Daniel T. Willingham

Affiliations: 
University of Virginia, Charlottesville, VA 
Area:
Cognitive Neuroscience
Website:
http://dtwuva.googlepages.com/home
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"Daniel Willingham"
Mean distance: 13.42 (cluster 15)
 
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Parents

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Stephen Kosslyn grad student Harvard
William K. Estes grad student 1986-1990 Harvard

Children

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Kristina L. Caudle research assistant Dartmouth
Jessica Kate Witt grad student 2003-2006 UVA
James D. Miles grad student 2000-2007 UVA
Cedar R. Riener grad student 2000-2007 UVA (PsychTree)
Aysha Keisler grad student 2008 UVA
BETA: Related publications

Publications

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Dunlosky J, Rawson KA, Marsh EJ, et al. (2013) Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest : a Journal of the American Psychological Society. 14: 4-58
Willingham DT. (2012) Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom Why Don'T Students Like School?: a Cognitive Scientist Answers Questions About How the Mind Works and What It Means For the Classroom
Anguera JA, Reuter-Lorenz PA, Willingham DT, et al. (2011) Failure to engage spatial working memory contributes to age-related declines in visuomotor learning. Journal of Cognitive Neuroscience. 23: 11-25
Anguera JA, Reuter-Lorenz PA, Willingham DT, et al. (2010) Contributions of spatial working memory to visuomotor learning. Journal of Cognitive Neuroscience. 22: 1917-30
Wise SP, Willingham DT. (2010) Motor skill learning Encyclopedia of Neuroscience. 1057-1066
Wächter T, Lungu OV, Liu T, et al. (2009) Differential effect of reward and punishment on procedural learning. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 29: 436-43
Willingham DT. (2009) Three problems in the marriage of neuroscience and education. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 45: 544-5
Perez MA, Tanaka S, Wise SP, et al. (2008) Time-specific contribution of the supplementary motor area to intermanual transfer of procedural knowledge. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 28: 9664-9
Witt JK, Ashe J, Willingham DT. (2008) An egocentric frame of reference in implicit motor sequence learning. Psychological Research. 72: 542-52
Perez MA, Tanaka S, Wise SP, et al. (2007) Neural substrates of intermanual transfer of a newly acquired motor skill. Current Biology : Cb. 17: 1896-902
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