Some Famous Articles about Type System of Programming Language

OO Type System

1983 A Semantics of Multiple Inheritance [Cardelli]
1989 Inheritance is not Subtyping [Cook, Hill, Canning]

1993 A Paradigmatic Object-Oriented Programming Language:
Design, Static Typing and Semantics [Bruce]
1993 Object-Oriented Programming Without Recursive Types [Pierce-Turner]
1994 A Theory of Objects [Abadi-Cardelli]

1996 On Binary Methods [Bruce-Cardelli-Castagna-HOG-Leavens-Pierce]
1996 An Interpretation of Objects and Object Types
[Abadi-Cardelli-Viswanathan]
1997 Comparing Object Encodings [Bruce-Cardelli-Pierce]

1996 Objective ML: A simple object-oriented extension of ML [Rémy-Vouillon]
1998 Making the Future Safe for the Past: Adding Genericity to the Java
Programming Language [Bracha-Odersky-Stoutamire-Wadler]
2001 Design and Implementation of Generics for the .NET Common
Language Runtime [Kennedy-Syme]

 

Bounded Quantification

1985 On Understanding Types, Data Abstraction, and Polymorphism

1990–92 Coherence of Subsumption: Minimum typing and type-checking

1991 An Extension of System F with Subtyping
[Cardelli-Martini-Mitchell-Scedrov]
1992 Bounded Quantification is Undecidable [Pierce]

1993 Intersection Types and Bounded Polymorphism [Pierce]
1994 Subtyping in F!

1994 Higher-Order Subtyping [Pierce-Steffen]
1995 On Subtyping and Matching [Abadi-Cardelli]
1997 Termination of system F-bounded: A complete proof [Ghelli]
1999 Subtyping Recursive Types in Kernel Fun [Colazzo-Ghelli] LICS!

Module Systems

1986 Using dependent types to express modular structure

1990 Higher-Order Modules and the Phase Distinction
[Harper-Mitchell-Moggi]
1994 A Type-Theoretic Approach to Higher-Order Modules with Sharing
[Harper-Lillibridge] (“translucent sums”)
1994 Manifest Types, Modules, and Separate Compilation [Leroy]
1996 Mixin Modules [Duggan-Sourelis]
1997 Program Fragments, Linking, and Modularization [Cardelli]
1999 Non-dependent Types for Standard ML Modules [Russo]
Consolidation
2002 A Theory of Mixin Modules: Algebraic Laws and Reduction
Semantics [Ancona-Zucca]
2003 A type system for higher-order modules [Dreyer-Harper-Crary]

 

Sure! The Rosenthal Effect, also known as the Pygmalion Effect, refers to the phenomenon where high expectations lead to improved performance. In the world of education, this effect is often observed in the classroom where teachers' expectations of their students can have a significant impact on how well they perform. The most famous experiment on the Rosenthal Effect was conducted by Robert Rosenthal and Lenore Jacobson in 1968. The experiment involved teachers being given a list of students who were supposed to be "intellectual bloomers," i.e., students who were expected to make significant gains in their academic performance over the course of the academic year. In reality, the students on this list were randomly selected and there was no scientific basis for labeling them as "intellectual bloomers." However, the teachers did not know this and treated these students differently, giving them more attention, praise, and higher expectations. Amazingly, at the end of the academic year, the "intellectual bloomers" had indeed made significant gains in their academic performance compared to the other students in their class. This experiment demonstrates the power of teacher expectations on student performance and has led to increased awareness among educators about the importance of setting high expectations for students regardless of their starting point. It is worth noting, however, that the Rosenthal Effect has been subject to criticism, with some arguing that it is difficult to replicate the results in real-world settings and that other factors, such as student motivation and prior knowledge, can also influence academic performance. Nevertheless, the Rosenthal Effect remains an important area of study in education and a reminder to teachers of the significant impact they can have on their students' lives.
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