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Alice Tovazzi, S. Giovannini, D. Basso (2020)
A New Method for Evaluating Knowledge, Beliefs, and Neuromyths About the Mind and Brain Among Italian TeachersMind, Brain, and Education, 14
Annie Brookman-Byrne, D. Mareschal, A. Tolmie, I. Dumontheil (2019)
The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in AdolescenceMind, Brain and Education, 13
( Tovazzi, A. , Giovanni, S. , & Basso, D. (2020). A new method for evaluating knowledge, beliefs and neuromyths about the mind and brain among Italian teachers. Mind, Brain, and Education.)
Tovazzi, A. , Giovanni, S. , & Basso, D. (2020). A new method for evaluating knowledge, beliefs and neuromyths about the mind and brain among Italian teachers. Mind, Brain, and Education.Tovazzi, A. , Giovanni, S. , & Basso, D. (2020). A new method for evaluating knowledge, beliefs and neuromyths about the mind and brain among Italian teachers. Mind, Brain, and Education., Tovazzi, A. , Giovanni, S. , & Basso, D. (2020). A new method for evaluating knowledge, beliefs and neuromyths about the mind and brain among Italian teachers. Mind, Brain, and Education.
( Neville, H. J. , Stevens, C. , Pakulak, E. , Bell, T. A. , Fanning, J. , Klein, S. , & Isbell, E. (2013). Family‐based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences of the United States of America, 110(29), 12138–12143. 10.1073/pnas.1304437110 23818591)
Neville, H. J. , Stevens, C. , Pakulak, E. , Bell, T. A. , Fanning, J. , Klein, S. , & Isbell, E. (2013). Family‐based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences of the United States of America, 110(29), 12138–12143. 10.1073/pnas.1304437110 23818591Neville, H. J. , Stevens, C. , Pakulak, E. , Bell, T. A. , Fanning, J. , Klein, S. , & Isbell, E. (2013). Family‐based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences of the United States of America, 110(29), 12138–12143. 10.1073/pnas.1304437110 23818591, Neville, H. J. , Stevens, C. , Pakulak, E. , Bell, T. A. , Fanning, J. , Klein, S. , & Isbell, E. (2013). Family‐based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers. Proceedings of the National Academy of Sciences of the United States of America, 110(29), 12138–12143. 10.1073/pnas.1304437110 23818591
M. Spreckelsen, E. Dove, I. Coolen, Anne Mills, A. Dowker, K. Sylva, D. Ansari, R. Merkley, V. Murphy, G. Scerif (2019)
Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' NumeracyMind, Brain, and Education
( McMahon, K. , Yeh, C. S. H. , & Etchells, P. J. (2019). The impact of a modified initial teacher education on challenging trainees' understanding of neuromyths. Mind, Brain, and Education, 13(4), 288–297.)
McMahon, K. , Yeh, C. S. H. , & Etchells, P. J. (2019). The impact of a modified initial teacher education on challenging trainees' understanding of neuromyths. Mind, Brain, and Education, 13(4), 288–297.McMahon, K. , Yeh, C. S. H. , & Etchells, P. J. (2019). The impact of a modified initial teacher education on challenging trainees' understanding of neuromyths. Mind, Brain, and Education, 13(4), 288–297., McMahon, K. , Yeh, C. S. H. , & Etchells, P. J. (2019). The impact of a modified initial teacher education on challenging trainees' understanding of neuromyths. Mind, Brain, and Education, 13(4), 288–297.
