Publications

Neural Basis of Social Emotions Across Cultures

Venkatraman, A., Edlow, B. & Immordino-Yang, M.H. (2019) The brainstem in emotion: A review. Frontiers in Neuroanatomy, 11(15), 69-80. https://doi.org/10.3389/fnana.2017.00015

Figures reprinted in: Goel, V. (in press, 2020) Reason and Less. MIT Press.

Yang, X.-F., Pavarini, G., Schnall, S. & Immordino-Yang, M.H. (2018) Looking up to virtue: Averting gaze facilitates moral construals via posteromedial activations. Social Cognitive Affective Neuroscience, 13(11), 1131-1139. https://doi.org/10.1093/scan/nsy081

Dehghani, M., Boghrati, R., Man, K., Hoover, J., Gimbel, S., Vaswani, A., Immordino-Yang, M.H., Gordon, A., Damasio, A.R., Kaplan, J. (2017) Decoding the neural representation of story meanings across languages. Human Brain Mapping, 38(12), 6096-6106. https://doi.org/10.1002/hbm.23814

Translated into Spanish and reprinted in: Revista Khana, Issue 60, pp. 381-399, 2019. Titled: Decodificando la representación neural del significado de los relatos por entre los idiomas.

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

Venkatraman, A., Edlow, B. & Immordino-Yang, M.H. (2017) The brainstem in emotion: A review. Frontiers in Neuroanatomy, https://doi.org/10.3389/fnana.2017.00015

Yang, X.-F., Immordino-Yang, M.H. (2017). Culture and cardiac vagal tone independently influence emotional expressiveness. Culture and Brain, 5(1), 36-49. https://doi.org/10.1007/s40167-017-0048-9

Immordino-Yang, M.H., Yang, X. & Damasio, H. (2016) Cultural modes of expressing emotions influence how emotions are experienced. Emotion, 16(7), 1033-1039. https://doi.org/10.1037/emo0000201

Kaplan, J., Gimbel, S., Dehghani, M., Immordino-Yang, M.H., Segae, K., Damasio, H., Gordon, A., & Damasio, A. (2016). Processing narratives concerning protected values: A cross-cultural investigation of neural correlates. Cerebral Cortex, 27(2), 1428–1438. https://doi.org/10.1093/cercor/bhv325

Immordino-Yang, M.H., Yang, X. & Damasio, H. (2014) Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience. 8:728. https://doi.org/10.3389/fnhum.2014.00728

NOTE: From approximately 3 weeks after its release, this article has ranked in the top 5% of all published articles for attention received. In November, 2015 this article was named a “tier-climbing” selection and a focused review paper was invited. Front. Hum. Neuro. is now the number-one most cited psychology journal in the world.

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

Immordino-Yang, M.H. & Singh, V. (2013). Hippocampal contributions to the processing of social emotions. Human Brain Mapping, 34(4), 945-955. https://doi.org/10.1002/hbm.21485

Yang, X., Bossman, J., Schiffhauer, B., Jordan, M., Immordino-Yang, M.H. (2013). Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing. Frontiers in Psychology, 3:592. https://doi.org/10.3389/fpsyg.2012.00592

Saxbe, D., Yang, X., Borofsky, L., Immordino-Yang, M. H. (2013). The embodiment of emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity. Social Cognitive and Affective Neuroscience, 8(7), 806-812. https://doi.org/10.1093/scan/nss075

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., McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021-8026. https://doi.org/10.1073/pnas.0810363106

NOTE: This paper received the 2010 Cozzarelli Prize from the PNAS editorial board.

Commentary: Haidt, J. & Morris, J. (2009). Finding the self in self-transcendent emotions. Proceedings of the National Academy of Sciences, 106(19), 7687-7688.

Chapters

Immordino-Yang, M.H. (2016) Foreword. In M. Conyers & D. Wilson, Smarter teacher leadership: Neuroscience and the power of purposeful collaboration. New York: Teacher’s College Press.

Peer-Reviewed Monographs

Fischer, K.W., & Immordino-Yang, M.H. (2002). Cognitive development and education: From dynamic general structure to specific learning and teaching. In E. Lagemann (Ed.), Traditions of scholarship in education. Chicago: Spencer Foundation. (55 pages)

Conference Presentations

None available at this time.

