/FJG2FWGG) - [Page 5](zotero://open-pdf/groups/5383243/items/H39XI9D9?page=5&annotation=JHPJBREL) > Here, the function names come immediately inside their parentheses. The clumsi- ness, for humans, of writing all the parentheses is evident; the advantages of not h~ving to learn all the conventions, such as that (X + A ÷ X) is (+ X (÷ A X)) a n d not (÷ (+ X A) X), is often overlooked. > ^JHPJBRELaH39XI9D9g5383243p5 > [!cite]+ [Form and Content in Computer Science (1970 ACM turing lecture)](zotero://select/groups/5383243/items/FJG2FWGG) - [Page 9](zotero://open-pdf/groups/5383243/items/H39XI9D9?page=9&annotation=CCMAKXHC) > - To help people learn is to help them build, in their heads, various kinds of computational models. > - This can best be done by a teacher who has, in his head, a reasonable model of what is in the pupil's head. > - For the same reason the student, when debugging his own models and procedures, should have a model of what he is doing, and must know good debugging techniques, such as how to formulate simple but critical test cases. > - It will help the student to know something about computational models and programming. The idea of debugging itself, for example, is a very powerful concept - in contrast to the helplessness promoted by our cultural heritage about gifts, talents, and aptitudes. The latter encourages "I'm not good at this" instead of "How can I make myself better at it?" > ^CCMAKXHCaH39XI9D9g5383243p9