Daniel T. Willingham | Academic Influence

Daniel T. Willingham's AcademicInfluence.com Rankings

Daniel T. Willingham

Psychology

#989

World Rank

#1232

Historical Rank

#606

USA Rank

Cognitive Psychology

#89

World Rank

#92

Historical Rank

#40

USA Rank

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Psychology

Daniel T. Willingham's Degrees

Bachelors Psychology Duke University

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Why Is Daniel T. Willingham Influential?

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According to Wikipedia, Daniel T. Willingham is a psychologist at the University of Virginia, where he is a professor in the Department of Psychology. Willingham's research focuses on the application of findings from cognitive psychology and neuroscience to K–12 education.

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Daniel T. Willingham's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Improving Students’ Learning With Effective Learning Techniques (2013) (1656)
On the development of procedural knowledge. (1989) (888)
A neuropsychological theory of motor skill learning. (1998) (786)
Critical Thinking: Why Is It So Hard to Teach? (2008) (725)
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology (2012) (715)
Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom (2009) (329)
Direct comparison of neural systems mediating conscious and unconscious skill learning. (2002) (307)
21st Century Skills: The Challenges Ahead (2009) (292)
Explicit and implicit remembering: When is learning preserved in amnesia? (1989) (272)
The Scientific Status of Learning Styles Theories (2015) (255)
Implicit motor sequence learning is represented in response locations (2000) (254)
The Myth of Learning Styles (2010) (253)
The Relation Between Implicit and Explicit Learning: Evidence for Parallel Development (1999) (245)
Contributions of Spatial Working Memory to Visuomotor Learning (2010) (234)
Implicit motor sequence learning is not purely perceptual (1999) (223)
Cerebellum Activation Associated with Performance Change but Not Motor Learning (2002) (209)
Why Don't Students Like School? (2012) (196)
Intact mirror-tracing and impaired rotary-pursuit skill learning in patients with Huntington's disease: evidence for dissociable memory systems in skill learning. (1997) (194)
Differential Effect of Reward and Punishment on Procedural Learning (2009) (175)
Evidence for dissociable motor skills in Huntington’s disease patients (1993) (174)
Deficit in learning of a motor skill requiring strategy, but not of perceptuomotor recalibration, with aging. (1998) (171)
Neural Substrates of Response-based Sequence Learning using fMRI (2004) (157)
Dissociation in a serial response time task using a recognition measure: comment on Perruchet and Amorim (1992) (1993) (150)
Neurophysiological Mechanisms Involved in Transfer of Procedural Knowledge (2007) (147)
Failure to Engage Spatial Working Memory Contributes to Age-related Declines in Visuomotor Learning (2011) (145)
Neural Substrates of Intermanual Transfer of a Newly Acquired Motor Skill (2007) (134)
Patterns of interference in sequence learning and prism adaptation inconsistent with the consolidation hypothesis. (2002) (130)
Neural correlates of encoding and expression in implicit sequence learning (2005) (122)
Math Anxiety: Can Teachers Help Students Reduce It? Ask the Cognitive Scientist. (2014) (104)
Three problems in the marriage of neuroscience and education (2009) (87)
Memory and awareness in a patient with multiple personality disorder (1988) (87)
Response-to-stimulus interval does not affect implicit motor sequence learning, but does affect performance (1997) (79)
Systems of Memory in the Human Brain (1997) (72)
Motor Skills Have Diverse Neural Bases: Spared and Impaired Skill Acquisition in Huntington's Disease (1996) (71)
Cognition: The Thinking Animal (2000) (68)
How Educational Theories Can Use Neuroscientific Data (2007) (63)
The Neural Basis of Motor-Skill Learning (1999) (59)
What neuroimaging and brain localization can do, cannot do and should not do for social psychology. (2003) (59)
Time of day accounts for overnight improvement in sequence learning. (2007) (57)
Electronic textbooks: why the rush? (2012) (56)
Motor Learning of Compatible and Incompatible Visuomotor Maps (2001) (53)
Patients with Alzheimer's disease who cannot perform some motor skills show normal learning of other motor skills. (1997) (50)
Reframing the Mind. (2004) (49)
Time-Specific Contribution of the Supplementary Motor Area to Intermanual Transfer of Procedural Knowledge (2008) (46)
How We Learn. Ask the Cognitive Scientist: Allocating Student Study Time. "Massed versus "Distributed" Practice. (2002) (44)
CRITICAL THINKING: WHY IS IT HARD TO TEACH? (2007) (43)
Ask the Cognitive Scientist: Why Does Family Wealth Affect Learning?. (2012) (42)
Towards a general law of numerical/object identity. Commentary. Author's reply (2001) (41)
Effective Feedback on Written Assignments (1990) (40)
Why Does Family Wealth Affect Learning (2012) (40)
What differentiates declarative and procedural memories: reply to Cohen, Poldrack, and Eichenbaum (1997) (1998) (37)
Evidence for separate representations for action and location in implicit motor sequencing (2006) (32)
