Smalltalk-80: the language and its implementation
Smalltalk-80: the language and its implementation
The future of computer languages: implications for education
SIGCSE '86 Proceedings of the seventeenth SIGCSE technical symposium on Computer science education
The art of Prolog: advanced programming techniques
The art of Prolog: advanced programming techniques
Journal of Pascal, Ada & Modula-2
Multiparadigmatic programming in modcap
Journal of Object-Oriented Programming
The art of computer programming, volume 2 (3rd ed.): seminumerical algorithms
The art of computer programming, volume 2 (3rd ed.): seminumerical algorithms
Communicating sequential processes
Communications of the ACM
Guarded commands, nondeterminacy and formal derivation of programs
Communications of the ACM
Using generalized programs in the teaching of computer science
SIGCSE '83 Proceedings of the fourteenth SIGCSE technical symposium on Computer science education
The contour model of block structured processes
ACM SIGPLAN Notices
The evolution of the programming languages course
SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
Programming languages—comparatively speaking
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Never mind the paradigm, what about multiparadigm languages?
ACM SIGCSE Bulletin
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
An approach to the programming languages course
ACM-SE 30 Proceedings of the 30th annual Southeast regional conference
'Programming language paradigms' instruction through designing a new paradigm
Proceedings of the 37th SIGCSE technical symposium on Computer science education
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Initial overexposure to the imperative programming paradigm can make it very difficult to introduce students to other paradigms, such as the functional, object oriented and logical paradigms. It is important that students be exposed to several programming paradigms early. Two techniques commonly used to accomplish this are a “survey of languages” approach and use of a language, such as Scheme, that overlaps several paradigms. We propose the use of a paradigm-general pseudocode that can then be translated into the most appropriate target language. This paper describes in detail the features and form of this pseudocode using familiar algorithms. This approach has been used successfully in an upper division class and we believe it can be refined and introduced earlier in the curriculum.