Characterizing Effective Teaching

Peer-Reviewed Monographs

Technical Reports/Policy Briefs

Smart, A., Immordino-Yang, M.H. (2019) Educating for the social, the emotional and the sustainable: Diverse perspectives from over 60 contributors addressing global and national challenges. Interview in brief written for NISSEM. 14 pp.

Immordino-Yang, M.H., Darling-Hammond, L., Krone, C. (2018) The Brain Basis for Integrated Social, Emotional and Academic Development: How Emotions and Social Relationships Drive Learning. Policy Brief written for The Aspen Institute National Commission on Social, Emotional and Academic Development. 16 pp.

NOTE: French translation by Jérôme Alain Lapasset published in Approche Neuropsychologique des Apprentissages chez l’Enfant.

Alliance for Excellent Education (2018) Science of Adolescent Learning: How Body and Brain Development Affect Student Learning. R. Harper and the All4Ed Commission on Adolescence.

National Academies of Sciences, Engineering, and Medicine’s Committee on the Science and Practice of Learning. (2018) How People Learn II: Learners, Contexts and Cultures. Washington, DC: National Academies Press. https://doi.org/10.17226/24783

Non Peer-Reviewed Articles, Book Reviews, Popular Press Articles, and Letters to the Editor

Immordino-Yang, M.H. and Knecht, D. (2020, May) Building meaning builds teens’ brains: Connecting adolescents’ concrete work to big ideas may help shape their neural networks over time. Educational Leadership. https://www.ascd.org/el/articles/building-meaning-builds-teens-brains

NOTE: French translation by Jérôme Alain Lapasset.

Reprinted in npj Science of Learning Community, April, 2021. https://npjscilearncommunity.nature.com/posts/building-meaning-builds-teens-brains

Immordino-Yang, M.H., Polakow-Suransky, S. and Knecht, D. (2018, July) Why science says school is boring. Education Week Blog. http://blogs.edweek.org/edweek/learning_social_emotional/2018/07/why_science_says_school_is_boring.html

Farrington, C. and Immordino-Yang, M.H. (2017, July) What does the neuroscience say? Letter to the Editor, Education Week. http://www.edweek.org/ew/articles/2017/07/19/is-social-emotional-learning-a-hoax-readers-respond.html

Immordino-Yang, M.H. (2015, Oct. 10) Response to, To teach grit or not to teach grit: That is the question. Invited blog post published on Education Week Teacher. http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/10/response_to_teach_grit_or_not_to_teach_grit_-_that_is_the_question.html

Immordino-Yang, M.H. (2015, March 21) Rest is not idleness in the brain: Why kids may need downtime and opportunities for reflection to develop a strong sense of self and a moral compass. The People’s Science: Creating a conversation between scientists and the public. https://thepeoplesscience.forumbee.com/t/80hv4g

For a complete list of non peer-reviewed articles, book reviews, popular press articles, and letters to the editor, see Mary Helen Immordino-Yang’s CV.

Conference Presentations

Moliterni, C.,Yang, X.-F., Gonzalez, E., Kundrak, C., Ho, B., & Immordino-Yang, M. H.(July 10-12, 2024). Teachers’ heart rate response supports more developmentally-oriented feedback to students. [Poster presentation]International Mind, Brain and Education Society (IMBES) 2024, Leuven, Belgium. coming soon view .pdf

Yang, X.-F., Kundrak, C., Moliterni, C., & Immordino-Yang, M. H. (March 25-28, 2024). Secondary teachers’ neural and heart-rate dynamics while evaluating their own students’ versus other students’ academic work [Poster presentation]. Society for Social Neuroscience 2024, Tsukuba, Japan. view .pdf

Gonzalez, E., Kundrak, C., Immordino-Yang, M.H. (2023, August 23). Revealing teachers’ conceptualizations of student identity and development: A connection to practice. Poster presented to the 20^th Biennial EARLI Conference, Thessaloniki, Greece. view .pdf

Gonzalez, E., Kundrak, C., Immordino-Yang, M.H. (2023, June 1-3). Transdisciplinary biopsychosocial characterization of effective secondary teaching. Poster presented at the Jean Piaget Society Conference in Madrid, Spain. view .pdf

