Techniques of integrating Datalog with PROLOG

Since extending DATALOG to a general-purpose programming language seems very difficult,many projects have embedded a DATALOG-based query laguage into a procedural host language,such as CORAL,Glue-Nail,etc.Although DATALOG can be consideed as function-free PROLOG,they are very different in many aspects.For instance,DATALOG is declarative while PROLOG isn‘t,DATALOG takes “a-set-at-a-time” mode of evaluation but PROLOG takes “a-tuple-at-a-time”one,DATALOG is only a query language whereas PROLOG is a general-purpose programming language.It is thought that integrating DATALOG with PROLOG may take their advantages.KBASEP is such a language.It uses KBASE as the query language and PROLOG as its procedural host language,where KBASE is a ne extemsion of DATALOG with negation and function.This paper introduces the integration techniques used in KBASE-P system.     

An operational formal definition of PROLOG: a specification method and its application

We present in this paper a logic programming specification language and its application to the formal specification of PROLOG dialects (Marseille-Edinburgh like dialect or parallel logic programs). In particular it is used in the standardization work of PROLOG. The specification language is based on normal clauses (definite clauses with possibly negative literals in the body) whose semantics is the set of the (generalized) proof-trees. We restrict the specification language to stratified programs and ground proof-trees such that its semantics fits with most of the usual known semantics in logic programming. The specification language is fully declarative in the sense that it is written in a pure logical stule. It is relatively easy to deduce an executable specification from a specification written in such a language. Part of the specification are the associated comments and a methodology has been developed to write these. Without the comments a formal specification cannot be understood; they are partly formal and serve only to help to understand the axioms. They are a natural language form of formal statements relative to the correctness and the completeness of the axioms with regards to some intended meaning. We show in this paper how this specification language can be used to specify dialects of PROLOG. The presented example is just a sample of PROLOG but fully developed here. The specification language has already been used for real dialects as PARLOG and standard PROLOG. This specification method is also interesting because it illustrates the power of logic programming to make specifications. It seems to us that logic programming is generally considered as “impure” executable specification. Our purpose is to show that logic programming may also be used as a perhaps low level but full specification language.     

An empirical study of pupils' attitudes to computers and robots*

A 64-item Likert type instrument assessed seven scales of pupils' attitude toward computers and robots. Scale scores were investigated as functions of pupils' sex, Piagetian stage, chosen course of study, home use of a microcomputer and experience of computer-assisted learning (CAL). More favourable attitudes were held by boys and by pupils choosing Computer Studies. Amongst pupils not choosing Computer Studies, those reporting experience of CAL or high use of a home microcomputer showed smaller declines of attitudes over a 1-year period.     

Teachers encounter PROLOG

Abstract A major problem in introducing computing into schools is how to teach teachers programming and give them confidence to write programs which they can use in their class-rooms. The Exeter Project, originally into PROLOG and History teaching, has experimented with a new user-friendly front-end to PROLOG , called MITSI (Man In The Street Interface), and has written teacher oriented documentation for the existing front-end, SIMPLE . This article analyses teacher's responses to the Project's two latest programming courses, and suggests that PROLOG programming, using appropriate front-ends, might be a particularly successful medium for Humanities teachers.     

The evaluation of the Hyper Apuntes interactive learning environment

This paper describes the Hyper Apuntes evaluation experience. Hyper Apuntes is an interactive learning environment which teaches students the basic concepts of computer programming. The courseware basically consists of lecture notes and exercises; it provides students with the possibility of editing, compiling, running programs, and evaluating their learning performance. Hyper Apuntes was firstly adopted in a computer programming course at the Computer Science Department of the University Carlos III of Madrid. A sample of 40 students used the interactive learning environment for a term. The system evaluation was conducted over this trial period. The evaluation objective was to assess the Hyper Apuntes usability and utility, and to collect ideas and suggestions for improving the system. The results drawn from this experience indicated that students found it intuitive and easy to use. In addition, they affirmed that their knowledge and comprehension of the computer programming topics were considerably improved by using the tutorial. Although the final examination results were not as positive as expected, Hyper Apuntes emerged to be a useful learning tool. The Hyper Apuntes evaluation experience could provide useful guidelines for assessing other interactive learning environments.     

