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At least 217 records · Page 12
All sourcesNASA NTRSDOE OSTI
NASA NTRS1980

Computer applications in remote sensing education

Computer applications to instruction in any field may be divided into two broad generic classes: computer-managed instruction and computer-assisted instruction. The division is based on how frequently the computer affects the instructional process and how active a role the computer affects the instructional process and how active a role the computer takes in actually providing instruction. There are no inherent characteristics of remote sensing education to preclude the use of one or both of these techniques, depending on the computer facilities available to the instructor. The characteristics of the two classes are summarized, potential applications to remote sensing education are discussed, and the advantages and disadvantages of computer applications to the instructional process are considered.

Danielson, R. L.↗
NASA NTRS1992

Optically intraconnected computer employing dynamically reconfigurable holographic optical element

An optically intraconnected computer and a reconfigurable holographic optical element employed therein. The basic computer comprises a memory for holding a sequence of instructions to be executed; logic for accessing the instructions in sequence; logic for determining for each the instruction the function to be performed and the effective address thereof; a plurality of individual elements on a common support substrate optimized to perform certain logical sequences employed in executing the instructions; and, element selection logic connected to the logic determining the function to be performed for each the instruction for determining the class of each function and for causing the instruction to be executed by those the elements which perform those associated the logical sequences affecting the instruction execution in an optimum manner. In the optically intraconnected version, the element selection logic is adapted for transmitting and switching signals to the elements optically.

Bergman, Larry A.↗
NASA NTRS1985

The effects of type of knowledge upon human problem solving in a process control task

The question of what the operator of a dynamic system needs to know was investigated in an experiment using PLANT, a simulation of a generic dynamic production process. Knowledge of PLANT was manipulated via different types of instruction, so that four different groups were created: (1) minimal instructions only; (2) minimal instructions and guidelines for operation (procedures); (3) minimal instructions and dynamic relationships (principles); and (4) minimal instructions, and procedures, and principles. Subjects controlled PLANT in a variety of situations which required maintaining production while also diagnosing familiar and unfamiliar failures. Despite the fact that these manipulations resulted in differences in subjects' Knowledge, as assessed via a written test at the end of the experiment, instructions had no effect upon achievement of the primary goal of production, or upon subjects' ability to diagnose unfamiliar failures. However, those groups receiving procedures controlled the system in a more stable manner. Possible reasons for the failure to find an effect of principles are presented, and the implications of these results for operator training and aiding are discussed.

Morris, N. M.↗
NASA NTRS1992

A 20 MHz CMOS reorder buffer for a superscalar microprocessor

Superscalar processors can achieve increased performance by issuing instructions out-of-order from the original sequential instruction stream. Implementing an out-of-order instruction issue policy requires a hardware mechanism to prevent incorrectly executed instructions from updating register values. A reorder buffer can be used to allow a superscalar processor to issue instructions out-of-order and maintain program correctness. This paper describes the design and implementation of a 20MHz CMOS reorder buffer for superscalar processors. The reorder buffer is designed to accept and retire two instructions per cycle. A full-custom layout in 1.2 micron has been implemented, measuring 1.1058 mm by 1.3542 mm.

Lenell, John↗
NASA NTRS2000

Comprehension of Navigation Directions

In an experiment simulating communication between air traffic controllers and pilots, subjects were given navigation instructions varying in length telling them to move in a space represented by grids on a computer screen. The subjects followed the instructions by clicking on the grids in the locations specified. Half of the subjects read the instructions, and half heard them. Half of the subjects in each modality condition repeated back the instructions before following them,and half did not. Performance was worse for the visual than for the auditory modality on the longer messages. Repetition of the instructions generally depressed performance, especially with the longer messages, which required more output than did the shorter messages, and especially with the visual modality, in which phonological recoding from the visual input to the spoken output was necessary. These results are explained in terms of the degrading effects of output interference on memory for instructions.

Schneider, Vivian I.↗
NASA NTRS2002

The effects of mental representation on performance in a navigation task

In three experiments, we investigated the mental representations employed when instructions were followed that involved navigation in a space displayed as a grid on a computer screen. Performance was affected much more by the number of instructional units than by the number of words per unit. Performance in a three-dimensional space was independent of the number of dimensions along which participants navigated. However, memory for and accuracy in following the instructions were reduced when the task required mentally representing a three-dimensional space, as compared with representing a two-dimensional space, although the words used in the instructions were identical in the two cases. These results demonstrate the interdependence of verbal and spatial memory representations, because individuals' immediate memory for verbal navigation instructions is affected by their mental representation of the space referred to by the instructions.

Imagination↗
NASA NTRS1973

SUMC reconfigurable micro-assembler

The development of a reconfigurable micro-assembler to provide the micro-programmer the capability to specify micro-instructions in concise, meaningful terms is discussed. The implementation plan for the development of the micro-assembler was predicted on the existing capabilities of the SUMC Reconfigurable Assembler. Utilizing the reconfigurable assembler as a base, new directives and existing directive modifications were implemented to provide the micro-assembly as a new capability of the reconfigurable assembler. The micro-assembler language allows the specification of all micro-instruction control field settings in one concise assembler source statement. The language appears very similar to a conventional machine instruction assembler language. The machine instruction assembler language has the characteristic of one operation specification per statement whereas, the micro-instruction assembler language allows multiple operations to be designated per statement.

