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Adaptive Huffman coding (also called Dynamic Huffman coding) is an adaptive coding technique based on Huffman coding. It permits building the code as the symbols are being transmitted, having no initial knowledge of source distribution, that allows one-pass encoding and adaptation to changing conditions in data.
Huffman tree generated from the exact frequencies of the text "this is an example of a huffman tree". Encoding the sentence with this code requires 135 (or 147) bits, as opposed to 288 (or 180) bits if 36 characters of 8 (or 5) bits were used (This assumes that the code tree structure is known to the decoder and thus does not need to be counted as part of the transmitted information).
GOMS is a specialized human information processor model for human-computer interaction observation that describes a user's cognitive structure on four components. In the book The Psychology of Human Computer Interaction, [1] written in 1983 by Stuart K. Card, Thomas P. Moran and Allen Newell, the authors introduce: "a set of Goals, a set of Operators, a set of Methods for achieving the goals ...
Canonical Huffman codes address these two issues by generating the codes in a clear standardized format; all the codes for a given length are assigned their values sequentially. This means that instead of storing the structure of the code tree for decompression only the lengths of the codes are required, reducing the size of the encoded data.
A mental calculator or human calculator is a person with a prodigious ability in some area of mental calculation (such as adding, subtracting, multiplying or dividing large numbers). In 2005, a group of researchers led by Michael W. O'Boyle, an American psychologist previously working in Australia and now at Texas Tech University , has used MRI ...
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The Coleman–Liau index is a readability test designed by Meri Coleman and T. L. Liau to gauge the understandability of a text. Like the Flesch–Kincaid Grade Level, Gunning fog index, SMOG index, and Automated Readability Index, its output approximates the U.S. grade level thought necessary to comprehend the text.
In social science, force-field analysis provides a framework for looking at the factors ("forces") that influence a situation, originally social situations. It looks at forces that are either driving the movement toward a goal (helping forces) or blocking movement toward a goal (hindering forces).