Daniel T. Willingham - Publications

University of Virginia, Charlottesville, VA 
Cognitive Neuroscience

32/51 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
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  1
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  1
2012 Willingham D, Daniel D. Teaching to what student have in common Educational Leadership. 69: 16-21.  1
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  1
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  1
2010 Wise SP, Willingham DT. Motor skill learning Encyclopedia of Neuroscience. 1057-1066. DOI: 10.1016/B978-008045046-9.00774-9  1
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  1
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  1
2009 Rotherham AJ, Willingham D. 21st century skills: The challenges ahead Educational Leadership. 67: 16-21.  1
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  1
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  1
2008 Willingham D. When and how neuroscience applies to education Phi Delta Kappan. 89: 421-423. DOI: 10.1177/003172170808900607  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
2004 Willingham DT. Reframing the mind Education Next. 4: 18-24.  1
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  1
2002 Willingham DB, Salidis J, Gabrieli JD. Direct comparison of neural systems mediating conscious and unconscious skill learning. Journal of Neurophysiology. 88: 1451-60. PMID 12205165 DOI: 10.1152/Jn.2002.88.3.1451  0.4
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  1
2002 Keisler AS, Willingham DT. Unconscious abstraction in motor learning Behavioral and Brain Sciences. 25: 342-343. DOI: 10.1017/S0140525X02350064  1
2001 Willingham DB, Goedert K. The role of taxonomies in the study of human memory Cognitive, Affective and Behavioral Neuroscience. 1: 250-265. PMID 12467125 DOI: 10.3758/CABN.1.3.250  1
2000 Willingham DB, Wells LA, Farrell JM, Stemwedel ME. Implicit motor sequence learning is represented in response locations. Memory & Cognition. 28: 366-75. PMID 10881554 DOI: 10.3758/BF03198552  1
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  1
Low-probability matches
1999 Willingham DB. Implicit motor sequence learning is not purely perceptual. Memory & Cognition. 27: 561-72. PMID 10355244 DOI: 10.3758/BF03211549  0.04
1999 Willingham DB. What differentiates declarative and procedural memories: reply to Cohen, Poldrack, and Eichenbaum (1997) Memory (Hove, England). 6: 689-99. PMID 10320870 DOI: 10.1080/741943376  0.04
1997 Willingham DB, Greenberg AR, Thomas RC. Response-to-stimulus interval does not affect implicit motor sequence learning, but does affect performance. Memory & Cognition. 25: 534-42. PMID 9259630 DOI: 10.3758/BF03201128  0.04
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  0.01
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  0.01
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  0.01
2015 Willingham DT, Hughes EM, Dobolyi DG. The Scientific Status of Learning Styles Theories Teaching of Psychology. 42: 266-271. DOI: 10.1177/0098628315589505  0.01
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  0.01
2014 Willingham DT. Strategies that make learning last Educational Leadership. 72: 10-15.  0.01
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  0.01
2012 Willingham DT. Brain science in the classroom. Scientific American. 307: 14. PMID 22928247 DOI: 10.1038/scientificamerican0912-14  0.01
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  0.01
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.  0.01
2011 Willingham DT. Trust me, i'm a scientist. Scientific American. 304: 12. PMID 21595392 DOI: 10.1038/scientificamerican0511-12  0.01
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  0.01
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  0.01
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  0.01
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  0.01
1998 Willingham DB. A neuropsychological theory of motor skill learning. Psychological Review. 105: 558-84. PMID 9697430 DOI: 10.1037/0033-295X.105.3.558  0.01
Hide low-probability matches.