Pueschel, E., Yang, X.F., Morales, S., Immordino-Yang, M.H. (2023, April 22-25). Making meaning of mistakes: error monitoring as a mechanism of linking emotions and learning in math. SRCD 2023 Conference, Salt Lake City, UT. view .pdf

Gonzalez, E., Kundrak, C., Immordino-Yang, M.H. (2023, March 3). Transdisciplinary biopsychosocial characterization of effective secondary teaching. Poster presented to the USC Rossier Inaugural Rossier Research Conference, Los Angeles, CA. view .pdf

Kundrak, C., Immordino-Yang, M. H, Candaux, E., Knecht, D., & Garrett, J. (September 7 – 9, 2022). Teachers’ pedagogical orientations connect their professional vision to teaching practice. EARLI-SIG 2022 Conference, Belgrade, Serbia. view .pdf

Moliterni, C., Yang, X-F., Kundrak, C., & Immordino-Yang, M. H. (September 7-9, 2022). Heart-rate dynamics suggest teachers’ implicit social processing while evaluating students’ work. EARLI-SIG 2022 Conference, Belgrade, Serbia. view .pdf

Moliterni, C., Yang, X-F., Kundrak, C., & Immordino-Yang, M. H.(2022, July 9-13). Heart rate deceleration as a biomarker of implicit processing: A demonstration of measure sensitivity in a real-world teaching task. FENS 2022 Forum, Paris, France. view .pdf

Kundrak, C., Yang, X.-F., & Immordino-Yang, M.H. (2022, July 21-23). Secondary teachers’ neural activity when grading student work differs according to the social-cognitive complexity of their pedagogical orientation. Poster presented at the International Mind, Brain and Education Society Conference in Montreal, Canada. view .pdf

Candaux E., Kundrak, C., Immordino-Yang, M.H., Knecht, D., Garrett, J. (2022, July 21-23). The Social-Cognitive Complexity of Teachers’ Pedagogical Orientations Indirectly links their Interpretations of Classroom Happenings with their Teacher Practices. International Mind, Brain, and Education Society (IMBES), Montreal, Canada. view .pdf

Gonzalez, E., Kundrak, C., & Immordino-Yang, M.H. (2022, July 21-23). A toolkit is not enough: Quality of teachers’ practice is predicted by teachers’ conceptualizations of student development and agency. International Mind, Brain, and Education Society (IMBES), Montreal, Canada. view .pdf

Kundrak, C., Yang, X.-F., & Immordino-Yang, M. H. (2022, March 30-April 2). Secondary teachers’ pedagogical practices and teaching-specific heart rate variability dynamics additively contribute to students’ perceptions of classroom support. Society for Affective Science Annual Meeting (virtual) view .pdf A

Youth Psychosocial & Brain Development

Reports

Project supported by the Research: Art Works program at the National Endowment for the Arts. Sages and Seekers: Values-based life goals in intergenerational conversations increase low-SES adolescents’ life purpose and sense of community participation.

Peer-Reviewed Articles

Gotlieb, R.J.M., Yang, XF. & Immordino-Yang, M.H. Diverse adolescents’ transcendent thinking predicts young adult psychosocial outcomes via brain network development. Sci Rep 14, 6254 (2024). https://doi.org/10.1038/s41598-024-56800-0 view.pdf

Riveros, R., Yang, X.-F., Gonzalez Anaya, M. J., & Immordino-Yang, M. H. (2023). Sages and Seekers: The development of diverse adolescents’ transcendent thinking and purpose through an intergenerational storytelling program. The Journal of Positive Psychology. https://doi.org/10.1080/17439760.2023.2282774

Gotlieb, R., Immordino-Yang, M.H., Gonzalez, E., Rhinehart, L., Mahjouri, S., Pueschel, E., & Nadaya, G. (2022). Becoming Literate: Current Perspectives on the Coordinated Development of Reading Skill and Social-Emotional Functioning Among Diverse Youth. Journal of Literacy Research. 45pp, featured article. https://doi.org/10.1177/23813377221120107.

