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Daniel T. Willingham - Publications

Affiliations: 
University of Virginia, Charlottesville, VA 
Area:
Cognitive Neuroscience
Website:
http://dtwuva.googlepages.com/home
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27/44 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2015 Willingham DT, Hughes EM, Dobolyi DG. The Scientific Status of Learning Styles Theories Teaching of Psychology. 42: 266-271. DOI: 10.1177/0098628315589505  0.525
2014 Willingham DT. Strategies that make learning last Educational Leadership. 72: 10-15.  0.47
2013 Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. 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. PMID 26173288 DOI: 10.1177/1529100612453266  0.438
2013 Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. What Works, What Doesn't Scientific American Mind. 24: 46-53. DOI: 10.1038/Scientificamericanmind0913-46  0.4
2012 Willingham DT. Brain science in the classroom. Scientific American. 307: 14. PMID 22928247 DOI: 10.1038/scientificamerican0912-14  0.375
2011 Anguera JA, Reuter-Lorenz PA, Willingham DT, Seidler RD. Failure to engage spatial working memory contributes to age-related declines in visuomotor learning. Journal of Cognitive Neuroscience. 23: 11-25. PMID 20146609 DOI: 10.1162/Jocn.2010.21451  0.458
2010 Anguera JA, Reuter-Lorenz PA, Willingham DT, Seidler RD. Contributions of spatial working memory to visuomotor learning. Journal of Cognitive Neuroscience. 22: 1917-30. PMID 19803691 DOI: 10.1162/Jocn.2009.21351  0.434
2010 Riener C, Willingham D. The Myth of Learning Styles Change: the Magazine of Higher Learning. 42: 32-35. DOI: 10.1080/00091383.2010.503139  0.699
2010 Wise SP, Willingham DT. Motor skill learning Encyclopedia of Neuroscience. 1057-1066. DOI: 10.1016/B978-008045046-9.00774-9  0.47
2009 Wächter T, Lungu OV, Liu T, Willingham DT, Ashe J. Differential effect of reward and punishment on procedural learning. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 29: 436-43. PMID 19144843 DOI: 10.1523/JNEUROSCI.4132-08.2009  0.525
2008 Perez MA, Tanaka S, Wise SP, Willingham DT, Cohen LG. 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. PMID 18815252 DOI: 10.1523/JNEUROSCI.3416-08.2008  0.416
2008 Witt JK, Ashe J, Willingham DT. An egocentric frame of reference in implicit motor sequence learning. Psychological Research. 72: 542-52. PMID 18274774 DOI: 10.1007/s00426-007-0129-z  0.709
2008 Willingham D. When and how neuroscience applies to education Phi Delta Kappan. 89: 421-423. DOI: 10.1177/003172170808900607  0.308
2007 Perez MA, Tanaka S, Wise SP, Sadato N, Tanabe HC, Willingham DT, Cohen LG. Neural substrates of intermanual transfer of a newly acquired motor skill. Current Biology : Cb. 17: 1896-902. PMID 17964167 DOI: 10.1016/j.cub.2007.09.058  0.431
2007 Keisler A, Ashe J, Willingham DT. Time of day accounts for overnight improvement in sequence learning. Learning & Memory (Cold Spring Harbor, N.Y.). 14: 669-72. PMID 17911369 DOI: 10.1101/lm.751807  0.691
2007 Knee R, Thomason S, Ashe J, Willingham DT. The representation of explicit motor sequence knowledge. Memory & Cognition. 35: 326-33. PMID 17645173 DOI: 10.3758/Bf03193453  0.572
2007 Keisler A, Willingham DT. Non-declarative sequence learning does not show savings in relearning. Human Movement Science. 26: 247-56. PMID 17343944 DOI: 10.1016/j.humov.2007.01.003  0.669
2007 Perez MA, Wise SP, Willingham DT, Cohen LG. Neurophysiological mechanisms involved in transfer of procedural knowledge. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 27: 1045-53. PMID 17267558 DOI: 10.1523/JNEUROSCI.4128-06.2007  0.435
2007 Liu T, Lungu OV, Waechter T, Willingham DT, Ashe J. Frames of reference during implicit and explicit learning. Experimental Brain Research. 180: 273-80. PMID 17256163 DOI: 10.1007/s00221-007-0853-z  0.453
2007 Lungu OV, Liu T, Waechter T, Willingham DT, Ashe J. Learning, prediction, and the neural control of behavior Proc. of 2007 Joint Meet. of the 6th Int. Symp. On Noninvasive Functional Source Imaging of the Brain and Heart and the Int. Conf. On Functional Biomedical Imaging, Nfsi and Icfbi 2007. 192-193. DOI: 10.1109/NFSI-ICFBI.2007.4387724  0.325
