Flow diagrams, turing machines and languages with only two formation rules
Communications of the ACM
Minicomputer Systems: Organization, Programming and Applications (PDP-11)
Minicomputer Systems: Organization, Programming and Applications (PDP-11)
Using assembly language to teach concepts in the introductory course
SIGCSE '88 Proceedings of the nineteenth SIGCSE technical symposium on Computer science education
The role of the computer architecture simulator in the laboratory
ACM SIGCSE Bulletin
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The concepts of structured programming learned in higher level languages are usually not sufficiently emphasized in teaching assembly languages. In this study, students have used a tool called SCHEMACODE to design in assembly language by means of a higher level schematic pseudocode. The tool automatically generates the assembly code. Data from an experiment involving two groups of students are presented. One group uses a conventional approach based on flow charts and the other group uses the structured approach based on schematic pseudocode. Programs are compared on the basis of memory space and memory cycles. Results show that structured programming in assembly language is as efficient as conventional programming. The programs are much more readable and are therefore easier to maintain.