M. Immordino‐Yang

Cognitive Neuroscience · 2007–2019

A researcher in the Science corpus: 5 papers; trusts 21 researchers and is trusted by 8 researchers here, as inferred from the citation graph.

Subfields

• Cognitive Neuroscience — 48 citations into it; #3,246 of 10,852 by trust here, #3,875 by citations
• Social Psychology — 22 citations into it
• Education — 19 citations into it; #8,730 of 11,309 by trust here, #6,554 by citations
• Experimental and Cognitive Psychology — 18 citations into it; #2,643 of 9,731 by trust here, #3,491 by citations
• Clinical Psychology — 17 citations into it
• Developmental and Educational Psychology — 12 citations into it
• Sociology and Political Science — 10 citations into it
• Developmental Neuroscience — 7 citations into it

Whom M. Immordino‐Yang trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Lucina Q. Uddin
2. A. Diamond
3. Vinod Menon
4. Jonathan Haidt
5. Christian Mirescu
6. R. Nathan Spreng
7. Daniel T Gilbert
8. Antonio R. Damasio
9. Antoine Bechara
10. R. Roeser

Who trusts M. Immordino‐Yang overall

1. F. Korthagen
2. Emilia Fägerstam
3. R. Jagers
4. Linda Darling-Hammond
5. S. D’Mello
6. Sue J. Waite
7. K. Schonert-Reichl
8. Stephanie M. Jones
9. Deborah Rivas‐Drake
10. Rafael A. Calvo

Papers from M. Immordino‐Yang's perspective

Ordered by how strongly the researchers M. Immordino‐Yang trusts endorse each paper. Same corpus, a different order for every researcher.

1. A default mode of brain function.
2. Dynamic mapping of human cortical development during childhood through early adulthood. (Proceedings of the National Academy of Sciences of the United States of America)
3. Resting-state functional connectivity reflects structural connectivity in the default mode network. (Cerebral Cortex)
4. Dissociable Intrinsic Connectivity Networks for Salience Processing and Executive Control (Journal of Neuroscience)
5. Saliency, switching, attention and control: a network model of insula function (Brain Structure and Function)
6. The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
7. Be smart, exercise your heart: exercise effects on brain and cognition
8. Interventions shown to Aid Executive Function Development in Children 4–12 Years Old (Science)
9. Schools, Academic Motivation, and Stage‐Environment Fit
10. Decision making, impulse control and loss of willpower to resist drugs: a neurocognitive perspective (Nature Neuroscience)

Their papers

• Why Mind, Brain, and Education? Why Now? (2007) — 147 citations
• Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019) — 215 citations
• The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. (2018) — 87 citations
• Implications of Affective and Social Neuroscience for Educational Theory (2011) — 143 citations
• We feel, therefore we learn: The relevance of affective and social neuroscience to education. (2007) — 1,207 citations