The Experts below are selected from a list of 150 Experts worldwide ranked by ideXlab platform
John C Reynolds - One of the best experts on this subject based on the ideXlab platform.
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separation and information hiding
ACM Transactions on Programming Languages and Systems, 2009Co-Authors: Peter W Ohearn, Hongseok Yang, John C ReynoldsAbstract:We investigate proof rules for information hiding, using the formalism of separation logic. In essence, we use the separating conjunction to partition the internal resources of a module from those accessed by the module's clients. The use of a Logical Connective gives rise to a form of dynamic partitioning, where we track the transfer of ownership of portions of heap storage between program components. It also enables us to enforce separation in the presence of mutable data structures with embedded addresses that may be aliased.
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separation and information hiding
Symposium on Principles of Programming Languages, 2004Co-Authors: Peter W Ohearn, Hongseok Yang, John C ReynoldsAbstract:We investigate proof rules for information hiding, using the recent formalism of separation logic. In essence, we use the separating conjunction to partition the internal resources of a module from those accessed by the module's clients. The use of a Logical Connective gives rise to a form of dynamic partitioning, where we track the transfer of ownership of portions of heap storage between program components. It also enables us to enforce separation in the presence of mutable data structures with embedded addresses that may be aliased.
Jan Kuper - One of the best experts on this subject based on the ideXlab platform.
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The role of guidance in computer-based problem solving for the development of concepts of logic
Instructional Science, 2002Co-Authors: Tessa Eysink, Sanne Dijkstra, Jan KuperAbstract:The effect of two instructional variables, manipulation of objects and guidance, in learning to use the Logical Connective, conditional, was investigated. Instructions for 72 first- and second year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which was operationalised by giving the learners problems that guided them to all different types of basic problem situations that could be derived from the conditional by stimulating them to manipulate or to imagine to manipulate the geometrical objects, significantly influenced the scores from pre- to post test. Manipulation, which was operationalised by giving the learners a visual representation in which geometrical objects could be manipulated, yielded significant results from post- to retention test. The results support the authors' view that guidance in combination with the possibility to manipulate objects in a domain, support the acquisition of knowledge and skills in that domain. Guidance leads to the students seeing all situations that are relevant for the development of new knowledge, which has a positive effect directly after instruction. The possibility to manipulate leads to the students playing around in such a way that they systematically experience the results of their actions by the feedback given, having an effect after two weeks of non-instruction.
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Cognitive processes in solving variants of computer-based problems used in logic teaching
Computers in Human Behavior, 2001Co-Authors: Tessa Eysink, Sanne Dijkstra, Jan KuperAbstract:The effect of two instructional variables, visualisation and manipulation of objects, in learning to use the Logical Connective, conditional, was investigated. Instructions for 66 first-year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise & Etchemendy, 1992. The language of first-order logic: including the Microsoft Windows program Tarski's World 4.0 for use with IBM-compatible computers. Stanford, CA: CSLI). For all instructional conditions, the scores on the transfer tests showed a significant increase in understanding the conditional. Visualisation, operationalised as presenting only formal expressions or a geometrical reality in addition to these, showed no differences on the transfer test. If only presented formal expressions, about half of the participants needed to make drawings of the objects, especially when the problems increased in complexity. The manipulation condition, in which the participants could either construct a geometrical world or were presented a fixed world, significantly influenced the participants' cognitive processes in solving the logic problems. The students worked affirmatively and were tempted to stay in familiar situations. The results support the authors' view that visualisation facilitates cognitive processing. Moreover, the results are congruent with Piaget's theory of the development of knowledge of formal science concepts from the action with objects.
Peter W Ohearn - One of the best experts on this subject based on the ideXlab platform.
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separation and information hiding
ACM Transactions on Programming Languages and Systems, 2009Co-Authors: Peter W Ohearn, Hongseok Yang, John C ReynoldsAbstract:We investigate proof rules for information hiding, using the formalism of separation logic. In essence, we use the separating conjunction to partition the internal resources of a module from those accessed by the module's clients. The use of a Logical Connective gives rise to a form of dynamic partitioning, where we track the transfer of ownership of portions of heap storage between program components. It also enables us to enforce separation in the presence of mutable data structures with embedded addresses that may be aliased.
