A Task Analysis of Static Binary Reverse Engineering for Security

Reverse engineering the structure of cognitive mechanisms

Behavioral and Brain Sciences ◽

10.1017/s0140525x11000380 ◽

2011 ◽

Vol 34 (4) ◽

pp. 209-210

Author(s):

David Pietraszewski ◽

Annie E. Wertz

Keyword(s):

Reverse Engineering ◽

Evolutionary Psychology ◽

Bayesian Modeling ◽

Task Analysis ◽

Cognitive System ◽

Cognitive Mechanisms ◽

Rigorous Description ◽

Human Brains

AbstractDescribing a cognitive system at a mechanistic level requires an engineering task analysis. This involves identifying the task and developing models of possible solutions. Evolutionary psychology and Bayesian modeling make complimentary contributions: Evolutionary psychology suggests the types of tasks that human brains were designed to solve, while Bayesian modeling provides a rigorous description of possible computational solutions to such problems.

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Network reconstruction based on steady-state data

Essays in Biochemistry ◽

10.1042/bse0450161 ◽

2008 ◽

Vol 45 ◽

pp. 161-176 ◽

Cited By ~ 45

Author(s):

Eduardo D. Sontag

Keyword(s):

Steady State ◽

Reverse Engineering ◽

Theoretical Method ◽

Network Reconstruction ◽

Quasi Steady State ◽

State Data

This paper discusses a theoretical method for the “reverse engineering” of networks based solely on steady-state (and quasi-steady-state) data.

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Why Speech-Language Clinicians Should Be in the Classroom

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2204.277 ◽

1991 ◽

Vol 22 (4) ◽

pp. 277-277 ◽

Cited By ~ 3

Author(s):

Sharon L. Wadle

Keyword(s):

Individual Differences ◽

Task Analysis ◽

Regular Classroom ◽

Classroom Setting ◽

Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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A Response Evocation Program for /ɝ/

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4001.92 ◽

1975 ◽

Vol 40 (1) ◽

pp. 92-105 ◽

Cited By ~ 19

Author(s):

Lawrence D. Shriberg

Keyword(s):

Service Delivery ◽

Motor Skills ◽

Task Analysis ◽

Professional Issues ◽

Clinical Experiences ◽

Program Outcomes ◽

Program Step ◽

Skills Learning ◽

Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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