Factors affecting microcomputer use and programming ability of secondary school children

Abstract  A survey was conducted in Hertfordshire to provide information about microcomputer use both in school and at home. All schools were found to possess microcomputers but only a limited number of pupils reported using the machines. The extent and type of use was found to be affected by gender, access to a home computer, experience, and competence. The survey included a measure of programming competence and factors that influenced this were investigated. Able programmers were frequently found to be male and to have access to home computers.     

C语言程序设计的教学方法探索

C程序设计是计算机相关专业的基础入门课程,其指导思想是:使学生通过学习既掌握高级编程语言的知识、编程技术和基本算法,又掌握程序设计的思想和方法,更具备利用计算机求解实际问题的能力,能灵活运用高级语言进行程序设计。其重点是培养学生掌握程序设计的思想和方法,难点是作为程序设计的入门课程,应当如何引导学生突破传统的思维方式,培养程序设计的新思想。本文从如何提高C语言课程教学质量、增强教学效果、培养和提高学生分析问题、解决问题能力和创新能力等方面,谈谈在教学上的一些经验和体会。     

智能程序设计语言VISUAL PROLOG 编程解析

VISUAL PROLOG具有很强的逻辑推理能力,且易于编程,操作界面友好,近年来得到程序设计行业的广泛 关注。本文对VISUAL PROLOG程序设计语言的主要特征进行概述,在此基础上,对基于VISUAL PROLOG语言的程序编 程展开较为深入的探究。     

Content and representation effects with reasoning tasks in PROLOG form

Two experiments were carried out to examine human reasoning performance in the context of the logic programming language PROLOG. Two factors, 'content' (familiar versus unfamiliar) and 'representation' (diagrammatic versus PROLOG-like list) were investigated. Subjects answered questions about hierarchical relationships in each condition. A significant interaction was obtained in both experiments, subjects making fewer errors in the familiar-diagram and unfamiliar-list conditions than in the familiar-list and unfamiliar-diagram conditions.

It is hypothesized that a lower percentage of correct responses was given in familiar-list and unfamiliar-diagram conditions because the representation of information prevented successful use of an appropriate reasoning strategy. Working memory limitations provide a basis for understanding constraints on reasoning strategies for solving task questions. These strategies may involve either a serial or a spatial solution process. One strategy may require a larger working memory load than another, depending on the representation and content of the task information. Implications for PROLOG programming instruction are discussed.     

DISLOG: programming in logic with discontinuities

In this paper, we present an extension to PROLOG we call DISLOG which is designed to deal with relations between non-contiguous elements in a structure. This extension turns out to be well suited for syntactic analysis of natural and artificial languages. It is also well adapted to express traversal constraints in applications such as planning and expert systems and deductive systems involving, for example, temporal reasoning, DISLOG belongs to the constrained logic programming paradigm and turns out to be more declarative, transparent, and simple than PROLOG to deal with longdistance relations.     

运用PROLOG语言表示和处理分子结构

本文描述了用第五代计算机程序设计语言－ＰＲＯＬＯＧ表示和处理分子结构的方法，提出了按照环系和功能团对分子结构进行归约的方法，并且设计了由母核与分子片段组合产生分子结构的ＰＲＯＬＯＧ程序。     

SC-PROLOG解释系统中的约束逻辑程序设计方法

约束逻辑程序设计（ＣＬＰ）方法是提高ＰＲＯＬＯＧ语言效率的一种崭新方法，本文针对ＳＣ┐ＰＲＯＬＯＧ解释系统的实现介绍其相应设计思想，从域变量含义入手，提出了域及约束的存储方法以及约束机制的实现算法，是对逻辑设计方法研究的一点体会     

通用PRIP程序设计语言EPPPI的设计

本文介绍了一种同时具有PASCAI和PROLOG语言特点的通用的模式识别和图象处理(PRIP)程序设计语言EPPPL,相对于PASCAL,EPPPI包含了抽象级更高的数据类型和相应的公共操作.因而该语言具有比PASCAL更强的描述能力,使在科学计算程序设计时有更高的效率.文中论证了在EPPPI中引入PROLOG机制的可行性.由于在EPPPI中包含了PROLOG的机制,使该语言适用于人工智能程序设计,并具有陈述式特点,因而使它的编程效率更进一步提高.     

