|Hampshire College, Amherst, MA, United States|
Area:cognitive science, education
Professor Stillings holds a Ph.D. from Stanford University and a B.A. from Amherst College. He has taught at Hampshire since 1971. His interests include learning, the visual system, music cognition, the foundations of cognitive science, and cognition and culture.
In his current research, funded by the National Science Foundation, he is studying how students learn to think conceptually in college biology. The project is part of a long-standing research interest in the development K-12 of students' scientific reasoning and conceptions of the nature of science. He has also participated in national efforts to bring research on cognition and learning to education in chemistry and in the geosciences.
Mean distance: 106866 (cluster 29)
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|Stillings N. (2012) Complex systems in the geosciences and in geoscience learning Special Paper of the Geological Society of America. 486: 97-111|
|Jones LL, Jordan KD, Stillings NA. (2005) Molecular visualization in chemistry education: The role of multidisciplinary collaboration Chemistry Education Research and Practice. 6: 136-149|
|Woolf BP, Reid J, Stillings N, et al. (2002) A general platform for inquiry learning Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). 2363: 681-697|
|Rosenbaum DA, Gordon AM, Stillings NA, et al. (1987) Stimulus-response compatibility in the programming of speech. Memory & Cognition. 15: 217-24|
|Bonanno GA, Stillings NA. (1986) Preference, familiarity, and recognition after repeated brief exposures to random geometric shapes. The American Journal of Psychology. 99: 403-15|
|Stillings N. (1977) Labeling theory  Science. 196: 482-484|