University of Southern California

Mary Helen Immordino-Yang, Ed.D.

   Faculty Profile




Adobe PDF  Our new online course is available! Neuroscience & the classroom: Making connections






Selected Publications



Articles in peer-reviewed journals
Adobe PDF Immordino-Yang, M.H. (2013). 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. - Online Article
Adobe PDF Immordino-Yang, M.H. & Singh, V. (2013). Hippocampal contributions to the processing of social emotions. Human Brain Mapping, 34(4), 945-955. doi: 10.1002/hbm.21485 (First published online: 2011) - Online Article
Yang X-F, Bossmann J, Schiffhauer B, Jordan M and Immordino-Yang MH (2013) Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing Frontiers in Cognition.. 3:592. doi: 10.3389/fpsyg.2012.00592 - Online Article
Pavarini, G., Schnall, S. & Immordino-Yang, M.H. (under review). Verbal and Nonverbal Indicators of Psychological Distance in Moral Elevation and Admiration for Skill.
Immordino-Yang, M.H., Yang, X.-F. & Damasio, H. (under review). Neurobiological correlates of emotional feelings in Los Angeles and Beijing.
Adobe PDF Saxbe, D.E., Yang, X.-F., Borofsky, L.A. & Immordino-Yang, M.H. (2012). The Embodiment of Emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity. Social Cognitive and Affective Neuroscience. doi: 10.1093/scan/nss075
Adobe PDF Immordino-Yang, M.H., Christodoulou, J.A., 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), 352-365. - Online Article
Adobe PDFImmordino-Yang, M.H. (2011). Musings on the neurobiological and evolutionary origins of creativity via a developmental analysis of one child's poetry. LEARNing Landscapes. 5(1), 133-139. - Online Issue
Adobe PDF Immordino-Yang, M.H. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory. 43(1), 98-103. doi: 10.1111/j.1469-5812.2010.00713.x
Adobe PDF Immordino-Yang, M.H. (2011). Me, my "self" and you: Neuropsychological relations between social emotion, self awareness, and morality. Emotion Review. 3(3), 313-315. doi:10.1177/1754073911402391
Adobe PDF 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.
Adobe PDF Immordino-Yang, M. H. (2010). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review. 2(3), 217-220
Adobe PDF Immordino-Yang, M. H. & Sylvan, L. (2010). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary Educational Psychology. 35(2), 110-115
Immordino-Yang, M.H., McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion.PNAS. 106(19) 8021-8026.- Online Article
    Supporting Information
Commentary:
Haidt, J. & Morris, J.P. (2009) Finding the self in self-transcendent emotions. PNAS. 106(19) 7687-7688. - Online Article
Adobe PDF Immordino-Yang, M.H. (2008). 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.
Adobe PDF Immordino-Yang, M.H. (2008). The stories of Nico and Brooke revisited: Toward a cross-disciplinary dialogue about teaching and learning. Mind, Brain, and Education. 2(2) 49-51.
Adobe PDF 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.
Commentaries:
Adobe PDF 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.
Adobe PDF Christoff, K. (2008). Applying neuroscientific findings to education: The good, the tough, and the hopeful. Mind, Brain, and Education. 2(2), 55-58.
Adobe PDF Snow, C. (2008). Varied developmental trajectories: Lessons for educators. Mind, Brain, and Education. 2(2), 59-61.
Adobe PDF van Geert, P. & Steenbeek, H. (2008). Brains and the dynamics of "wants" and "cans" in learning. Mind, Brain, and Education. 2(2), 62-66.
Adobe PDF Immordino-Yang, M.H. & Damasio, A.R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education. 1(1), 3-10.

  • Reprinted in Jossey-Bass Reader on the Brain and Learning. (pp.183-198). San Francisco, CA: Jossey-Bass.
  • Reprinted in Parkay, F.W., Hass, G. J. & Anctil, E. J. (Eds.), Curriculum Leadership: Readings for Developing Quality Educational Programs, 9th Edition, Allyn and Bacon.
Commentaries by teachers:
Volkman, J. (Winter 2011) Inspiration, action and peace. Public School Montessorian. Issue 90 - Online Feature
Adobe PDF Baylin, E. (2010). Depth of field/depth of understanding. Schools: Studies in Education. 7(1), 86-100.
Adobe PDF Blodget, A. (Spring 2009) Motivation: Making room for the self in school. Independent School. 68(3) - Online Feature
Adobe PDF 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.



