Case Reports
Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain and Education, 1(2), 66-83. https://doi.org/10.1111/j.1751-228X.2007.00008.x
Commentaries: Ablin, J. L. (2008). Learning as problem design versus problem solving: Making the connection between cognitive neuroscience research and educational practice. Mind, Brain, and Education, 2(2), 52-54. https://doi.org/10.1111/j.1751-228X.2008.00030.x
Christoff, K. (2008). Applying neuroscientific findings to education: The good, the tough and the hopeful. Mind, Brain, and Education, 2(2), 55-58. https://doi.org/10.1111/j.1751-228X.2008.00031.x
Snow, C. (2008). Varied developmental trajectories: Lessons for educators. Mind, Brain, and Education, 2(2), 59-61. https://doi.org/10.1111/j.1751-228X.2008.00032.x
vanGeert, P., & Steenbeek, H. (2008). Brains and the dynamics of “wants“ and “cans” in learning. Mind, Brain, and Education, 2(2), 62-66. https://doi.org/10.1111/j.1751-228X.2008.00033.x
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