Daniel T. Willingham
Affiliations: | University of Virginia, Charlottesville, VA |
Area:
Cognitive NeuroscienceWebsite:
http://dtwuva.googlepages.com/homeGoogle:
"Daniel Willingham"Mean distance: 13.42 (cluster 15) | S | N | B | C | P |
Parents
Sign in to add mentor| Stephen Kosslyn | grad student | Harvard | |
| William K. Estes | grad student | 1986-1990 | Harvard |
Children
Sign in to add trainee| 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 |
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Publications
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| Willingham DT, Hughes EM, Dobolyi DG. (2015) The Scientific Status of Learning Styles Theories Teaching of Psychology. 42: 266-271 |
| Willingham DT. (2014) Strategies that make learning last Educational Leadership. 72: 10-15 |
| 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 |
| Dunlosky J, Rawson KA, Marsh EJ, et al. (2013) What Works, What Doesn't Scientific American Mind. 24: 46-53 |
| Willingham DT. (2012) Brain science in the classroom. Scientific American. 307: 14 |
| 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 |
| Riener C, Willingham D. (2010) The Myth of Learning Styles Change: the Magazine of Higher Learning. 42: 32-35 |
| 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 |