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Psychology

D-Index
33
Citations
6701
World Ranking
10408
National Ranking
5459

Research.com Recognitions

  • 2014 - Early Career Award, American Educational Research Association

Overview

Mary Helen Immordino-Yang is affiliated with the University of Southern California in the United States. Their research primarily focuses on the intersection of psychology and social sciences, contributing substantial work in education, clinical psychology, developmental and educational psychology, cognitive neuroscience, and social psychology.

Their main areas of study revolve around several interconnected themes including neuroscience, education and cognitive function, child and adolescent psychosocial and emotional development, early childhood education and development, youth development and social support, education methods and practices, cognitive and developmental aspects of mathematical skills, and cultural differences and values.

Recent publications authored or co-authored by them demonstrate a consistent engagement with topics related to education, cognitive monitoring, social-emotional meaning-making, and adolescent development. These publications include:

  • An fMRI study of error monitoring in Montessori and traditionally-schooled children (2020, npj Science of Learning)
  • Effects of Traditional Versus Montessori Schooling on 4- to 15-Year Old children's Performance Monitoring (2020, Mind Brain and Education)
  • Default and executive networks' roles in diverse adolescents' emotionally engaged construals of complex social issues (2021, Social Cognitive and Affective Neuroscience)
  • Toward a Neuropsychology of Spiritual Development in Adolescence (2021, Adolescent Research Review)
  • Concrete and Abstract Dimensions of Diverse Adolescents' Social-Emotional Meaning-Making, and Associations With Broader Functioning (2022, Journal of Adolescent Research)

They have frequently published in several venues, notably:

  • Mind Brain and Education
  • Social and Emotional Learning Research Practice and Policy
  • npj Science of Learning
  • Social Cognitive and Affective Neuroscience
  • Adolescent Research Review

Collaboration is a significant aspect of their work, with frequent co-authors including Rebecca Gotlieb, Xiao-Fei Yang, Rodrigo Riveros, Solange Denervaud, and Patric Hagmann.

Mary Helen Immordino-Yang received the Early Career Award from the American Educational Research Association in 2014.

Best Publications

  • We feel, therefore we learn: The relevance of affective and social neuroscience to education.

    Mary Helen Immordino-Yang;Antonio Damasio

  • Neural correlates of admiration and compassion

    Mary Helen Immordino-Yang;Andrea McColl;Hanna Damasio;Antonio Damasio

  • Rest Is Not Idleness: Implications of the Brain’s Default Mode for Human Development and Education

    Mary Helen Immordino-Yang;Joanna A. Christodoulou;Vanessa Singh

  • Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education

    Mary Helen Immordino-Yang;Linda Darling-Hammond;Christina R. Krone

  • Implications of Affective and Social Neuroscience for Educational Theory.

    Mary Helen Immordino-Yang

  • The Brainstem in Emotion: A Review.

    Anand Venkatraman;Brian L. Edlow;Mary Helen Immordino-Yang

  • Why Mind, Brain, and Education? Why Now?

    Kurt W. Fischer;David B. Daniel;Mary Helen Immordino-Yang;Elsbeth Stern

  • Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience.

    Mary Helen Immordino-Yang

  • Admiration for virtue: Neuroscientific perspectives on a motivating emotion

    Mary Helen Immordino-Yang;Lesley Sylvan

  • Hippocampal contributions to the processing of social emotions.

    Mary Helen Immordino-Yang;Vanessa Singh

  • Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development

    Mary Helen Immordino-Yang;Rebecca Gotlieb

  • The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning.

    Mary Helen Immordino-Yang;Linda Darling-Hammond;Christina Krone

  • The Smoke around Mirror Neurons: Goals as Sociocultural and Emotional Organizers of Perception and Action in Learning.

    Mary Helen Immordino-Yang

  • A Tale of Two Cases: Lessons for Education From the Study of Two Boys Living With Half Their Brains

    Mary Helen Immordino-Yang

  • Processing Narratives Concerning Protected Values: A Cross-Cultural Investigation of Neural Correlates

    Jonas T. Kaplan;Sarah I. Gimbel;Morteza Dehghani;Mary Helen Immordino-Yang;Mary Helen Immordino-Yang

  • Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture.

    Mary Helen Immordino-Yang;Xiao-Fei Yang;Hanna Damasio

  • Decoding the neural representation of story meanings across languages.

    Morteza Dehghani;Reihane Boghrati;Kingson Man;Joe Hoover

  • Me, My "Self" and You: Neuropsychological Relations between Social Emotion, Self-Awareness, and Morality

    Mary Helen Immordino-Yang

  • The embodiment of emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity

    Darby E. Saxbe;Xiao-Fei Yang;Larissa A. Borofsky;Mary Helen Immordino-Yang

  • Mind, brain and education in reading disorders

    Kurt W. Fischer;Jane Holmes Bernstein;Mary Helen Immordino-Yang

  • Cognitive Development and Education: From Dynamic General Structure to Specific Learning and Teaching

    Kurt W. Fischer;Mary Helen Immordino-Yang

Frequent Co-Authors

Kurt W. Fischer
Kurt W. Fischer Harvard University
Antonio R. Damasio
Antonio R. Damasio University of Southern California
Darby E. Saxbe
Darby E. Saxbe University of Southern California
Linda Darling-Hammond
Linda Darling-Hammond Stanford University
Hanna Damasio
Hanna Damasio University of Southern California
Gayla Margolin
Gayla Margolin University of Southern California
Joan Y. Chiao
Joan Y. Chiao Northwestern University
David Sander
David Sander University of Geneva
Alan Page Fiske
Alan Page Fiske University of California, Los Angeles
Willis F. Overton
Willis F. Overton Temple University

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