Thesis (Ph. D.)--Michigan State University. Dept. of Mathematics, 2008. / Title from PDF t.p. (viewed Aug. 17, 2009). Includes bibliographical references (p. 84-87). Also issued in print.

Thesis (Ph. D.)--University of Wisconsin-Madison, 1986. / Includes bibliographical references (p. 133-136).

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references: leaf 133.

Thesis (Ph. D.)--Oregon Graduate Center, 1986.

No description available.

The Motorola Company has developed a microprocessor called the M6800 Microprocessor. While the microprocessor is being configured, it is general practice to develop the software at the same time. This is where simulation of the proposed hardware operation can become very important to the success of the design effort. The simulator duplicates the microprocessor execution of machine language instructions on another computer. The simulator discussed in this paper is denoted the SIM6800. The purpose of this paper is to describe the structure, coding, and execution of the SIM6800 simulator. A User's Guide and sample program have been included.

Call number: LD2668 .T4 1966 G491 / Master of Science

Thesis (M.Tech.: Information technology)- Dept. of Information Technology, Durban University of Technology, 2008. vii, 131 leaves. / This study aimed to explore the impact of cognitive ability on the understanding of computer programming by students enrolled for a programming course at the University of KwaZulu-Natal. The rationale for this study is provided by the general perception held by the academic community that computer programming is a difficult faculty to master. This assertion is corroborated by reports of high failure rates in computer programming courses at tertiary institutes. A literature review was undertaken to investigate the contribution of other factors on the ability to achieve competence in computer programmer. Based on the outcome of the literature review, this study argues that cognitive ability warrants a higher priority relative to the other factors. As a strategy, cognitive science theory was consulted to establish a framework to quantify competency in computer programming. On the basis of this endeavour, two protocols were identified to facilitate the quantification process. The first was the “deep and surface” protocol used in previous studies to ascertain students’ cognitive style of understanding for computer programming. The second was an error analysis framework which was developed as part of the current study. These protocols were used as frameworks to underpin the data collection phase of the study. This study found that at least 50% of the students enrolled in a computer programming course adopt a superficial approach to the understanding of computer programming. In order to explain this phenomenon, a cognitive ability test was administered. Here it was established that at least 39% of these students have not reached a level of cognitive development that will enable the invocation of abstract thought. The study also found that this inability to handle abstractionism, an essential requirement for success in computer programming, is reflected in the severity of errors made in computer programming assessment tasks.