Background
Willingham, Daniel B. was born on May 15, 1961 in Atlanta. Son of Warren and Anna Willingham.
(Will be shipped from US. Used books may not include compa...)
Will be shipped from US. Used books may not include companion materials, may have some shelf wear, may contain highlighting/notes, may not include CDs or access codes. 100% money back guarantee.
http://www.amazon.com/gp/product/B008UYPYN6/?tag=2022091-20
(This unique book helps readers understand why cognitive p...)
This unique book helps readers understand why cognitive psychologists approach problems as they do. It explains the questions cognitive psychologists ask, gives clear answers, and provides interesting, lively and comprehensive coverage of controversies in the field. This book is a study of cognition: of how humans think. Topics covered include visual perception, attention, sensory and primary memory, memory encoding, memory retrieval, memory storage, motor control, visual imagery, decision making and deductive reasoning, problem solving, and language. For readers that are interested in understanding the mysteries of cognition, including psychiatrists, psychologists, psychoanalysts, and those in the field of cognitive neuroscience.
http://www.amazon.com/gp/product/0131736884/?tag=2022091-20
Willingham, Daniel B. was born on May 15, 1961 in Atlanta. Son of Warren and Anna Willingham.
Willingham earned his Bachelor of Arts from Duke University and his Doctor of Philosophy under William Kaye Estes and Stephen Kosslyn in Cognitive Psychology from Harvard University.
Willingham"s research focuses on the application of findings from cognitive psychology and neuroscience to K-12 education. During the 1990s and into the early 2000s his research focused on the brain mechanisms supporting learning, the question of whether different forms of memory are independent of one another and how these hypothetical system might interact
Since 2002 Willingham has written the "Ask the Cognitive Scientist" column for the American Educator published by the American Federation of Teachers. In 2009 he published Why Don"t Students Like School which received positive coverage in the Wall Street Journal and Washington Post.
Willingham is known as a proponent of the use of scientific knowledge in classroom teaching and in education policy.
He has sharply criticized learning styles theories as unsupported and has cautioned against the empty application of neuroscience in education He has advocated for teaching students scientifically proven study habits, and for a greater focus on the importance of knowledge in driving reading comprehension.
( This new and exciting American Psychological Reader in...)
(This unique book helps readers understand why cognitive p...)
(Custom Edition for the University of California Santa Bar...)
(Will be shipped from US. Used books may not include compa...)
(Will be shipped from US. Brand new copy.)
(Will be shipped from US. Brand new copy.)
(3rd)
Member American Psychological Association, American Psychological Society, Society Neuroscience.
1 child, Rebecca.