Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham Psychological Science in the Public interest 14 (1), 4-58, 2013 | 4810 | 2013 |
Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom DT Willingham John Wiley & Sons, 2021 | 1867 | 2021 |
21st century AJ Rotherham, D Willingham Educational leadership 67 (1), 16-21, 2009 | 1650* | 2009 |
Critical thinking: Why it is so hard to teach? DT Willingham American federation of teachers summer 2007, p. 8-19, 2007 | 1306 | 2007 |
On the development of procedural knowledge. DB Willingham, MJ Nissen, P Bullemer Journal of experimental psychology: learning, memory, and cognition 15 (6), 1047, 1989 | 1300 | 1989 |
A neuropsychological theory of motor skill learning. DB Willingham Psychological review 105 (3), 558, 1998 | 1157 | 1998 |
Critical thinking: Why is it so hard to teach? DT Willingham Arts Education Policy Review 109 (4), 21-32, 2008 | 839 | 2008 |
Do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction DT Willingham American Educator 29 (2), 31-35, 2005 | 825* | 2005 |
The scientific status of learning styles theories DT Willingham, EM Hughes, DG Dobolyi Teaching of Psychology 42 (3), 266-271, 2015 | 749 | 2015 |
The myth of learning styles C Riener, D Willingham Change: The magazine of higher learning 42 (5), 32-35, 2010 | 738 | 2010 |
Direct comparison of neural systems mediating conscious and unconscious skill learning DB Willingham, J Salidis, JDE Gabrieli Journal of neurophysiology 88 (3), 1451-1460, 2002 | 429 | 2002 |
The relation between implicit and explicit learning: Evidence for parallel development DB Willingham, K Goedert-Eschmann Psychological Science 10 (6), 531-534, 1999 | 385 | 1999 |
Implicit motor sequence learning is represented in response locations DB Willingham, LA Wells, JM Farrell, ME Stemwedel Memory & cognition 28, 366-375, 2000 | 373 | 2000 |
Explicit and implicit remembering: When is learning preserved in amnesia? MJ Nissen, D Willingham, M Hartman Neuropsychologia 27 (3), 341-352, 1989 | 368 | 1989 |
Contributions of spatial working memory to visuomotor learning JA Anguera, PA Reuter-Lorenz, DT Willingham, RD Seidler Journal of cognitive neuroscience 22 (9), 1917-1930, 2010 | 360 | 2010 |
Math anxiety: Can teachers help students reduce it? ask the cognitive scientist. SL Beilock, DT Willingham American educator 38 (2), 28, 2014 | 344 | 2014 |
Implicit motor sequence learning is not purely perceptual DB Willingham Memory & cognition 27, 561-572, 1999 | 294 | 1999 |
The reading mind: A cognitive approach to understanding how the mind reads DT Willingham John Wiley & Sons, 2017 | 280 | 2017 |
Differential effect of reward and punishment on procedural learning T Wächter, OV Lungu, T Liu, DT Willingham, J Ashe Journal of Neuroscience 29 (2), 436-443, 2009 | 272 | 2009 |
Cerebellum activation associated with performance change but not motor learning RD Seidler, A Purushotham, SG Kim, K Ugurbil, D Willingham, J Ashe Science 296 (5575), 2043-2046, 2002 | 262 | 2002 |