1.9 KiB
1.9 KiB
zotero-key, zt-attachments, citekey
| zotero-key | zt-attachments | citekey | |
|---|---|---|---|
| FJG2FWGGg5383243 |
|
minskyFormContentComputer1970 |
up:: zotero literature notes link:: Zotero attachment #pkm #zotero
[!cite]+ Form and Content in Computer Science (1970 ACM turing lecture) - Page 5 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) - Page 9
- 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