Daniel T. Willingham

University of Virginia, Charlottesville, VA 
Cognitive Neuroscience
"Daniel Willingham"
Mean distance: 13.42 (cluster 15)


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


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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
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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
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