The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads (2017) (32)
The Death of Implicit Memory (1995) (31)
Have Technology and Multitasking Rewired How Students Learn (2010) (31)
Becoming aware of motor skill (2001) (26)
Long-term retention of a motor skill: Implicit sequence knowledge is not retained after a one-year delay (1997) (25)
Probability detection mechanisms and motor learning (2004) (24)
The role of taxonomies in the study of human memory (2001) (24)
Ask the Cognitive Scientist: Does Tailoring Instruction to "Learning Styles" Help Students Learn?. (2018) (24)
What Will Improve a Student’s Memory? (2013) (22)
Is It True That Some People Just Can't Do Math? (2010) (21)
An egocentric frame of reference in implicit motor sequence learning (2008) (21)
What Works, What Doesn't (2013) (20)
Comparison of Huntington's and Parkinson's disease patients' use of advance information. (1995) (19)
How We Learn: Ask the Cognitive Scientist. Students Remember...What They Think About. (2003) (19)
When and How Neuroscience Applies to Education (2008) (18)
When Can You Trust the Experts?: How to Tell Good Science from Bad in Education (2012) (18)
The representation of explicit motor sequence knowledge (2007) (18)
Raising Kids Who Read: What Parents and Teachers Can Do (2015) (17)
Effect of Sex and Joystick Experience on Pursuit Tracking in Adults (2000) (17)
Frames of reference during implicit and explicit learning (2007) (17)
Ask the Cognitive Scientist. Inflexible Knowledge: The First Step to Expertise. (2002) (16)
A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers (2017) (16)
Ask the Cognitive Scientist: "Grit" Is Trendy, but Can It Be Taught?. (2016) (15)
Teaching to What Students Have in Common. (2012) (13)
Strategic Modulation of Cognitive Control (2007) (12)
HOW WE LEARN ASK THE COGNITIVE SCIENTIST (2006) (11)
Can Teachers Increase Students' Self-Control? (2011) (10)
Trust me, i'm a scientist. (2011) (10)
Developmentally Appropriate Practice (2021) (10)
Strategies That Make Learning Last. (2014) (9)
For the Love of Reading: Engaging Students in a Lifelong Pursuit. (2015) (9)
Evaluating Amnesia in Multiple Personality Disorder (1994) (8)
Non-declarative sequence learning does not show savings in relearning. (2007) (8)
Macintosh analogue of the rotary pursuit task (1995) (7)
Unlocking the Science of How Kids Think: A New Proposal for Reforming Teacher Education (2018) (7)
Brain science in the classroom. (2012) (7)
Current Directions in Cognitive Science (2004) (6)
Do Students Remember What They Learn in School? Ask the Cognitive Scientist. (2015) (5)
On the creation of classification systems of memory (1994) (5)
Are Sleepy Students Learning (2013) (3)
Motor Skill Learning (2009) (2)
Ask the Cognitive Scientist: Can Teachers Increase Students' Self-Control?. (2011) (2)
Why Students Think They Understand (2010) (2)
Measured Approach or Magical Elixir? How to Tell Good Science from Bad. (2012) (2)
Unlocking the Science of How Kids Think. (2018) (2)
The Digital Expansion of the Mind Gone Wrong in Education (2019) (2)
Making Students More Curious. (2014) (2)
Learning, Prediction, and the Neural Control of Behavior (2007) (2)
Measured Approach or Magical Elixir (2012) (1)
Moving Educational Psychology Into the Home: The Case of Reading (2015) (1)
Giving Students Their School Day. (2016) (1)
Cognition (2019) (1)
Unconscious abstraction in motor learning (2002) (0)
Systems of Memory in the Human Brain Minireview (2002) (0)
What's the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians? (2012) (0)
How to teach critical thinking (2019) (0)
How Should I Adjust My Teaching for Different Types of Learners (2012) (0)
Why is It so Hard for Students to Understand Abstract Ideas (2012) (0)
For the Love (2015) (0)
Sequential Context of Movement Neuronal Activity in Motor Cortical Areas Reflects the (2015) (0)
A MIND AT A TIME, BY MEL LEVINE 2002, SIMON & SCHUSTER, 352 PAGES, $26.00 (2005) (0)
How Can I Help Slow Learners (2012) (0)
Mind over Matter: A Popular Pediatrician Stretches a Synapse or Two. (2005) (0)
Long-Term Memory Structure (2019) (0)
of Procedural Knowledge Time-Specific Contribution of the Supplementary Motor Area to Intermanual Transfer (2008) (0)
Why We Can’t Replace Our Brains with the Internet (2018) (0)
The effect of a D2-specific dopamine agonist (Pramipexole) on response time in early Parkinson’s disease patients (1997) (0)
Environmental Science:Choose surroundings that support your goals (2023) (0)
Education's Research Problem. (2020) (0)
Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom / Daniel T. Willingham (2009) (0)
Sensory and Working Memory (2019) (0)
Is Drilling Worth It (2012) (0)
Ask the Cognitive Scientist: Should Teachers Know the Basic Science of How Children Learn?. (2019) (0)
Creativity in General education: A Look into TED-Talks Most Viewed YouTube Post with Sir Ken Robinson and Opponents in the Education Field (2018) (0)
The Generalist ’ s Corner The Scientific Status of Learning Styles Theories (2017) (0)
Why Do Students Remember Everything That's on Television and Forget Everything I Say? (2012) (0)
What About My Mind (2012) (0)
How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts (2012) (0)

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