Mary Helen Immordino-Yang, Ed.D.

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

Selected Publications

Articles in peer-reviewed journals

Immordino-Yang, M.H., Christodoulou, J.A., & Singh, V. (2012, in press). "Rest is not idleness": Implications of the brain's default mode for development and education. Perspectives on Psychological Science.

Immordino-Yang, M.H. (2011, in press). "Growing things are everywhere": A developmental analysis of social emotions and scientific concepts in one child's poetry. LEARNING Landscapes.

Immordino-Yang, M.H. & Singh, V. (2011). Hippocampal contributions to the processing of social emotions. Human Brain Mapping. doi: 10.1002/hbm.21485

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

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

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.

Immordino-Yang, M. H. (2010). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review, 2(3), 217-220

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
Supporting Information

Commentary:

Haidt, J. & Morris, J.P. (2009) Finding the self in self-transcendent emotions. PNAS 106(19) 7687-7688

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.

Immordino-Yang, M.H. (2008). The stories of Nico and Brooke revisited: Toward a cross-disciplinary dialog about teaching and learning. Mind, Brain, and Education, 2(2) 49-51.

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:

	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.
	Christoff, K. (2008). Applying neuroscientific findings to education: The good, the tough, and the hopeful. Mind, Brain, and Education, 2(2), 55-58.
	Snow, C. (2008). Varied developmental trajectories: Lessons for educators. Mind, Brain, and Education, 2(2), 59-61.
	van Geert, P. & Steenbeek, H. (2008). Brains and the dynamics of "wants" and "cans" in learning. Mind, Brain, and Education, 2(2), 62-66.

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
	Baylin, E. (2010). Depth of field/depth of understanding. Schools: Studies in Education, 7(1), 86-100.
	Blodget, A. (Spring 2009) Motivation: Making room for the self in school. Independent School, 68(3) - Online Feature

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. & 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.
	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.
	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.
	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.
	Immordino-Yang, M.H. (2009). Social neuroscience and its application to education. (pp. 15-22) In S. Feifer & G. Rattan (Eds.), The Neuropsychology of Emotional Disorders. Middletown, MD: School Neuropsychology Press.
	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.
	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., Bernstein, J.H., & Immordino-Yang, M.H. (Eds.). (2007). Mind, brain and education in reading disorders. Cambridge: Cambridge University 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: 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.
	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.

Articles in non peer-reviewed journals/magazines, popular press articles for teachers, book reviews, and other resources

	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
	Immordino-Yang, M. H. (2009). Transforming education through neuroscience award recipient: Kurt Fischer. Mind Brain and Education, 3(4), 218-219.
	Immordino-Yang, M. H. (2008, July 10). Emotions, Social Relationships, and the Brain: Implications for the Classroom. ASCD Express, 3(20).
	Immordino-Yang, M. H. (2008, July 12). Strange Lessons. New Scientist, 44-45
	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.

Selected Conference Papers

	Immordino-Yang, M.H. & Sylvan, L. (2009, April) 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.
	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.

Presentation Slides

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.

Links to Lectures

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

Selected Media Coverage

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
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