N. Atteveldt, Geertje Tijsma, T. Janssen, F. Kupper (2019)
Responsible Research and Innovation as a Novel Approach to Guide Educational Impact of Mind, Brain, and Education ResearchMind, Brain and Education, 13
N. Atteveldt, M. Kesteren, B. Braams, L. Krabbendam (2018)
Neuroimaging of learning and development: improving ecological validity.Frontline learning research, 6 3
Michael Hobbiss, Jessica Massonnié, Tracey Tokuhama‐Espinosa, A. Gittner, Mónica Lemos, Alice Tovazzi, Charlotte Hindley, S. Baker, Megan Sumeracki, T. Wassenaar, I. Gous (2019)
“UNIFIED”: Bridging the Researcher–Practitioner Divide in Mind, Brain, and EducationMind, Brain, and Education
Ashley Vaughn, R. Brown, M. Johnson (2020)
Understanding Conceptual Change and Science Learning through Educational NeuroscienceMind, Brain, and Education
( Churches, R. , Dommett, E. , Devonshire, I. M. , Hall, R. , Higgins, S. , & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher‐led randomised controlled trial—A perspective and meta‐analysis. Mind, Brain and Education. 10.1111/mbe.12243 )
Churches, R. , Dommett, E. , Devonshire, I. M. , Hall, R. , Higgins, S. , & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher‐led randomised controlled trial—A perspective and meta‐analysis. Mind, Brain and Education. 10.1111/mbe.12243Churches, R. , Dommett, E. , Devonshire, I. M. , Hall, R. , Higgins, S. , & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher‐led randomised controlled trial—A perspective and meta‐analysis. Mind, Brain and Education. 10.1111/mbe.12243 , Churches, R. , Dommett, E. , Devonshire, I. M. , Hall, R. , Higgins, S. , & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher‐led randomised controlled trial—A perspective and meta‐analysis. Mind, Brain and Education. 10.1111/mbe.12243
Selma Dündar-Coecke, A. Tolmie (2020)
Nonverbal Ability and Scientific Vocabulary Predict Children's Causal Reasoning in Science Better than Generic LanguageMind, Brain, and Education
M. Soltanlou, A. Coldea, C. Artemenko, A. Ehlis, A. Fallgatter, H. Nuerk, T. Dresler (2019)
No Difference in the Neural Underpinnings of Number and Letter Copying in Children: Bayesian Analysis of Functional Near‐Infrared Spectroscopy DataMind, Brain, and Education
Patrick O’Connor, Kinga Morsanyi, T. McCormack (2019)
The Stability of Individual Differences in Basic Mathematics-Related Skills in Young Children at the Start of Formal EducationMind, Brain, and Education
Fergal Connolly, D. Byrne, S. Lydon, C. Walsh, P. O’Connor (2017)
Barriers and facilitators related to the implementation of a physiological track and trigger system: A systematic review of the qualitative evidenceInternational Journal for Quality in Health Care, 29
( Catrysse, L. , Gijbels, D. , & Donche, V. (2019). A systematic review on the conceptualization and operationalization of students' levels of processing in functional magnetic resonance imaging studies. Mind, Brain, and Education, 13(3), 198–210.)
Catrysse, L. , Gijbels, D. , & Donche, V. (2019). A systematic review on the conceptualization and operationalization of students' levels of processing in functional magnetic resonance imaging studies. Mind, Brain, and Education, 13(3), 198–210.Catrysse, L. , Gijbels, D. , & Donche, V. (2019). A systematic review on the conceptualization and operationalization of students' levels of processing in functional magnetic resonance imaging studies. Mind, Brain, and Education, 13(3), 198–210., Catrysse, L. , Gijbels, D. , & Donche, V. (2019). A systematic review on the conceptualization and operationalization of students' levels of processing in functional magnetic resonance imaging studies. Mind, Brain, and Education, 13(3), 198–210.
H. Neville, C. Stevens, E. Pakulak, Theodore Bell, Jessica Fanning, Scott Klein, Elif Isbell (2013)
Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolersProceedings of the National Academy of Sciences, 110
( van der Aar, L. E. , Crone, E. A. , & Peters, S. (2019). What characterizes adolescents struggling with educational decision‐making? The role of behavioral and neural correlates of self‐concept and self‐esteem. Mind, Brain, and Education, 13(3), 184–197.)
van der Aar, L. E. , Crone, E. A. , & Peters, S. (2019). What characterizes adolescents struggling with educational decision‐making? The role of behavioral and neural correlates of self‐concept and self‐esteem. Mind, Brain, and Education, 13(3), 184–197.van der Aar, L. E. , Crone, E. A. , & Peters, S. (2019). What characterizes adolescents struggling with educational decision‐making? The role of behavioral and neural correlates of self‐concept and self‐esteem. Mind, Brain, and Education, 13(3), 184–197., van der Aar, L. E. , Crone, E. A. , & Peters, S. (2019). What characterizes adolescents struggling with educational decision‐making? The role of behavioral and neural correlates of self‐concept and self‐esteem. Mind, Brain, and Education, 13(3), 184–197.
