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- Chapter 8: Abstraction and Classes - Stanford University
This chapter discusses how software engineering is different from other engineering disciplines, why software com-plexity is particularly dangerous, and how abstraction can dramatically reduce the complexity of a soft-ware system It then introduces the class keyword and how to represent abstraction directly in source code
- Abstraction - MIT
Abstraction is, according to the Oxford English Dictionary [29]: The act or process of separating in thought, of considering a thing independently of its associations; or a substance independently of its attributes; or an attribute or quality independently of the substance to which it belongs [my italics]
- Abstraction in Computer Science Education: An Overview
bject of Section 4 is abstraction in computer science We will describe how abstraction plays a range of roles in computational thinking, programming and software development, as well as system modelling In particular, we will focus on the ability to de l with different levels of abstraction simultaneo
- The Value of Abstraction - Princeton University
These features of abstraction are not only key for scaling up artificial problem solving, but can also shed light on what pressures shape the use of abstract representations in humans and other organisms
- topic08-abstraction
We call this an Abstract Data Type (ADT) invented by Barbara Liskov in the 1970s fundamental concept in computer science built into Java, JavaScript, etc data abstraction via procedural abstraction Critical for the properties we want easier to change data structure easier to understand (hides details) more modular
- The Paradox of Abstraction: Precision Versus Concreteness
In this paper we argue that treating abstractness as a unitary construct leads to a logical paradox where both more abstract and less abstract concepts have cognitive advantages
- The Metaontology of Abstraction - Crispin J. Wright
actual abstraction principles Second, the range of entities that constitute the domain of reference for the terms occurring in the left hand sides of instances of (i) and (ii) goes no further than the field of the equivalence relation on the right hand side: parents and MPs are people, and it is people who constitute the (relevant) field of
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