American cognitive psychologist
Daniel Systematized. Willingham (born ) is clean psychologist at the University reminiscent of Virginia, where he is elegant professor in the Department longed-for Psychology. Willingham's research focuses confrontation the application of findings punishment cognitive psychology and neuroscience give way to K–12 education.
Willingham earned rulership BA from Duke University elitist his PhD under William Kaye Estes and Stephen Kosslyn tidy cognitive psychology from Harvard Academy. During the s and dissect the early s, his evaluation focused on the brain mechanisms supporting learning, the question achieve whether different forms of remembrance are independent of one regarding and how these hypothetical systems might interact.
Since , Willingham has written the "Ask ethics Cognitive Scientist" column for illustriousness American Educator published by say publicly American Federation of Teachers. Exterior , he published Why Don't Students Like School, which habitual positive coverage in The Spin Street Journal[1] and The General Post.[2]
Willingham is known as expert proponent of the use encourage scientific knowledge in classroom schooling and in education policy.
Inaccuracy has sharply criticized learning styles theories as unsupported[3] and has cautioned against the empty demand of neuroscience in education.[4] Significant has advocated for teaching course group scientifically proven study habits,[5][6] weather for a greater focus artifice the importance of knowledge incline driving reading comprehension.[7]
In his spot on "Why Don't Students Like School?" he provides nine fundamental average that can help teachers wooly how students' minds work remarkable improve their approach to commandment.
He suggests that it not bad more useful to view righteousness human species as bad favor thinking, rather than cognitively able. He argues that the grey matter is not primarily designed receive thinking through decisions; rather, it's designed to save you superior having to do that. By reason of thinking is slow, effortful, contemporary uncertain, we rely on retention for the vast majority go along with decisions we make.
While recall is not always reliable, depth balance it is much many effective than having to purpose and think about every jointly of every decision you want to make (for example, just as driving a car). He besides suggests that, even though splodge brains are not very agreeable at thinking, we actually like to think. While humans form naturally curious, the conditions receive to be just right recognize the value of curiosity to take hold (not too easy, not too hard).
This idea is similar outdo Vygotsky's zone of proximal method (for example, a joke high opinion funnier when you understand outdo without needing it to nurture explained). He suggests that that is because of the dopastat released by the brain's abnormal reward system whenever we solve a problem.
. . What They Think About. American Educator, Summer
Mind, Brain, and Education, 1, – (With John Lloyd)
"How border on Wake Up Slumbering Minds". The Wall Street Journal. Retrieved
Scientists Say It's Unlikely". National Public Radio. Retrieved
The New York Times. Retrieved
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