2006 Witt JK, Willingham DT. Evidence for separate representations for action and location in implicit motor sequencing. Psychonomic Bulletin & Review. 13: 902-7. PMID 17328393 DOI: 10.3758/Bf03194017  0.656
2005 Seidler RD, Purushotham A, Kim SG, Ugurbil K, Willingham D, Ashe J. Neural correlates of encoding and expression in implicit sequence learning. Experimental Brain Research. 165: 114-24. PMID 15965762 DOI: 10.1007/S00221-005-2284-Z  0.503
2004 Lungu OV, Wächter T, Liu T, Willingham DT, Ashe J. Probability detection mechanisms and motor learning. Experimental Brain Research. 159: 135-50. PMID 15258712 DOI: 10.1007/s00221-004-1945-7  0.448
2004 Bischoff-Grethe A, Goedert KM, Willingham DT, Grafton ST. Neural substrates of response-based sequence learning using fMRI. Journal of Cognitive Neuroscience. 16: 127-38. PMID 15006042 DOI: 10.1162/089892904322755610  0.452
2002 Seidler RD, Purushotham A, Kim SG, Uğurbil K, Willingham D, Ashe J. Cerebellum activation associated with performance change but not motor learning. Science (New York, N.Y.). 296: 2043-6. PMID 12065841 DOI: 10.1126/Science.1068524  0.587
2002 Keisler AS, Willingham DT. Unconscious abstraction in motor learning Behavioral and Brain Sciences. 25: 342-343. DOI: 10.1017/S0140525X02350064  0.723
1989 Nissen MJ, Willingham D, Hartman M. Explicit and implicit remembering: when is learning preserved in amnesia? Neuropsychologia. 27: 341-52. PMID 2710324 DOI: 10.1016/0028-3932(89)90023-7  0.53
Low-probability matches (unlikely to be authored by this person)
2009 Willingham DT. 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. PMID 18644588 DOI: 10.1016/j.cortex.2008.05.009  0.249
2007 Lungu OV, Liu T, Waechter T, Willingham DT, Ashe J. Strategic modulation of cognitive control. Journal of Cognitive Neuroscience. 19: 1302-15. PMID 17651004 DOI: 10.1162/jocn.2007.19.8.1302  0.238
2008 Willingham DT. Critical Thinking: Why Is It So Hard to Teach? Arts Education Policy Review. 109: 21-32. DOI: 10.3200/AEPR.109.4.21-32  0.238
2017 Willingham DT. A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers Mind, Brain, and Education. 11: 166-175. DOI: 10.1111/MBE.12155  0.232
2007 Willingham DT, Lloyd JW. How Educational Theories Can Use Neuroscientific Data Mind, Brain, and Education. 1: 140-149. DOI: 10.1111/J.1751-228X.2007.00014.X  0.229
2015 Willingham DT. Moving educational psychology into the home: The case of reading Mind, Brain, and Education. 9: 107-111. DOI: 10.1111/mbe.12079  0.217
2005 Willingham DT. A MIND AT A TIME, BY MEL LEVINE 2002, SIMON & SCHUSTER, 352 PAGES, $26.00 Reading & Writing Quarterly. 21: 197-202. DOI: 10.1080/10573560590916003  0.209
2011 Willingham DT. Trust me, i'm a scientist. Scientific American. 304: 12. PMID 21595392 DOI: 10.1038/scientificamerican0511-12  0.209
2019 Willingham DT. The Digital Expansion of the Mind Gone Wrong in Education Journal of Applied Research in Memory and Cognition. 8: 20-24. DOI: 10.1016/J.JARMAC.2018.12.001  0.206
2003 Willingham DT, Dunn EW. What neuroimaging and brain localization can do, cannot do and should not do for social psychology. Journal of Personality and Social Psychology. 85: 662-71. PMID 14561120 DOI: 10.1037/0022-3514.85.4.662  0.192
2012 Daniel DB, Willingham DT. Electronic textbooks: why the rush? Science (New York, N.Y.). 335: 1570-1. PMID 22461586 DOI: 10.1126/science.335.6076.1569  0.189
2009 Rotherham AJ, Willingham D. 21st century skills: The challenges ahead Educational Leadership. 67: 16-21.  0.142
2012 Willingham D, Daniel D. Teaching to what student have in common Educational Leadership. 69: 16-21.  0.068
2012 Willingham DT. Brain science in the classroom teachers need a trusted source to tell fads and fallacies from proved methods Scientific American. 307: 7.  0.05
2012 Willingham DT. 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. DOI: 10.1002/9781118269527  0.041
2018 Wittrup A, Willingham DT. Why We Can’t Replace Our Brains with the Internet Frontiers For Young Minds. 6. DOI: 10.3389/frym.2018.00011  0.023
2004 Willingham DT. Reframing the mind Education Next. 4: 18-24.  0.023
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