Edwards, A. J.↗
NASA NTRS1977

A programmable microcomputer for real time speech processing

The implementation of a programmable microprocessor for real time speech processing is described. The design of a fast special-purpose computer operating at 150 nsec per instruction time reduces the problem of speech encoding and decoding to a software problem. Each instruction is a twelve-bit word, and the information conveyed by a word is explained. The microprocessor is controlled by two clocks - the A/D clock, or input sampling clock, which loads the digital input into the input register and presets the counter to a value set by the external switches; and the instruction clock, or system clock, which operates at 6 MHz. At this system clock rate and a sampling clock rate of 30 KHz, 200 instructions can be executed between samples, and for many speech encoding and decoding algorithms, 200 instructions are more than enough. The microcomputer is being used to test various delta modulator encoding algorithms.

Apelewicz, T.↗
NASA NTRS1984

Automatic multi-banking of memory for microprocessors

A microprocessor system is provided with added memories to expand its address spaces beyond its address word length capacity by using indirect addressing instructions of a type having a detectable operations code and dedicating designated address spaces of memory to each of the added memories, one space to a memory. By decoding each operations code of instructions read from main memory into a decoder to identify indirect addressing instructions of the specified type, and then decoding the address that follows in a decoder to determine which added memory is associated therewith, the associated added memory is selectively enabled through a unit while the main memory is disabled to permit the instruction to be executed on the location to which the effective address of the indirect address instruction points, either before the indirect address is read from main memory or afterwards, depending on how the system is arranged by a switch.

Wiker, G. A.↗
NASA NTRS1990

An ICAI architecture for troubleshooting in complex, dynamic systems

Ahab, an intelligent computer-aided instruction (ICAI) program, illustrates an architecture for simulator-based ICAI programs to teach troubleshooting in complex, dynamic environments. The architecture posits three elements of a computerized instructor: the task model, the student model, and the instructional module. The task model is a prescriptive model of expert performance that uses symptomatic and topographic search strategies to provide students with directed problem-solving aids. The student model is a descriptive model of student performance in the context of the task model. This student model compares the student and task models, critiques student performance, and provides interactive performance feedback. The instructional module coordinates information presented by the instructional media, the task model, and the student model so that each student receives individualized instruction. Concept and metaconcept knowledge that supports these elements is contained in frames and production rules, respectively. The results of an experimental evaluation are discussed. They support the hypothesis that training with an adaptive online system built using the Ahab architecture produces better performance than training using simulator practice alone, at least with unfamiliar problems. It is not sufficient to develop an expert strategy and present it to students using offline materials. The training is most effective if it adapts to individual student needs.

Fath, Janet L.↗
NASA NTRS1991

Simplified microprocessor design for VLSI control applications

A design technique for microprocessors combining the simplicity of reduced instruction set computers (RISC's) with the richer instruction sets of complex instruction set computers (CISC's) is presented. They utilize the pipelined instruction decode and datapaths common to RISC's. Instruction invariant data processing sequences which transparently support complex addressing modes permit the formulation of simple control circuitry. Compact implementations are possible since neither complicated controllers nor large register sets are required.

Cameron, K.↗
NASA NTRS2002

Comprehension of Navigation Directions

Subjects were shown navigation instructions varying in length directing them to move in a space represented by grids on a computer screen. They followed the instructions by clicking on the grids in the locations specified. Some subjects repeated back the instructions before following them, some did not, and others repeated back the instructions in reduced form, including only the critical words. The commands in each message were presented simultaneously for half of the subjects and sequentially for the others. For the longest messages, performance was better on the initial commands and worse on the final commands with simultaneous than with sequential presentation. Instruction repetition depressed performance, but reduced repetition removed this disadvantage. Effects of presentation format were attributed to visual scanning strategies. The advantage for reduced repetition was attributable either to enhanced visual scanning or to reduced output interference. A follow-up study with auditory presentation supported the visual scanning explanation.

Healy, Alice F.↗
NASA NTRS2003

Teaching Cockpit Automation in the Classroom

This study explores the idea of teaching fundamental cockpit automation concepts and skills to aspiring professional pilots in a classroom setting, without the use of sophisticated aircraft or equipment simulators. Pilot participants from a local professional pilot academy completed eighteen hours of classroom instruction that placed a strong emphasis on understanding the underlying principles of cockpit automation systems and their use in a multi-crew cockpit. The instructional materials consisted solely of a single textbook. Pilots received no hands-on instruction or practice during their training. At the conclusion of the classroom instruction, pilots completed a written examination testing their mastery of what had been taught during the classroom meetings. Following the written exam, each pilot was given a check flight in a full-mission Level D simulator of a Boeing 747-400 aircraft. Pilots were given the opportunity to fly one practice leg, and were then tested on all concepts and skills covered in the class during a second leg. The results of the written exam and simulator checks strongly suggest that instruction delivered in a traditional classroom setting can lead to high levels of preparation without the need for expensive airplane or equipment simulators.

