1,355,446 research outputs found
Memory characteristics in individuals with savant skills
No full textIn this chapter it is argued that memory performance provides a coherent picture of savant abilities, even though the talents displayed make different demands on memory and learning. The chapter opens with an introduction to savant talent, to issues in relation to domain-specificity and modularity, as well as the role of practice and implicit memory. These topics have been picked out because of their relevance to memory and also because of associations with autism. Three sections then follow which focus on savant memory performance amongst numerical and calendar calculators, musicians and artists, where the evidence from empirical studies is placed in the context of the issues raised in the Introduction. Finally, a theoretical interpretation is presented which, it is argued, provides a convincing account of the development of savant abilities
Robert Pring-Mill, El microcosmos lul. lià
No full textLlinarès A. Robert Pring-Mill, El microcosmos lul. lià. In: Bulletin Hispanique, tome 65, n°3-4, 1963. pp. 408-409
Hirst, Paul H., John White, Michael F. D. Young, Richard Pring, and J. G. Owen, The Curriculum: The Doris Lee Lectures, 1975. London: University of London, Institute of Education, 1975. The White lecture is reprinted pp. 77-90 in John White, The Curriculum and the Child: The Selected Works of John White. London: Routledge, 2005. The Pring lecture is reprinted pp.163-179 in Richard Pring, Philosophy of Education: Aims, Theory, Common Sense, and Research. New York: Continuum, 2004.
No full textPresents a series of lectures by Hirst, White, Young, Pring, and Owen on various aspects of the curriculum
Evaluating the use of a Teacher’s Diary to illuminate the moral dimensions of a teacher educator’s everyday work.
No full textThis paper aims to evaluate my early attempts at using my Teacher’s Diary as a method (Aleskewski 2006, Holly & Altrichter 2011, Bold 2012) to gain a deeper insight into the moral dimensions of my day to day practice as a teacher educator in the tertiary sector in the UK. I chose this method of data collection firstly for its potential to be authentic, trustworthy and systematic due the very nature of the researcher as participant (Ellis 2004, 2009; Piper & Simons 2011) and secondly as a genuine method to interpret my everyday actions as moral ones. This evaluation aims to highlight the extent to which I was able to reach these aims as a novice auto-ethnographical researcher. Much of the literature reflecting upon the use of diaries and narratives in research is able to demonstrate the rich data that can emerge from the text that is then analysed and interpreted by both researcher and reader (Ellis 2004; Anderson 2006; Sparkes 2007; Kenton 2011; Bold 2012). This rich data is often put forward as best placed to help readers connect with the author and understand their experiences of their cultural context more fully. The first aim of this paper is to share my experiences of using this method of data collection by highlighting the contradictions and challenges and sometimes ‘messy’ nature of maintaining diaries (Holly & Altrichter 2011) within education research contexts as both the teacher-participant and researcher. The second aim of the paper is to reflect upon the usefulness of the dairy as a way of ‘seeing’ practice. The third aim is to briefly draw upon literature from the work of Pring (2001), Goodlad et al (1990) and Mahony (2009) and Fallona (2000) Noddings (2010) who suggest that teaching is a moral endeavour and that teacher’s morals can be visible in their practice and to analyse examples of the diary entries that show moral dimensions. The paper will add to the work of Webb & Blond (1995) and Husu & Tirri (2003) who also explore the extent to which a Teacher’s Diary can, in a practical way, show the moral aspects that arise, and the decisions taken, on a day to day basis by one teacher educator. The paper begins to highlight the extent to which morals can be taught or caught in this context, namely teacher education (Mahoney 2009), and makes the point as Kiss and Euban (2010) do, that developing the virtues of intellect either through explicit curriculum, pedagogical choices or institutional values, cannot be separated from developing virtues of character
Pring, C H (Colin Haldon), NX26728
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/411738Surname: PRING. Given Name(s) or Initials: C H (COLIN HALDON). Military Service Number or Last Known Location: NX26728. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 24760.227449
Item: [2016.0049.44002] "Pring, C H (Colin Haldon), NX26728
Remembering the past and imagining the future: A role for nonvisual imagery in the everyday cognition of the blind and the sighted
No full textImages can be generated in all sensory modalities. Nevertheless, research on the everyday use of mental imagery, for example in autobiographical memory tasks, has suggested that it is only visual images that facilitate memory retrieval (e.g., Williams, Healy, & Ellis, 1999). If this is the case, individuals born without sight may be forced to rely more on verbal encoding (Goddard & Pring, 2001). This paper explores the presence and everyday role of nonvisual sensory imagery in 16 individuals with and 16 without sight. Using a cue word paradigm, contrary to previous research, Experiment 1 suggested that for both blind and sighted people, nonvisual imageries have a significant role to play in the generation of autobiographical memories. These results were reinforced by similar findings in Experiment 2, which used the same cue word method to explore the role of visual and nonvisual (auditory) imagery when generating future events. The results refute the claim that “useful” imagery in everyday tasks is exclusively visual
Allan Pring
No full textAllan Pring became Curator of Minerals at the South Australian Museum after a brief period at the Research School of Chemistry, Australian National University. His research interests centre on the formation of minerals by hydrothermal processes, the development of neutron and x-ray diffraction techniques to study mineral formation processes at high temperature and pressure hydrothermal conditions, and biomineralisation processes and structure as it relates to the colour of shells and pearls. He has been active in a number of mineralogical societies.Prof Allan Prin
The transformation of pentlandite to violarite under mild hydrothermal conditions: a dissolution-reprecipitation reaction
No full textAllan Pring, Christophe Tenailleau, Barbara Etschmann, Joel Brugger & Ben Grguri
PERANAN PEMERINTAH DAERAH TERHADAP PENJUALAN BATIK PRING SEDAPUR DI DESA SIDOMUKTI KECAMATAN PLAOSAN KABUPATEN MAGETAN
No full textThis research on the to develop Batik Pring Sedapur sale and role of sales Batik Pring Sedapur sales at Sidomukti village, Plaosan distric, Magetan. This research for answer the problem this research is to know the government role and policy of sales Batik Pring Sedapur sales at Sidomukti village, Plaosan distric, Magetan. Writing this report presented to obtain a qualitative descriptive information about government role of sales Batik Pring Sedapur sales at Sidomukti village, Plaosan distric, Magetan. The method used to collect data is to document study, interviews, observation. The data obtained and analyzed qualitatively with the presented descriptively and then Collecting data and be analized. The results showed that the government has the big role of sales Batik Pring Sedapur sales at Sidomukti village, Plaosan distric, Magetan. The conclusion that can be drawn is increasing Batik Pring Sedapur sale at Sidomukti village, Plaosan distric, Magetan
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