World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
33
Citations
6701
World Ranking
10405
National Ranking
5460

Mary Helen Immordino-Yang publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Mary Helen Immordino-Yang sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 78 publications — 8th percentile

8% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Mary Helen Immordino-Yang D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Mary Helen Immordino-Yang sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 33 D-Index — 10th percentile

10% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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
Linda Darling-Hammond
Linda Darling-Hammond Stanford University
Darby E. Saxbe
Darby E. Saxbe University of Southern California
Hanna Damasio
Hanna Damasio University of Southern California
Scott Barry Kaufman
Scott Barry Kaufman Columbia University
Gayla Margolin
Gayla Margolin University of Southern California
Joan Y. Chiao
Joan Y. Chiao Northwestern University
Patric Hagmann
Patric Hagmann University of Lausanne
Kenji Sagae
Kenji Sagae University of California, Davis

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Exploring a degree in Psychology opens up a variety of online programs and flexible career pathways. Many students are choosing online degrees to fit education around work and life. Popular options include bachelor's degrees in psychology, counseling, or mental health studies that can set a strong foundation for further specialization.

For those interested in hands-on careers, becoming a mental health counselor is a rewarding option. Each location has unique requirements—if you plan to become a mental health counselor in Garland, it’s important to understand the specific licensure steps. Likewise, the Gilbert mental health counselor certification requirements are tailored to that region, emphasizing the need for local research.

Students aiming to become a mental health counselor in Glendale or explore how to become a mental health counselor in Greensboro will find each pathway involves coursework, supervised experience, and passing a licensing exam. Carefully reviewing your state’s requirements ensures you’re on track for a successful career in mental health and counseling.

Best Scientists Citing Mary Helen Immordino-Yang

Trending Scientists

Recently Published Articles