Design of a ternary coding scheme and of single-error-correcting ternary hamming codes

Author(s):  
Noriaki Muranaka ◽  
Shigeru Imanishi
Electronics ◽  
2020 ◽  
Vol 9 (5) ◽  
pp. 709
Author(s):  
Abhishek Das ◽  
Nur A. Touba

Technology scaling has led to an increase in density and capacity of on-chip caches. This has enabled higher throughput by enabling more low latency memory transfers. With the reduction in size of SRAMs and development of emerging technologies, e.g., STT-MRAM, for on-chip cache memories, reliability of such memories becomes a major concern. Traditional error correcting codes, e.g., Hamming codes and orthogonal Latin square codes, either suffer from high decoding latency, which leads to lower overall throughput, or high memory overhead. In this paper, a new single error correcting code based on a shared majority voting logic is presented. The proposed codes trade off decoding latency in order to improve the memory overhead posed by orthogonal Latin square codes. A latency optimization technique is also proposed which lowers the decoding latency by incurring a slight memory overhead. It is shown that the proposed codes achieve better redundancy compared to orthogonal Latin square codes. The proposed codes are also shown to achieve lower decoding latency compared to Hamming codes. Thus, the proposed codes achieve a balanced trade-off between memory overhead and decoding latency, which makes them highly suitable for on-chip cache memories which have stringent throughput and memory overhead constraints.


2005 ◽  
Vol 41 (13) ◽  
pp. 758 ◽  
Author(s):  
P.K. Lala ◽  
P. Thenappan ◽  
M.T. Anwar

1996 ◽  
Vol 10 (2) ◽  
pp. 205-218
Author(s):  
Henry Ker-Chang Chang ◽  
Chung-Yu Liou
Keyword(s):  

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.


1999 ◽  
Author(s):  
Barbara H. Fiese ◽  
Arnold J. Sameroff

2012 ◽  
Vol E95-B (1) ◽  
pp. 254-262
Author(s):  
Yoshitoshi YAMASHITA ◽  
Eiji OKAMOTO ◽  
Yasunori IWANAMI ◽  
Yozo SHOJI ◽  
Morio TOYOSHIMA ◽  
...  

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