Book chapters, monographs, edited books
Immordino-Yang, M.H. & Christodoulou, J.C. (2013, in press) Neuroscientific contributions to understanding and measuring emotions in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions in education. Taylor and Francis/Routledge
Adobe PDF Immordino-Yang, M.H. & Singh, V. (2011). Perspectives from social and affective neuroscience on the design of digital learning technologies. In R. Calvo & S. D'Mello (Eds.), New Perspectives on Affect and Learning Technologies. (pp.233-241) Sydney: Springer. - Link to Book
Adobe PDF Immordino-Yang, M.H. & Fischer, K.W. (2010). Neuroscience bases of learning. In V. G. Aukrust (Ed.), International Encyclopedia of Education, 3rd Edition. (pp.310-316) Oxford: Elsevier. - Link to Book
Adobe PDF Immordino-Yang, M. H. & Faeth, M. (2009). The role of emotion and skilled intuition in learning. (pp.66-81) In D. A. Sousa (Ed.), Mind, Brain, and Education. Bloomington, IN: Solution Tree Press. - Link to Book
Adobe PDF Immordino-Yang, M.H. & Fischer, K. W. (2009). Brain Development. (pp. 254-256) In I. Weiner & E. Craighead (Eds.), Corsini Encyclopedia of Psychology, 4th Edition. New York: John Wiley & Sons. - Link to Book
Adobe PDF Immordino-Yang, M.H. (2009). Social neuroscience and its application to education. (pp. 15-22) In S. Feifer & G. Rattan (Eds.), Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective. Middletown, MD: School Neuropsychology Press. - Link to Book
Fischer, K.W. & Immordino-Yang, M. H. (2008). The fundamental importance of the brain and learning for education. (pp. 183-198) In Jossey-Bass Reader on the Brain and Learning. San Francisco, CA: Jossey-Bass. - Link to Book
Adobe PDF 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. - Link to Book
Adobe PDF 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. - Link to Book
Adobe PDF 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. - Link to Book
Fischer, K.W., Bernstein, J.H. & Immordino-Yang, M.H. (Eds.). (2007). Mind, brain and education in reading disorders. Cambridge: Cambridge University Press.
Adobe PDF 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: Cambridge University Press. - Link to Book
Adobe PDF 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 in the Global Era: International Perspectives on Globalization and Education. (pp. 85-103) Berkeley, CA: University of California Press/Ross Institute. - Link to Book
Immordino-Yang, M.H. (2003). A tale of two cases: Comprehension of affective prosody after right and left hemispherectomy. In Supplement to the proceedings of the 28th annual Boston University Conference on Language Development, Boston, MA: Cascadilla Press online.
Adobe PDF 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)



Selected Laboratory Conference Papers/Posters
Adobe PDF Yang, X.-F., Wong, S. W. H. & Immordino-Yang, M. H. (June, 2012). Heart rate deceleration predicts BOLD activity in default mode regions during emotion processing. Presented as a poster and invited talk at the 18th annual meeting of Human Brain Mapping, Beijing, China.
Adobe PDF Yang, X.-F., Pavarini, G., Schnall, S., Immordino-Yang, M. H. (May, 2012). Spontaneous gaze aversion during interview-induced moral elevation predicts subsequent default network activation. Presented at the 2012 Association for Psychological Science Convention, Chicago, IL.
Adobe PDF Yang, X.- F. & Immordino-Yang, M. H. (March, 2012). Resting cardiac vagal control and cultural background contribute to emotion responses during compassion for physical pain. Presented at the Cognitive Neuroscience Society Annual Meeting, Chicago, IL.
Adobe PDF Immordino-Yang, M.H. (January, 2012). Embodied brains, social minds: Neural and behavioral correlates of social emotion in Los Angeles and Beijing. Invited talk to the preconference session on Cultural Psychology, organized by Y. Chentsova-Dutton, J. Leu, J. Chiao, A. Cohen at the annual meeting of the Society for Personality and Social Psychology, San Diego, CA. Link to a video recording of the talk is forthcoming on the SPSP website.
Adobe PDF Yang, X.- F., Wong, S. W. H. & Immordino-Yang, M. H. (November, 2010). Resting Cardiac Vagal Activity Predicts Heart Rate Change during Compassion for Physical Pain. Presented at the 40th annual meeting of Society for Neuroscience, San Diego, CA.
Adobe PDF Immordino-Yang, M.H. & Sylvan, L. (April, 2009). Revisiting the role of non-conscious processes in motivation: Neuroscientific perspectives. Paper presented at the American Educational Research Association Conference, San Diego, CA. In M. Bong (Chair), Another step forward to motivational science: Whether, what, when and how neurobiological research can contribute to understanding student motivation.
Adobe PDF Immordino-Yang, M.H. (2004). A tale of two cases: Emotion and prosody after hemispherectomy. Published online by the American Educational Research Association, Brain and Neurosciences Special Interest Group. www.tc.umn.edu/~athe0007/BNEsig/papers/Immordino-Yang.pdf
Immordino-Yang, M.H. (2003). A tale of two cases: Comprehension of affective prosody after right and left hemispherectomy. In Supplement to the proceedings of the 28th annual Boston University Conference on Language Development, Boston, MA: Cascadilla Press online.