Gotlieb, R., Yang, X.-F. & Immordino-Yang, M. H.(2022). Default and Executive Networks’ Roles in Diverse Adolescents’ Emotionally Engaged Construals of Complex Social Issues. Social Cognitive and Affective Neuroscience, 17(4), 421-429. https://academic.oup.com/scan/article-abstract/17/4/421/6378602.

Gotlieb, R., Yang, X-F. & Immordino-Yang, M.H. (2022). Concrete and Abstract Dimensions of Diverse Adolescents’ Social-Emotional Meaning-Making, and Associations with Broader Functioning. Journal of Adolescent Research. https://doi.org/10.1177/07435584221091498.

Riveros, R., Immordino-Yang, M.H. (2021) Toward a Neuropsychology of Spiritual Development in Adolescence. Adolescent Research Review, 6(3), 323-332. https://doi.org/10.1007/s40894-021-00158-1

Gotlieb, R., Yang, X.-F., Immordino-Yang, M.H., (2021) Measuring Learning in the Blink of an Eye: Adolescents’ Neurophysiological Reactions Predict Long-Term Memory for Stories. Frontiers in Education-Educational Psychology, 5. https://doi.org/10.3389/feduc.2020.594668

Dénervaud, S., Fornari, E., Yang, X-F., Hagmann, P., Sander, D., Immordino-Yang, M.H. (2020). An fMRI study of error monitoring in Montessori and traditionally-schooled children. Nature Science of Learning, 5(11), 1-11. https://doi.org/10.1038/s41539-020-0069-6

Dénervaud, S., Knebel, J-F., Immordino-Yang, M.H., Hagmann, P. (2020). Effects of traditional versus Montessori schooling on 4 to 15-year old children’s performance monitoring. Mind, Brain and Education, 14(2), 167-175. https://doi.org/10.1111/mbe.12233

Butler, O., Yang, X.-F., Laube, C., Kühn, S. & Immordino-Yang, M.H. (2018) Community violence exposure correlates with smaller gray matter volume and lower IQ in urban adolescents. Human Brain Mapping, 39(5), 2088-2097. https://doi.org/10.1002/hbm.23988

Saxbe, D., Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2016) Neural mediators of the intergenerational transmission of family aggression. Development and Psychopathology, 28(02), 595-606. https://doi.org/10.1017/S0954579415000528

Saxbe, D., Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2015) Neural correlates of adolescents’ viewing of parents’ and peers’ emotions: Associations with risk-taking behavior and risky peer affiliations. Social Neuroscience, 10(6), 592-604. https://doi.org/10.1080/17470919.2015.1022216

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. & 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

Chapters

Riveros, R., Immordino-Yang, M.H. (2023). Transcendent social thinking in adolescence. In: Lovat, T., Toomey, R., Clement, N., Dally, K. (eds) Second international research handbook on values education and student wellbeing. Springer international handbooks of education. Springer, Cham. Read Chapter 6 pdf or https://doi.org/10.1007/978-3-031-24420-9_6

Immordino-Yang, M.H & Gotlieb, R. (2020) Understanding Emotional Thought Can Transform Educators’ Understanding of How Students Learn. In Thomas, Mareschal & Dumontheil (Eds.), Educational Neuroscience: Development across the Lifespan. Chapter 10 (pp. 244-269) London, U.K.: Psychology Press (Taylor and Francis).

NOTE: French translation by Jérôme Alain Lapasset published in Unité Socio-Cognition.

Immordino-Yang, M.H (2019) Embodied brains, social minds, cultural meaning: Why emotions really matter for learning. In Liliana Landolfi (Ed.), Framing Minds: English and Affective Neurosciences. Chapter 2, Part II: Neurosciences and Emotions. (pp. 15-34) Naples, Italy: Liguori Editore.

Gotlieb, R., Hyde, E., Immordino-Yang, M.H., Kaufman, S.B. (2018) Imagination is the seed of creativity. In J. Kaufman & R. Sternberg (Eds.), Cambridge Handbook of Creativity, 2^nd Ed. Cambridge, U.K.: Cambridge University Press.

Immordino-Yang, M.H. & Gotlieb, R. (2017) An evolving understanding of social emotions: A mind, brain and education perspective. In M. Schwartz & Pare-Blagoev, J. (eds.) Mind, Brain and Education. Chapter 3 (pp. 73-96) New York: Routledge.

