Advancing Theory and Methods
Recent advances in brain and psychological science show the fundamental influences of social-emotional and cultural experiences on how the brain develops and how kids and adults think, feel and learn. This project focuses on building a transdisciplinary framework for theoretical and methodological innovation in developmental psychology, education and social-affective neuroscience.
Collaborators/Co-Authors
Antonio Battro, Joan Y. Chiao, Joanna A. Christodoulou, Antonio Damasio, David B. Daniel, Lisa Darling-Hammond, Morteza Dehghani, Erik Jahner, Kurt W. Fischer, Alan P. Fiske, Kenneth Forbus, Sarah I. Gimbel, Jeremy Ginges, Andrew S. Gordon, Rebecca Gotlieb, Jesse Graham, Elizabeth Hyde, Jonas T. Kaplan, Scott Barry Kaufman, Jackie S. Kim, Hideaki Koizumi, Christina Krone, Rajiv Maheswaran, Stacy Marsella, Mike Metke, Rodrigo Miranda Riveros, Kenji Sagae, Vanessa Singh, Elsbeth Stern, Lesley Sylvan, Milind Tambe, Christine Tipper, Xiao-Fei Yang
Figure from: Immordino-Yang, M.H. (2016) Emotions, learning and the brain. Fact sheet prepared for the AERA Knowledge Forum centennial initiative Briefing Book.
Selected Publications: Articles
Riveros, R., Immordino-Yang, M.H. (2021) Toward a Neuropsychology of Spiritual Development in Adolescence. Adolescent Research Review. https://doi.org/10.1007/s40894-021-00158-1
Jahner, E. (2021) Can You Develop New Interests? an Improved Instrument for Measuring Implicit Theories of Interest Development. Frontiers in Education, 6, 1-12. https://doi.org/10.3389/feduc.2021.646970
Immordino-Yang, M.H., Darling-Hammond, L. & Krone, C. (2019) Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185-204. https://doi.org/10.1080/00461520.2019.1633924
Immordino-Yang, M.H. & Yang, X.-F. (2017, invited submission) Cultural differences in the neural correlates of social-emotional feelings: An interdisciplinary, developmental perspective. Current Opinion in Psychology, Special Issue on Emotion edited by L. Feldman Barrett and B. Mesquita, 17, 34-40. https://doi.org/10.1016/j.copsyc.2017.06.008
Immordino-Yang, M.H. & Gotlieb, R. (2017) Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue, 54(1S), 344S-367S. https://doi.org/10.3102/0002831216669780
Commentary: Cohen Kadosh, R., & Sella, F. (2017). Connecting Social and Cognitive Embodiment: A New Way to Tailor Educational Programs? American Educational Research Journal, 54(1_suppl), 368S-372S.
Immordino-Yang, M.H. (2016, invited submission) Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences. 3(2), 211-219. https://doi.org/10.1177/2372732216656869
Gotlieb, R., Hyde, E., Immordino-Yang, M.H. & Kaufman, S.B. (2016, invited submission) Cultivating the Social-Emotional Imagination in Gifted Education: Insights from Educational Neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31. https://doi.org/10.1111/nyas.13165
Dehghani, M., Immordino-Yang, M. H., Graham, J., Marsella, S., Forbus, K., Ginges J., Tambe, M. & Maheswaran, R. (2014). Computational Models of Moral Perception, Conflict & Elevation. Proceedings of the International Association for Computing and Philosophy.
Sagae, K., Gordon, A. S., Dehghani, M., Metke, M., Kim, J.S., Gimbel, S.I., Tipper, C., Kaplan, J. & Immordino-Yang, M.H. (2013) A data-driven approach for classification of subjectivity in personal narratives. Proceedings of the 2013 Workshop on Computational Models of Narrative, 32, 198-213, OASIcs, Scholss Dagstuhl. http://drops.dagstuhl.de/opus/volltexte/2013/4145/
Immordino-Yang, M.H. (2013, invited submission). Studying the Effects of Culture by Integrating Neuroscientific with Ethnographic Approaches. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24(1), 42-46. https://doi.org/10.1080/1047840X.2013.770278
Chiao, J. & Immordino-Yang, M.H. (2013, invited submission). Modularity and the cultural mind: Contributions of cultural neuroscience to cognitive theory. Perspectives on Psychological Science, 8(1), 56-61. https://doi.org/10.1177/1745691612469032
Immordino-Yang, M.H., Christodoulou, J., Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352-364. https://doi.org/10.1177/1745691612447308
Immordino-Yang, M.H. (2011, invited submission). Musings on the neurobiological and evolutionary origins of creativity via a developmental analysis of one child’s poetry. LEARNING Landscapes, 5(1), 133-139. https://doi.org/10.36510/learnland.v5i1.536
Adapted and reprinted as a feature article in: International Primary Curriculum Magazine, Issue 9, pp. 22-23, Spring 2013.
Translated into Spanish and reprinted as a feature article in: Para el Aula, Issue 6, pp.4-7, June 2013. Titled: Reflexiones acerca de los orígenes neurobiológicos.
