F(n,$) as introduced here corresponds to A.N.Prior's (1957, 1968) expression Fir.

Virginia Polytechnic Institute It is no disgrace for Scott's program to have lost to Greenblatt's which seems to be the best chess program so far written: it finished one of its games with a brilliant five-move combination.* Judging by the present game Greenblatt's program could play about board 2000 for England. Neither program seems able to form a plan that is naturally expressed-by a description rather than by evaluation functions plus analysis. In the following game the first four moves on each side were played before the machines took over the play, because the ICI, program cannot castle. The move time limits originally agreed were 90 seconds for # xEss and'blitz speed' (5 or 10 seconds per move) for the Greenblatt program, as it was considered that the P-K5, and the game has the character of a French defence difficult to evaluate.

R.M.BURSTALL 373 23 Assertions: programs written without specifying unnecessary order.

INTRODUCTION Pop-2 (Burstall & Popplestone, 1968) represents a fairly far-reaching revision, extension and systematization of the author's Pop-1 (Popplestone, 1968). The thoughts expressed here consequently represent a point of view elaborated jointly with my co-designer of Pop-2, Dr R. M. Burstall. AIMS POP-2 is a language to be implemented on real machines, using modest resources of manpower. An implementation of the language must be possible which permits large problems to be tackled. This implementation must not be too inefficient in its use of machine time, or too profligate in its use of store. The language must also take into account such properties of real machines as overwritable store--that is to say it must not be a purely constructive language: it must allow assignment. Pop-2 handles a large range of structures such as list cells (cf. CPO and records (called beads in AED).

Networks as models of word storage: G. R. Kiss

The author's main source was from personal discussion.)

Psychological theory attempts to explain how thinking--the subject matter of psychology--is possible by a brain composed of single mechanistic elements--the basic assumption of psychology. The problem of programming digital computers to behave in complex fashions is equivalent to this aspect of the psychological problem. Today automata theorists agree that no fundamental barrier blocks the development of machines which can think, by any reasonable definition of the term. However, the precise techniques for implementing general thinking proceGseE-J have been only partially developed. An example of a high-level, general thinking process is comprehension: the understanding of passages of a natural language.

Millions of base pairs worth of DNA sequences are now known and must be analyzed: hundreds of restriction enzymes and cloning vectors must be kept track of to carry out work in genetic engineering. Computational systems have become a necessary tool to acquire, retrieve, manipulate, and analyze this information. A myth of the early days of computing was that computers were excellent number manipulators, but poor at working with other forms of information.

Although computer-based instruction has become widely available as a learning aid in medical education, few physicians interact with educational programs after they have left medical school. Some notable exceptions occur when specially prepared computer programs are made available by vendors or program committees at annual clinical meetings. Yet this kind of learning tool is seldom used by practicing physicians at other times during the year. In this paper, I would like to consider ways in which computer-based education might be more effectively integrated into the clinical activities of the practicing physician, and to outline some of the technological and psychological barriers to their successful implementation.

Simuldtois serve two major purposes: the first is the verification of scientific thP.ories the second is xperimental result prcliction. Thr? verification function is called upon when existing t:leories are btling cxtended or new theories are being ç enerated to explain experimental data: the predictive capabilities are used to predict laboratory results in order to eliminate a great deal of experimmtal effort. An esoecially important role for a simulation pro.warn would be as par; of a larger employing art ficial innelligence techniques to develop mcd.els of a biological system bar:ed on experimental OUSerwitiOris. Such a program would accept as Input observations of a s; stem cud would!fiocii:ce as output a model for tn.t system that could account for the observations. The r.:niu!ation portion of such a program would be a crucial tool for ensuring that on:y theories mat were con::..-4 with thc data were dewloocci. It's a major research goal Cf the HOLDEN pi met to explore methods tor building a systym