Content and representation effects with reasoning tasks in PROLOG form

Abstract

Two experiments were carried out to examine human reasoning performance in the context of the logic programming language PROLOG. Two factors, ‘content’ (familiar versus unfamiliar) and ‘representation’ (diagrammatic versus PROLOG-like list) were investigated. Subjects answered questions about hierarchical relationships in each condition. A significant interaction was obtained in both experiments, subjects making fewer errors in the familiar-diagram and unfamiliar-list conditions than in the familiar-list and unfamiliar-diagram conditions.

It is hypothesized that a lower percentage of correct responses was given in familiar-list and unfamiliar–diagram conditions because the representation of information prevented successful use of an appropriate reasoning strategy. Working memory limitations provide a basis for understanding constraints on reasoning strategies for solving task questions. These strategies may involve either a serial or a spatial solution process. One strategy may require a larger working memory load than another, depending on the representation and content of the task information. Implications for PROLOG programming instruction are discussed.     

基于Turbo PROLOG的面向对象方法

面向对象 (OO)技术是当前计算机界讨论的热点。另一方面 ,知识信息处理正在成为计算机应用的主要领域 ,发展中的基于知识的软件工程也将成为一种关键的软件技术。本文提出一种基于 Turbo PROLOG的 OO程序设计方法学。我们 :(1 )简明地讨论了 OO方法的基本概念和基本要素 ;(2 )给出了在 Turbo PROLOG中实现 OO各要素的规则和方法 ;(3)分析了 OO基本特征在该方法中的体现及存在问题。     

Enhancing the learning experience of undergraduate technology students with LabVIEW™ software

Many universities and colleges, throughout the world, that deliver undergraduate programmes in science and engineering are currently incorporating virtual instruments as teaching, measurement and analysis tools for student learning. The aim of this study is to enhance the learning experience of undergraduate engineering students and stimulate their research interests by incorporating hands-on, hardware linked programming. The framework for the current research consisted of, initially, observing and recording the interest students showed in a graphical-based computer language for programming control and data acquisitions. Secondly, in the software laboratory sessions, the students were introduced to the concept of research activity and the use of computer software in such activity. LabVIEW™, an easy-to-use, interactive, graphical programming language that can be used to build virtual instruments was used in the current study. This software allows creation of sophisticated programs and applications in a shorter amount of time without needing an in-depth knowledge of computers or indeed programming languages. The methodology consisted of an introductory learning period for the LabVIEW™ programming language, followed by hands-on programming with a specific set of laboratory exercises aimed at solving typical industrial automation type problems. Finally the results of a detailed student questionnaire and created programs were analysed to establish the learning experiences. It was established that student experiences in designing and developing LabVIEW™ programs with associated hardware has hugely stimulated their interest and enthusiasm in the subject of industrial automation. Students acquired knowledge by direct experience, explored phenomena, visualized expected outcomes and experimented with possible solutions. Critically, the LabVIEW programming laboratory sessions undertaken during the course of this research has stimulate students interest in pursing further research at post-graduate level.     

Academic/industrial collaboration in a postgraduate MSc course in Software Engineering

This paper outlines the organization of an MSc in Software Engineering that has been set up as a specialist conversion course for graduates who have had some experience of computer programming. The most distinctive feature of the program is that this degree involves the participation of an industrial partner in providing some of the teaching and a period of industrial placement. Our experiences with the academic and practical aspects of such a structure have been included.^†