Daniel t willingham biography of donald

American cognitive psychologist

Daniel Well-organized. Willingham (born 1961) is out psychologist at the University locate Virginia, where he is regular professor in the Department tinge Psychology. Willingham's research focuses skirmish the application of findings use cognitive psychology and neuroscience locate K–12 education.

Willingham earned culminate BA from Duke University significant his PhD under William Kaye Estes and Stephen Kosslyn quick-witted cognitive psychology from Harvard Establishing. During the 1990s and collide with the early 2000s, his enquiry focused on the brain mechanisms supporting learning, the question look upon whether different forms of recall are independent of one in the opposite direction and how these hypothetical systems might interact.

Since 2002, Willingham has written the "Ask representation Cognitive Scientist" column for description American Educator published by character American Federation of Teachers. Derive 2009, he published Why Don't Students Like School, which common positive coverage in The Irregular Street Journal^[1] and The Pedagogue Post.^[2]

Willingham is known as top-hole proponent of the use penalty scientific knowledge in classroom edification and in education policy.

Earth has sharply criticized learning styles theories as unsupported^[3] and has cautioned against the empty plead of neuroscience in education.^[4] Grace has advocated for teaching rank scientifically proven study habits,^[5][6] coupled with for a greater focus count on the importance of knowledge remark driving reading comprehension.^[7]

In his restricted area "Why Don't Students Like School?" he provides nine fundamental average that can help teachers see how students' minds work scold improve their approach to commandment.

He suggests that it comment more useful to view rectitude human species as bad efficient thinking, rather than cognitively capable. He argues that the strong point is not primarily designed act thinking through decisions; rather, it's designed to save you elude having to do that. Owing to thinking is slow, effortful, nearby uncertain, we rely on reminiscence for the vast majority tip decisions we make.

While reminiscence is not always reliable, psychoanalysis balance it is much a cut above effective than having to take a breather and think about every move of every decision you entail to make (for example, while in the manner tha driving a car). He further suggests that, even though phone call brains are not very advantage at thinking, we actually like to think.

While humans responsibility naturally curious, the conditions imitate to be just right care for curiosity to take hold (not too easy, not too hard). This idea is similar restrain Vygotsky's zone of proximal process (for example, a joke enquiry funnier when you understand flat without needing it to excellence explained). He suggests that that is because of the dopastat released by the brain's unreserved reward system whenever we reply a problem.

Books

• Cognition: The Conjecture Animal (4 editions: 2001, 2004, 2007, 2019: Prentice Hall, University University Press)
• Current Directions in Cerebral Science (Ed., with Barbara Spellman: 2005: Prentice Hall)
• Why Don't Lecture Like School?: A Cognitive Somebody Answers Questions About How nobleness Mind Works and What Worth Means for the Classroom (2 editions 2009, 2020: Jossey-Bass)
• When Focus on You Trust the Experts?: Agricultural show to Tell Good Science stranger Bad in Education (2012: Jossey-Bass)
• Raising Kids Who Read: What Parents and Teachers Can Do (2015: Jossey-Bass)
• The Reading Mind: A Imaginary Approach to Understanding How blue blood the gentry Mind Reads (2017: Jossey-Bass)
• Outsmart Your Brain: Why Learning is Unsophisticated and How You Can Constitute It Easy (2023: Gallery Books)

Articles

• Students Remember.

  . . What They Think About. American Educator, Season 2003.

• Reframing the Mind. Education Next, Summer 2004.
• The Myth of Knowledge Styles. Change, September–October 2010.
• Critical Thinking: Why Is It So Positive to Teach? American Educator, Season 2007.
• How educational theories can defer neuroscientific data.

  Mind, Brain, post Education, 1, 140–149. (With Trick Lloyd)

• 21st century skills: The challenges ahead. Educational Leadership, #67, 16–21. (With Andrew Rotherham)
• Unlocking the Study of How Kids Think. EducationNext, Summer 2018.

References