NOTE: Translation into French by Jérôme Alain Lapasset for Approche Neuropsychologique des Apprentissages chez l’Enfant.

Translated into French by Jérôme Alain Lapasset published in Unité Socio-Cognition. View pdf

Translated into Spanish and republished in 2018 by the Centro de Cooperación Regional para la Educación de Adultos en América Latina y el Caribe.

Immordino-Yang, M.H. (2016) Foreword. In M. Conyers & D. Wilson, Smarter teacher leadership: Neuroscience and the power of purposeful collaboration. New York: Teacher’s College Press.

Gotlieb, R., Jahner, E., Immordino-Yang, M.H.¸ Kaufman, S.B. (2016) How social-emotional imagination facilitates deep learning and creativity in the classroom. In R. Beghetto & J. Kaufman (Eds.), The Cambridge Companion to Nurturing Creativity in the Classroom, second edition. (pp. 308-336) Cambridge: Cambridge University Press.

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. (2014) Foreword. S. Madrid, R. Kantor and D. Fernie (Eds.) (Re)Framing the emotional worlds of the early childhood classroom. (pp. xi-xii) Routledge Press.

Immordino-Yang, M.H. (2014) Developing Computer Interfaces that Inspire: Insights from affective neuroscience. In R. Calvo and D. Peters (Eds.), Positive Computing: Technology for well-being and human potential. (pp. 251-252) Cambridge, MA: MIT Press.

Immordino-Yang, M.H. (2012) Emotion and cognition are co-regulated. In G. Rappolt-Schlichtmann, S.G. Daley, & L.T. Rose (Eds.), A Research Reader in Universal Design for Learning. (pp.57-90) Cambridge, MA: Harvard Education Press.

Immordino-Yang, M.H. & Fischer, K.W. (2011). Neuroscience bases of learning. In V. G. Aukrust (Ed.), Learning and Cognition in Education. (pp. 9-15) Oxford, U.K.: Elsevier.

Immordino-Yang, M.H. & Fischer, K.W. (2010). Neuroscience bases of learning. In P. Peterson, E. Baker, B. McGaw (Eds.), International Encyclopedia of Education, 3rd Edition. (pp. 310-316) Oxford, U.K.: Elsevier.

Immordino-Yang, M. H., & Faeth, M. (2010). The role of emotion and skilled intuition in learning. In D. A. Sousa (Ed.), Mind, Brain and Education: Neuroscience Implications for the Classroom (pp.66-81). Bloomington, IN: Solution Tree Press.

Translated into Mandarin and reprinted in情绪与直觉在学习中的作用;

Jiaxian Zhou (周加仙) et al. translated. 心智、脑与教育：教育神经科学对课堂教学的启示(pp. 55-68).

Immordino-Yang, M.H., & Fischer, K. W. (2010). Brain development. In I. Weiner & E. Craighead (Eds.), Corsini encyclopedia of psychology, 4th Edition (pp. 254-256). New York: John Wiley & Sons.

Immordino-Yang, M. H. (2009). Social neuroscience and its application to education. In S. Feifer & G. Rattan (Eds.), Emotional disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective (pp. 15-22). Middletown, MD: School Neuropsychology Press.

Fischer, K.W., & Immordino-Yang, M. H. (2008). The fundamental importance of the brain and learning for education. In Jossey-Bass reader on the brain and learning. (pp. xvii – xxi) San Francisco, CA: Jossey-Bass.

Immordino-Yang, M.H. (2007). Introduction & Chapter 3: Compensation after losing half of the brain. In A. Nava (Ed.), Critical issues in brain science and pedagogy (pp. 3-4, 45-54). San Francisco: McGraw Hill.

Immordino-Yang, M.H. & Deacon, T. (2007). An evolutionary perspective on reading and reading disorders? In K.W. Fischer, J. H. Bernstein & M.H. Immordino-Yang (Eds.), Mind, brain and education in reading disorders. (pp. 16-29). Cambridge: Cambridge University Press.

Immordino-Yang, M.H., & Fischer, K.W. (2007). Dynamic development of hemispheric biases in three cases: Cognitive/hemispheric cycles, music, and hemispherectomy. In D. Coch, K. W. Fischer & G. Dawson (Eds.), Human behavior, learning and the developing brain: Vol.1. Typical development (pp. 74-111). New York, NY: Guilford Press.

