A programming language based on sets; motivation and examples.

K.A.PATON 411 24 Centromere finding: some shape descriptors for small chromosome outlines.

The equivalence problem for program schemes, or for programs, is reduced to the proving of a theorem in second-order logic. This work extends Manna's first-order logic reductions. Some examples of the technique are given together with a suggested method for obtaining proofs in special cases by firstorder methods. INTRODUCTION Several workers in recent years have considered using techniques and ideas of various mathematical theories of computation for proving interesting results about computer programs. This paper is concerned with two of these approaches.

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

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.

Current subprojects include applications of the program Gerring.

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.

The duraticn of the neuro'ogical signs is 7.2 hours.

A central process in any learning experience is the incorporation of a new fact into an existing theory. Often the goal of that process is more specific, to learn some new fact about some concept. But what does it mean to claim that a sentence is new, and even more interesting, what qualifies as a novel fact about some concept? Despite the vast interest in learning and the abundance of related papers (cf.

This is a remarkab'y exciting time to be involved professionally in the field of medical informatics. The underlying scientific principles are beginning to be identified and defined, educators are increasingly acknowledging the importance of thc field for physicians of the present and future, and the tec mology itself is growing at rates that make the future of the field both unbounded and impossible to predict. One has the sense that what was once a field for pioneers is now reaching the stage of established settlements, with a history, traditions, and a feel of permanence. It is therefore appropriate that, at the beginning of ddiberations designed to achieve significant educational goals for the field, we might start by considering the discipline itself and the characteristics that hnve tended to separate it from other traditional academic and research medical specialties. I would like to begin by assuming that certain basic points are well accepted and need not be defended here: first that medical informatics holds both realized and potential importance for the science anc practice of medicine, and second, that there is a need for all medical practitioners to be familiar both with information handling technology and with the underlying principles that make the field relevant, regardless of whether computers are involved.