Research and Advances

Comment on Cheney’s list-compaction algorithm

C.J. Cheney [2] implicitly assumes that cells of list storage are self-identifying. Cheney needs this assumption so that his algorithm, when linearly scanning the memory containing a copy of a list, can determine whether particular bit patterns within that memory are pointers to other list structure. The assumption is strong, and its effect is contrary to that of the list compaction which is his algorithm's purpose.


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Research and Advances

A program to teach programming

The TEACH system was developed at MIT to ease the cost and improve the results of elementary instruction in programming. To the student, TEACH offers loosely guided experience with a conversational language which was designed with teaching in mind. Faculty involvement is minimal. A term of experience with TEACH is discussed. Pedagogically, the system appears to be successful; straighforward reimplementation will make it economically successful as well. Similar programs of profound tutorial skill will appear only as the results of extended research. The outlines of this research are beginning to become clear.

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