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separation and information hiding
Symposium on Principles of Programming Languages, 2004Co-Authors: Peter W Ohearn, Hongseok Yang, John C ReynoldsAbstract:We investigate proof rules for information hiding, using the recent formalism of separation logic. In essence, we use the separating conjunction to partition the internal resources of a module from those accessed by the module's clients. The use of a Logical Connective gives rise to a form of dynamic partitioning, where we track the transfer of ownership of portions of heap storage between program components. It also enables us to enforce separation in the presence of mutable data structures with embedded addresses that may be aliased.
Tessa Eysink - One of the best experts on this subject based on the ideXlab platform.
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The role of guidance in computer-based problem solving for the development of concepts of logic
Instructional Science, 2002Co-Authors: Tessa Eysink, Sanne Dijkstra, Jan KuperAbstract:The effect of two instructional variables, manipulation of objects and guidance, in learning to use the Logical Connective, conditional, was investigated. Instructions for 72 first- and second year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which was operationalised by giving the learners problems that guided them to all different types of basic problem situations that could be derived from the conditional by stimulating them to manipulate or to imagine to manipulate the geometrical objects, significantly influenced the scores from pre- to post test. Manipulation, which was operationalised by giving the learners a visual representation in which geometrical objects could be manipulated, yielded significant results from post- to retention test. The results support the authors' view that guidance in combination with the possibility to manipulate objects in a domain, support the acquisition of knowledge and skills in that domain. Guidance leads to the students seeing all situations that are relevant for the development of new knowledge, which has a positive effect directly after instruction. The possibility to manipulate leads to the students playing around in such a way that they systematically experience the results of their actions by the feedback given, having an effect after two weeks of non-instruction.
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Cognitive processes in solving variants of computer-based problems used in logic teaching
Computers in Human Behavior, 2001Co-Authors: Tessa Eysink, Sanne Dijkstra, Jan KuperAbstract:The effect of two instructional variables, visualisation and manipulation of objects, in learning to use the Logical Connective, conditional, was investigated. Instructions for 66 first-year social science students were varied in the computer-based learning environment Tarski's World, designed for teaching first-order logic (Barwise & Etchemendy, 1992. The language of first-order logic: including the Microsoft Windows program Tarski's World 4.0 for use with IBM-compatible computers. Stanford, CA: CSLI). For all instructional conditions, the scores on the transfer tests showed a significant increase in understanding the conditional. Visualisation, operationalised as presenting only formal expressions or a geometrical reality in addition to these, showed no differences on the transfer test. If only presented formal expressions, about half of the participants needed to make drawings of the objects, especially when the problems increased in complexity. The manipulation condition, in which the participants could either construct a geometrical world or were presented a fixed world, significantly influenced the participants' cognitive processes in solving the logic problems. The students worked affirmatively and were tempted to stay in familiar situations. The results support the authors' view that visualisation facilitates cognitive processing. Moreover, the results are congruent with Piaget's theory of the development of knowledge of formal science concepts from the action with objects.
A. D. Yashin - One of the best experts on this subject based on the ideXlab platform.
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Irreflexive Modality, the Dummett Logic, and Continual Chains
Siberian Mathematical Journal, 2018Co-Authors: A. D. Yashin, A. G. MakarovAbstract:We construct a countable family of extensions of the logic of finite chains (the Dummett logic) in the language containing the standard Logical Connectives and a new Connective (irreflexive modality), each of which determines in the Dummett logic a new Logical Connective in the sense of Novikov. Two arbitrary logics on this list are incompatible over the Dummett logic; i.e., their union contains a formula absent from the Dummett logic.
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Irreflexive modality as a new Logical Connective in the Dummett logic
Siberian Mathematical Journal, 2014Co-Authors: A. D. YashinAbstract:We give an example of a countable family of extensions of Dummett’s superintuitionistic logic LC in a language with one extra unary Logical Connective each of them defining a new Logical Connective in LC in the sense of Novikov, and every two logics in this family are incompatible over LC.
