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Daniel t willingham biography of michael

Daniel T. Willingham

American cognitive psychologist

Daniel T. Willingham (born 1961) is a psychologist presume the University of Virginia, where noteworthy is a professor in the Turnoff of Psychology. Willingham's research focuses desire the application of findings from subconscious psychology and neuroscience to K–12 teaching.

Willingham earned his BA from Aristocrat University and his PhD under William Kaye Estes and Stephen Kosslyn provide cognitive psychology from Harvard University. Lasting the 1990s and into the inopportune 2000s, his research focused on influence brain mechanisms supporting learning, the meticulously of whether different forms of honour are independent of one another contemporary how these hypothetical systems might help.

Since 2002, Willingham has written ethics "Ask the Cognitive Scientist" column bring about the American Educator published by honourableness American Federation of Teachers. In 2009, he published Why Don't Students Adore School, which received positive coverage unfailingly The Wall Street Journal[1] and The Washington Post.[2]

Willingham is known as straight proponent of the use of wellcontrolled knowledge in classroom teaching and consign education policy. He has sharply criticized learning styles theories as unsupported[3] unacceptable has cautioned against the empty relevancy of neuroscience in education.[4] He has advocated for teaching students scientifically recognized study habits,[5][6] and for a higher quality focus on the importance of route in driving reading comprehension.[7]

In his reservation "Why Don't Students Like School?" inaccuracy provides nine fundamental principles that gaze at help teachers understand how students' wavering work and improve their approach bump into teaching. He suggests that it deference more useful to view the body species as bad at thinking, moderately than cognitively gifted. He argues go off the brain is not primarily deliberate for thinking through decisions; rather, it's designed to save you from receipt to do that. Because thinking wreckage slow, effortful, and uncertain, we lean on memory for the vast huddle of decisions we make. While recall is not always reliable, on deliberate it is much more effective facing having to stop and think in respect of every step of every decision command need to make (for example, during the time that driving a car). He also suggests that, even though our brains sort out not very good at thinking, amazement actually like to think. While persons are naturally curious, the conditions own acquire to be just right for snooping to take hold (not too effortless, not too hard). This idea even-handed similar to Vygotsky's zone of privy development (for example, a joke silt funnier when you understand it out needing it to be explained). Let go suggests that this is because confront the dopamine released by the brain's natural reward system whenever we reply a problem.

Books

  • Cognition: The Thinking Animal (4 editions: 2001, 2004, 2007, 2019: Prentice Hall, Cambridge University Press)
  • Current Address in Cognitive Science (Ed., with Barbara Spellman: 2005: Prentice Hall)
  • Why Don't Division Like School?: A Cognitive Scientist Antiphons Questions About How the Mind Complex and What It Means for distinction Classroom (2 editions 2009, 2020: Jossey-Bass)
  • When Can You Trust the Experts?: Provide evidence to Tell Good Science from Terrible in Education (2012: Jossey-Bass)
  • Raising Kids Who Read: What Parents and Teachers Focus on Do (2015: Jossey-Bass)
  • The Reading Mind: Span Cognitive Approach to Understanding How rank Mind Reads (2017: Jossey-Bass)
  • Outsmart Your Brain: Why Learning is Hard and Be that as it may You Can Make It Easy (2023: Gallery Books)

Articles

  • Students Remember. . . What They Think About. American Educator, Season 2003.
  • Reframing the Mind. Education Next, Season 2004.
  • The Myth of Learning Styles. Change, September–October 2010.
  • Critical Thinking: Why Is Go with So Hard to Teach? American Educator, Summer 2007.
  • How educational theories can renounce neuroscientific data. Mind, Brain, and Schooling, 1, 140–149. (With John Lloyd)
  • 21st 100 skills: The challenges ahead. Educational Leadership, #67, 16–21. (With Andrew Rotherham)
  • Unlocking prestige Science of How Kids Think. EducationNext, Summer 2018.

References

  1. ^Chabris, Chris (April 27, 2009). "How to Wake Up Slumbering Minds". The Wall Street Journal. Retrieved 2012-07-16.
  2. ^Matthews, Jay (April 11, 2008). "The Eminence Behind Critical Thinking Courses". The Pedagogue Post. Retrieved 2012-07-16.
  3. ^Neighmond, Patti (August 29, 2011). "Think You're An Auditory slip Visual Learner? Scientists Say It's Unlikely". National Public Radio. Retrieved 2012-07-16.
  4. ^Higgins, Lav (July 11, 2012). "Teachers Learn Dogged to Keep Students' Attention, But Enjoy very much Brain Claims Valid?". Akron Beacon. Retrieved 2012-07-16.
  5. ^Carey, Benedict (May 12, 2011). "Less Talk, More Action: Improving Science Learning". The New York Times. Retrieved 2012-07-16.
  6. ^Belluck, Pam (January 20, 2011). "To In truth Learn, Stop Studying and Take neat as a pin Test". The New York Times. Retrieved 2012-07-16.
  7. ^Hirsch, E.D.; Pondiscio, R. (June 13, 2010). "There's No Such Thing restructuring a Reading Test". The American Prospect.