Fischer, K.W., Immordino-Yang, M.H., & Waber, D. (2007). Toward a grounded synthesis of mind, brain, and education for reading disorders: An introduction to the field and this book. In K. W. Fischer, J. H. Bernstein, & M. H. Immordino-Yang (Eds.), Mind, brain and education in reading disorders. (pp. 3-15). Cambridge, UK: Cambridge University Press.

Katzir, T., Immordino-Yang, M.H., & Fischer, K.W. (2007). Mind, brain, and education in the era of globalization. In M. M. Suarez-Orozco (Ed.), Learning and living in the global era: International perspectives on globalization and education. (pp. 85-103). Berkeley, CA: University of California Press/Ross Institute.

Peer-Reviewed Monographs

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

Conference Presentations

Yang, X. -F., Hilliard, K., Gotlieb, R., & Immordino-Yang, M. H. (March 25-28, 2024). Transcendent thinking counteracts longitudinal effects of mid-adolescent exposure to community violence in the anterior cingulate cortex [Poster presentation]. Society for Social Neuroscience 2024, Tsukuba, Japan. view.pdf

Jahner,E., Kundrak,C., Gotlieb,R.,Riveros,R., Immordino-Yang, M.H. (2022, July 21-23). An Instrument for Measuring Adolescents’ Perceived Value of Constructive Internal Reflection for Social-Emotional Growth. International Mind, Brain, and Education Society (IMBES), Montreal, Canada. view .pdf

Krone, C., Yang, X.-F., Farrington, C., & Immordino-Yang, M.H. (2018, September). Poster presented at the International Mind, Brain and Education Society Conference, Los Angeles, CA. view .pdf

Annals

Lee, C., Suad Nasir, N., & Immordino-Yang, M.H. (2023, in press) What the sciences of human learning and development can tell us about civic reasoning. The Annals of the American Academy of Political and Social Sciences, Special Issue: The Science of Civics.

Handbooks

Riveros, R., & Immordino-Yang, M.H. (2022). Transcendent social thinking in adolescence: A neuropsychological perspective on supporting youth spiritual thriving. Second International Research Handbook on Values Education and Student wellbeing. New South Wales, Australia: Springer.

Advancing Theory and Methods

Books

Fischer, K.W., Bernstein, J.H., & Immordino-Yang, M.H. (Eds.). (2007). Mind, brain and education in reading disorders. Cambridge: Cambridge University Press.

Immordino-Yang, M.H. (November, 2015) Emotions, Learning and the Brain: Exploring the educational implications of affective neuroscience. New York: W.W. Norton & Co. Foreword by Howard Gardner; afterword by Antonio Damasio.

Translations:

Italian translation with Cortina Press released July, 2017

Spanish translation (for distribution across Central/South America) released 2018 with AIQUE Publishing House. Available at AIQUE Publishing House, at Amazon and at AbeBooks.com.

Chinese translation with Tsinghua University Press, released 2020. Listed as a best-seller in China for December 2020. Available at dangdang.com.

爱莫迪诺-杨，M.(2020).周频等译.《情感，学习与脑：探索情感神经科学对教育的启示》. 清华大学出版社

Korean translation with Vasudeva released January, 2020

Reprinted Selections (selected):

KQED Mind/Shift, May 31, 2016, http://ww2.kqed.org/mindshift/2016/05/31/why-emotions-are-integral-to-learning/

Noodle, https://www.noodle.com/articles/why-emotions-are-integral-to-learning-mary-helen-immordino-yang

The Neuropsychotherapist, November issue 2014

Peer-Reviewed Articles

Gotlieb, R., Yang, X.-F., & Immordino-Yang, M. H. (2021). Default and Executive Networks’ Roles in Diverse Adolescents’ Emotionally Engaged Construals of Complex Social Issues. Social Cognitive and Affective Neuroscience. https://doi.org/10.1093/scan/nsab108

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. & 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/

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

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., 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. (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, 9^th Edition, Boston, MA: Allyn and Bacon.

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

Chapters

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.

Peer-Reviewed Monographs

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

Conference Presentations

None available at this time.