Immordino-Yang, M.H. (2011, invited submission). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43(1), 98-103. https://doi.org/10.1111/j.1469-5812.2010.00713.x
Reprinted in: K. Patten and S. Campbell, Eds. (2011), Educational neuroscience: Initiatives and emerging issues. Wiley-Blackwell: Hoboken, 97-102.
Immordino-Yang, M.H. (2011, invited submission). Me, my “self” and you: Neuropsychological relations between social emotion, self awareness, and morality. Emotion Review, 3(3), 313-315. https://doi.org/10.1177/1754073911402391
Immordino-Yang, M.H., Chiao, J.Y., Fiske, A.P. (2010). Neural re-use in the social and emotional brain. Behavioral and Brain Sciences, 33(4), 275-276. https://doi.org/10.1017/S0140525X10001020
Immordino-Yang, M. H. (2010, invited submission). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review, 2(3), 217-220. https://doi.org/10.1177/1754073910361985
Immordino-Yang, M.H. & Sylvan, L. (2010, invited submission). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary Educational Psychology, 35(2), 110-115. https://doi.org/10.1016/j.cedpsych.2010.03.003
Immordino-Yang, M.H. (2008, invited submission). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73. https://doi.org/10.1111/j.1751-228X.2008.00034.x
Immordino-Yang, M.H., & Damasio, A.R. (2007, invited submission). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
NOTE: This paper was downloaded from Wiley-Blackwell 4627 times in 2013—more than any other article.
Translated into Spanish and Portuguese and reprinted in: Iniciación a la Neurociencia Educacional: La ciencia de la mente, el cerebro y la educación [Educational Neuroscience: The Science of Mind, Brain and Education] (2013, in press). Lima, Peru: Cerebrum Ediciones. To be distributed in South and Central America.
Portions reprinted in: Brzycki, H. (2013). The self in schooling: Theory and Practice: How to Create Happy, Healthy, Flourishing Children in the 21st Century. USA: BG Publishing.
Reprinted in Learning Landscapes (2011), 5(1), 115-131.
Reprinted in Jossey-Bass reader on the brain and learning (2008, pp.183-198). San Francisco, CA: Jossey-Bass.
Reprinted in Parkay, F.W., Hass, G. J., & Anctil, E. J., Eds. (2009). Curriculum leadership: Readings for developing quality educational programs, 9th Edition, Boston, MA: Allyn and Bacon.
Figure from: Immordino-Yang, M.H., & Damasio, A.R. (2007, invited submission). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Fischer, K. W., Daniel, D. B., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H. (2007). Why mind, brain, and education? Why now? Mind, Brain and Education, 1(1), 1-2. https://doi.org/10.1111/j.1751-228X.2007.00006.x
Selected Publications: Chapters
Immordino-Yang, M.H & Gotlieb, R. (2020, in press) Understanding Emotional Thought Can Transform Educators’ Understanding of How Students Learn. In Thomas, Mareschal & Dumontheil (Eds.), Educational Neuroscience: Development across the Lifespan, London, U.K.: Psychology Press (Taylor and Francis).
Immordino-Yang, M.H. (2015) Embodied brains, social minds: Toward a cultural neuroscience of social emotion. In Chiao, J., Li, S.-C., Seligman, R., Turner, R. (Eds.), Oxford Handbook of Cultural Neuroscience. Chapter 8, Part II: Cultural neuroscience of Emotion. (pp. 129-142) Oxford: U.K.: Oxford University Press.
Immordino-Yang, M.H. & Christodoulou, J.C. (2014) Neuroscientific contributions to understanding and measuring emotions in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (eds.), International handbook of emotions in education. (pp. 607-624) New York, NY: Taylor and Francis/Routledge.
Immordino-Yang, M. H. & Singh, V. (2011). Designing learning technologies: Perspectives from social and affective neuroscience. In R. Calvo and S. DiMello (Eds.), Affective Prospecting: New perspectives on Affect and Learning Technologies. (pp. 233-242) Sydney: Springer.
Case Reports
Immordino-Yang, M.H. (2008, invited submission). The stories of Nico and Brooke revisited: Toward a cross-disciplinary dialogue about teaching and learning. Mind, Brain, and Education, 2(2), 49-51. https://doi.org/10.1111/j.1751-228X.2008.00029.x
Riveros, R., Bakchine, S., Pillon, B., Poupon, F., Miranda, M., & Slachevsky, A. (2019) Fronto-Subcortical Circuits for Cognition and Motivation: Dissociated Recovery in a Case of Loss of Psychic Self-Activation. Frontiers in Pyschology, 9 (JAN), art. no. 2781. https://doi.org/10.3389/fpsyg.2018.02781
For additional publications, visit the full list.
Resources
PODCAST
In this APA Division 15 podcast, Mary Helen Immordino-Yang discusses her 2019 Educational Psychologist article, “Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education.”
For additional resources, visit the full list.
Selected Funders
Army Research Laboratory-West
Spencer Foundation
National Science Foundation