Articles in non peer-reviewed journals/magazines, popular press articles for teachers, book reviews, and other resources
Adobe PDF Brochure for the free online course for teachers, other educators, parents, and others who work with children, "Neuroscience and the Classroom: Making Connections," funded by Annenberg Learner, produced by Harvard-Smithsonian Center for Astrophysics Science Media Group. MHI-Y is content director. Now Available at www.learner.org/courses/neuroscience
Adobe PDF Immordino-Yang, M. H. (2009). Transforming education through neuroscience award recipient: Kurt Fischer. Mind Brain and Education, 3(4), 218-219.
Adobe PDF Immordino-Yang, M. H. (2008, July 10). Emotions, Social Relationships, and the Brain: Implications for the Classroom. ASCD Express, 3(20).
Adobe PDF Immordino-Yang, M. H. (2008, July 12). Strange Lessons. New Scientist, 44-45
Adobe PDF Immordino-Yang, M.H. (2008). Review of the book, How the body shapes the way we think: A new view of intelligence, by Rolf Pfeifer and Josh Bongard (Cambridge, MA: MIT Press, 2007). European Legacy, 13(6).
Immordino-Yang, M.H. (2001). When 2 + 2 makes kids trip: Making sense of brain research in the classroom. Basic Education, 45(8), 16-19.



Presentation Slides
Adobe PDF Please feel free to use the selected slides for presentations. Please make sure to always include the appropriate citation. You may not alter the slides in any way. Any request to alter the content must be addressed directly to Dr. Immordino-Yang.



Video Resources
Learning with a Purpose
Dr. Mary Helen Immordino-Yang and Dr. Howard Gardner led a recent discussion on empathy and education in the digital age, hosted by the Shoah Foundation
-Link to Talk

March 1, 2013
We feel therefore we learn: the neuroscience of social emotion
Presented at the conference on Mind and Its Potential, Sydney, Australia.
November, 2011
TEDx talk on the future of learning
Mary Helen Immordino-Yang discusses how admiration inspires purposeful learning.
October 22, 2011
Neurobiological perspectives on creativity as a social emotional process
Keynote lecture on creativity at the Utah Valley University Arts in Education Conference, Orem, UT. Dr. Immordino-Yang's presentation begins at 33 minutes
October 1, 2010
Social affective neuroscience, cultural differences, and implications for education in a global world
Presented at the Ross Global Academy International Conference on Emotion and Learning, East Hampton, NY.

August 25, 2009
The relevance of social and affective neuroscience to education
Presented at the Rossier School of Education, University of Southern California, Los Angeles, CA.

March 3, 2008
Neuroscience & the Classroom: Making Connections
Unit 3: Seeing Others from the Self

Dr. Immordino-Yang discusses the relationship between the study of social emotions and education.



Selected Media Coverage
A Defense of Daydreaming: A Radio Interview between Mary Helen and Marty Moss-Coane of WHYY Philadelphia
A Live Broadcast 1-hour interview with Scott Barry Kauffman
October 28, 2013
Daydream Beleiver: Examining the Tangible Benefits of Idle Thought
An Interview Between Mary Helen and John Hockenberry on NPR's The Takeaway
October 18, 2013
Why Your Brain Needs More Downtime
A Scientific American Article on the Benefits of Cognitive Idleness
October 15, 2013
The Science of Social Learning: The Research of Mary Helen Immordino-Yang
USC's Rossier School of Education Reviews the Research of Dr. Mary Helen Immordino-Yang
March 4, 2013

Les Emotions Comment les decrypter?
Immordino-Yang's research was featured in the premier French magazine, Le monde de l'intelligence
February-March Issue, 2013
Adobe PDF Adobe PDF
'Noncognitive' Measures: The Next Frontier in College Admissions
The Chronicle of Higher Education featured Immordino-Yang's research as the lead story.
January 14, 2013
Can Daydreaming Improve Academics?
USCNews features Immordino-Yang's article, "Rest Is Not Idleness."
May 9, 2012
An Inspirational Look at Poetry
USCNews features Immordino-Yang's article, "Musings on the Neurobiological and Evolutionary Origins of Creativity."
December 13, 2011
Inspiring Stories Can Lead to Empathy
USCNews features Immordino-Yang's article, "Hippocampal contributions to the processing of social emotions."
October 20, 2011
Interview on The Science Network
Tamar Katzir, Joanna Christodoulou, and Mary Helen Immordino-Yang discuss with Roger Bingham topics ranging from reading ability, to the brain's default mode and its relevance to internal reflection in education, to teacher education and the progressing field of Mind, Brain, and Education.
June 2, 2011
Profile in APS Observer, Summer 2011
Immordino-Yang is identified by the Association of Psychological Science as "Rising Star." 2011
Interview on The Science Network
Sarah-Jayne Blakemore and Mary Helen Immordino-Yang discuss with Roger Bingham the future of educational neuroscience, with ethical and societal considerations.
November 16, 2010
PNAS Podcast
Interviewed by Jonathan Lifland for the National Academy of Science's "Science Sessions" podcasts, concerning the research leading to the Cozzarelli Prize.
April 25, 2010
APS Article
"APS Member Immordino-Yang Receives Cozzarelli Prize." Observer Apr. 2010: 7.
Cozzarelli Prize Page
"The annual award acknowledges recently published papers that reflect scientific excellence and originality."
NPR Interview - All things Considered
Compassion: Easier For A Broken Leg Than Heart
April 13, 2009
MBE award
Dr. Immordino-Yang is the inaugural recipient of the Transforming Education through Neuroscience award.
February 9, 2008


Immordino-Yang

3620A McClintock Ave
Los Angeles, CA 90089-2921

(213) 821-2969

immordin [[at]] usc.edu


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