Casner, Stephen M.↗
NASA NTRS2004

Applications of Intelligent Tutoring Systems to Human-Robotic Exploration of Mars

Space missions with small crews extending over several years with time-delay preventing normal conversations with people on earth will raise many challenges for training. Of special interest are possible three-year missions to Mars, requiring refresher instruction and learning new skills based on unexpected problems with machines and environmental conditions. For example, the crew will be required to monitor and repair more complex life support systems for air and water recycling than we even know how to build today. Highly educated astronauts, often with several doctorate degrees, require a very different mode of interaction than we have developed for school children or even typical college students. Explanation methods may need to differ-using analogies and techniques from different domains-depending on whether the astronaut is an astrophysicist, a pilot, or a geologist.Virtual reality (e.g., for Hubble repair missions) and "integrated" simulations (involving role-playing and emphasizing failure scenarios) are the most common advanced forms of instruction used in space flight today. The emphasis is on collaborative, embodied interaction with the same workstations and tools used in practice (e.g., a cockpit simulator). Otherwise, computerized instructional technology used by NASA is not model-based or tutorial in nature. This discussion will review some of the key instructional methods used at NASA over the past two decades and consider why ITS methods have not been exploited. Some of the problems and opportunities for training for Mars missions are examined, including how using robots in exploration activities will help but raise new training problems. These ideas will be illustrated with examples from the BrahmsVE system in which a browser- based virtual reality display with avatars allows interacting with a distributed multiagent system, in which agents can be people, robots, or software programs. Using BrahmsVE may provide a way for astronauts to interact with proxies of people who serve as instructional coaches on Mars.

Clancey, William J.↗
NASA NTRS1971

Program on application of communications satellites to educational development

Interdisciplinary research in needs analysis, communications technology studies, and systems synthesis is reported. Existing and planned educational telecommunications services are studied and library utilization of telecommunications is described. Preliminary estimates are presented of ranges of utilization of educational telecommunications services for 1975 and 1985; instructional and public television, computer-aided instruction, computing resources, and information resource sharing for various educational levels and purposes. Communications technology studies include transmission schemes for still-picture television, use of Gunn effect devices, and TV receiver front ends for direct satellite reception at 12 GHz. Two major studies in the systems synthesis project concern (1) organizational and administrative aspects of a large-scale instructional satellite system to be used with schools and (2) an analysis of future development of instructional television, with emphasis on the use of video tape recorders and cable television. A communications satellite system synthesis program developed for NASA is now operational on the university IBM 360-50 computer.

Morgan, R. P.↗
NASA NTRS1972

Memory interface simulator: A computer design aid

Results are presented of a study conducted with a digital simulation model being used in the design of the Automatically Reconfigurable Modular Multiprocessor System (ARMMS), a candidate computer system for future manned and unmanned space missions. The model simulates the activity involved as instructions are fetched from random access memory for execution in one of the system central processing units. A series of model runs measured instruction execution time under various assumptions pertaining to the CPU's and the interface between the CPU's and RAM. Design tradeoffs are presented in the following areas: Bus widths, CPU microprogram read only memory cycle time, multiple instruction fetch, and instruction mix.

Taylor, D. S.↗
NASA NTRS1975

A leading edge heating array and a flat surface heating array - operation, maintenance and repair manual

A general description of the leading edge/flat surface heating array is presented along with its components, assembly instructions, installation instructions, operation procedures, maintenance instructions, repair procedures, schematics, spare parts lists, engineering drawings of the array, and functional acceptance test log sheets. The proper replacement of components, correct torque values, step-by-step maintenance instructions, and pretest checkouts are described.

Source record↗
NASA NTRS1979

Interpretive computer simulator for the NASA Standard Spacecraft Computer-2 (NSSC-2)

An Interpretive Computer Simulator (ICS) for the NASA Standard Spacecraft Computer-II (NSSC-II) was developed as a code verification and testing tool for the Annular Suspension and Pointing System (ASPS) project. The simulator is written in the higher level language PASCAL and implented on the CDC CYBER series computer system. It is supported by a metal assembler, a linkage loader for the NSSC-II, and a utility library to meet the application requirements. The architectural design of the NSSC-II is that of an IBM System/360 (S/360) and supports all but four instructions of the S/360 standard instruction set. The structural design of the ICS is described with emphasis on the design differences between it and the NSSC-II hardware. The program flow is diagrammed, with the function of each procedure being defined; the instruction implementation is discussed in broad terms; and the instruction timings used in the ICS are listed. An example of the steps required to process an assembly level language program on the ICS is included. The example illustrates the control cards necessary to assemble, load, and execute assembly language code; the sample program to to be executed; the executable load module produced by the loader; and the resulting output produced by the ICS.

Smith, R. S.↗