Mary Helen Immordino-Yang
Mary Helen Immordino-Yang
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We feel, therefore we learn: The relevance of affective and social neuroscience to education
MH Immordino‐Yang, A Damasio
Mind, brain, and education 1 (1), 3-10, 2007
Neural correlates of admiration and compassion
MH Immordino-Yang, A McColl, H Damasio, A Damasio
Proceedings of the National Academy of Sciences 106 (19), 8021-8026, 2009
Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience (the Norton series on the social neuroscience of education)
MH Immordino-Yang
WW Norton & Company, 2015
Rest is not idleness: Implications of the brain’s default mode for human development and education
MH Immordino-Yang, JA Christodoulou, V Singh
Perspectives on Psychological Science 7 (4), 352-364, 2012
Why mind, brain, and education? Why now
KW Fischer, DB Daniel, MH Immordino-Yang, E Stern, A Battro, H Koizumi
Mind, brain, and education 1 (1), 2007
Nurturing nature: How brain development is inherently social and emotional, and what this means for education
MH Immordino-Yang, L Darling-Hammond, CR Krone
Educational Psychologist 54 (3), 185-204, 2019
Implications of affective and social neuroscience for educational theory
MH Immordino‐Yang
Educational philosophy and theory 43 (1), 98-103, 2011
The brainstem in emotion: a review
A Venkatraman, BL Edlow, MH Immordino-Yang
Frontiers in neuroanatomy 11, 15, 2017
The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning.
MH Immordino-Yang, L Darling-Hammond, C Krone
Aspen Institute, 2018
The role of emotion and skilled intuition in learning
MH Immordino-Yang, M Faeth
Mind, brain and education: Neuroscience implications for the classroom, 69-83, 2010
Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development
MH Immordino-Yang, R Gotlieb
American Educational Research Journal 54 (1_suppl), 344S-367S, 2017
The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning
MH Immordino‐Yang
Mind, Brain, and Education 2 (2), 67-73, 2008
A tale of two cases: Lessons for education from the study of two boys living with half their brains
MH Immordino‐Yang
Mind, Brain, and Education 1 (2), 66-83, 2007
Hippocampal contributions to the processing of social emotions
MH Immordino‐Yang, V Singh
Human brain mapping 34 (4), 945-955, 2013
We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1 (1), 3–10
MH Immordino-Yang, A Damasio
Admiration for virtue: Neuroscientific perspectives on a motivating emotion
MH Immordino-Yang, L Sylvan
Contemporary Educational Psychology 35 (2), 110-115, 2010
Decoding the neural representation of story meanings across languages
M Dehghani, R Boghrati, K Man, J Hoover, SI Gimbel, A Vaswani, ...
Human brain mapping 38 (12), 6096-6106, 2017
Processing narratives concerning protected values: A cross-cultural investigation of neural correlates
JT Kaplan, SI Gimbel, M Dehghani, MH Immordino-Yang, K Sagae, ...
Cerebral Cortex 27 (2), 1428-1438, 2017
Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy
MH Immordino-Yang
Policy Insights from the Behavioral and Brain Sciences 3 (2), 211-219, 2016
Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture
MH Immordino-Yang, XF Yang, H Damasio
Frontiers in human neuroscience 8, 728, 2014
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