Daniel Willingham
Daniel Willingham
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Cited by
Cited by
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
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
21st century
AJ Rotherham, D Willingham
Educational leadership 67 (1), 16-21, 2009
On the development of procedural knowledge.
DB Willingham, MJ Nissen, P Bullemer
Journal of experimental psychology: learning, memory, and cognition 15 (6), 1047, 1989
Critical thinking: Why it is so hard to teach?
DT Willingham
American federation of teachers summer 2007, p. 8-19, 2007
A neuropsychological theory of motor skill learning.
DB Willingham
Psychological review 105 (3), 558, 1998
Ask the cognitive scientist do visual, auditory, and kinesthetic learners need visual, auditory, and kinesthetic instruction?
DT Willingham
American Educator 29 (2), 31, 2005
Critical thinking: Why is it so hard to teach?
DT Willingham
Arts Education Policy Review 109 (4), 21-32, 2008
The myth of learning styles
C Riener, D Willingham
Change: The magazine of higher learning 42 (5), 32-35, 2010
The scientific status of learning styles theories
DT Willingham, EM Hughes, DG Dobolyi
Teaching of Psychology 42 (3), 266-271, 2015
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
The relation between implicit and explicit learning: Evidence for parallel development
DB Willingham, K Goedert-Eschmann
Psychological Science 10 (6), 531-534, 1999
Implicit motor sequence learning is represented in response locations
DB Willingham, LA Wells, JM Farrell, ME Stemwedel
Memory & cognition 28, 366-375, 2000
Explicit and implicit remembering: When is learning preserved in amnesia?
MJ Nissen, D Willingham, M Hartman
Neuropsychologia 27 (3), 341-352, 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
Math anxiety: Can teachers help students reduce it? ask the cognitive scientist.
SL Beilock, DT Willingham
American educator 38 (2), 28, 2014
Implicit motor sequence learning is not purely perceptual
DB Willingham
Memory & cognition 27, 561-572, 1999
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
Intact mirror-tracing and impaired rotary-pursuit skill learning in patients with Huntington's disease: evidence for dissociable memory systems in skill learning.
JDE Gabrieli, GT Stebbins, J Singh, DB Willingham, CG Goetz
Neuropsychology 11 (2), 272, 1997
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
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