We present a verification system for a variant of Hoare-logic that supports proving by forward symbolic execution. In addition, no explicit weakening rules are needed and first-order reasoning is automated. The system is suitable for teaching program verification, because the student can concentrate on reasoning about programs following their natural control flow and proofs are machine-checked.

We present a verification system for a variant of Hoare-logic that supports proving program correctness by forward symbolic execution. No explicit weakening rules are needed and first-order reasoning is automated. The system is suitable for teaching program verification, because the student can concentrate on reasoning about programs following their natural control flow and proofs are machine-c...

the present study was planned to investigate the efficiency of explicit teaching and adequacy of the l2 learners' exposure to l2 input in academic contexts in iran. the case at hand was the acquisition of referential, quasi and expletive subject pronouns, as three different types of obligatory subjects in english. 96 iranian efl learners were selected from two universities in isfahan. they were...

Reinforcement learning (RL) is learning from interaction with an environment, from the consequences of action, rather than from explicit teaching. It is the learning performed by an agent by trial and error interactions with a dynamic environment. This paper discusses Reinforcement learning along with application to static routing.

Teaching introductory object-oriented programming is considered difficult. We have developed a model-driven object-first approach with strong focus on systematic techniques and explicit exposure of the programming process. It is our experience that this is a very effective approach: the students learn object-oriented programming as well as fundamental software engineering techniques, and the dr...

OBJECTIVE To compare the effectiveness of errorless learning versus trial and error learning for teaching activities of daily living to patients with acute stroke with or without explicit memory impairments. DESIGN Randomized crossover. SETTING Rehabilitation hospital. PARTICIPANTS Thirty-three adult subjects following an acute stroke. INTERVENTION Subjects were taught to prepare a whee...

The abilities to identify threat and learn about affect in facial photographs were compared between a non-autistic university student group (NUS), amatched Asperger’s group (MAS) on the Standard Progressive Matrices (SPM), and an unmatched Asperger’s group (UAS) who scored lower on the SPM. Participants were given pairs of faces and asked which person looked more dangerous. In addition, they en...