K. McMahon, C. Yeh, P. Etchells (2019)
The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of NeuromythsMind, Brain, and Education
( Massonnié, J. , Frasseto, P. , Mareschal, D. , & Kirkham, N. Z. (2020). Scientific collaboration with educators: Practical insights from an in‐class noise‐reduction intervention. Mind, Brain, and Education. 10.1111/mbe.12240 )
Massonnié, J. , Frasseto, P. , Mareschal, D. , & Kirkham, N. Z. (2020). Scientific collaboration with educators: Practical insights from an in‐class noise‐reduction intervention. Mind, Brain, and Education. 10.1111/mbe.12240Massonnié, J. , Frasseto, P. , Mareschal, D. , & Kirkham, N. Z. (2020). Scientific collaboration with educators: Practical insights from an in‐class noise‐reduction intervention. Mind, Brain, and Education. 10.1111/mbe.12240 , Massonnié, J. , Frasseto, P. , Mareschal, D. , & Kirkham, N. Z. (2020). Scientific collaboration with educators: Practical insights from an in‐class noise‐reduction intervention. Mind, Brain, and Education. 10.1111/mbe.12240
( Donati, G. , Dumontheil, I. , & Meaburn, E. L. (2019). Genome‐wide association study of latent cognitive measures in adolescence: Genetic overlap with intelligence and education. Mind, Brain, and Education, 13(3), 224–233.)
Donati, G. , Dumontheil, I. , & Meaburn, E. L. (2019). Genome‐wide association study of latent cognitive measures in adolescence: Genetic overlap with intelligence and education. Mind, Brain, and Education, 13(3), 224–233.Donati, G. , Dumontheil, I. , & Meaburn, E. L. (2019). Genome‐wide association study of latent cognitive measures in adolescence: Genetic overlap with intelligence and education. Mind, Brain, and Education, 13(3), 224–233., Donati, G. , Dumontheil, I. , & Meaburn, E. L. (2019). Genome‐wide association study of latent cognitive measures in adolescence: Genetic overlap with intelligence and education. Mind, Brain, and Education, 13(3), 224–233.
( von Spreckelsen, M. , Dove, E. , Coolen, I. , Mills, A. , Dowker, A. , Sylva, K. , … Scerif, G. (2019). Let's talk about maths: The role of observed “maths‐talk” and maths provisions in preschoolers' numeracy. Mind, Brain, and Education, 13(4), 326–340.)
von Spreckelsen, M. , Dove, E. , Coolen, I. , Mills, A. , Dowker, A. , Sylva, K. , … Scerif, G. (2019). Let's talk about maths: The role of observed “maths‐talk” and maths provisions in preschoolers' numeracy. Mind, Brain, and Education, 13(4), 326–340.von Spreckelsen, M. , Dove, E. , Coolen, I. , Mills, A. , Dowker, A. , Sylva, K. , … Scerif, G. (2019). Let's talk about maths: The role of observed “maths‐talk” and maths provisions in preschoolers' numeracy. Mind, Brain, and Education, 13(4), 326–340., von Spreckelsen, M. , Dove, E. , Coolen, I. , Mills, A. , Dowker, A. , Sylva, K. , … Scerif, G. (2019). Let's talk about maths: The role of observed “maths‐talk” and maths provisions in preschoolers' numeracy. Mind, Brain, and Education, 13(4), 326–340.
( Soltanlou, M. , Coldea, A. , Artemenko, C. , Ehlis, A. C. , Fallgatter, A. J. , Nuerk, H. C. , & Dresler, T. (2019). No difference in the neural underpinnings of number and letter copying in children: Bayesian analysis of functional near‐infrared spectroscopy data. Mind, Brain, and Education, 13(4), 313–325.)
Soltanlou, M. , Coldea, A. , Artemenko, C. , Ehlis, A. C. , Fallgatter, A. J. , Nuerk, H. C. , & Dresler, T. (2019). No difference in the neural underpinnings of number and letter copying in children: Bayesian analysis of functional near‐infrared spectroscopy data. Mind, Brain, and Education, 13(4), 313–325.Soltanlou, M. , Coldea, A. , Artemenko, C. , Ehlis, A. C. , Fallgatter, A. J. , Nuerk, H. C. , & Dresler, T. (2019). No difference in the neural underpinnings of number and letter copying in children: Bayesian analysis of functional near‐infrared spectroscopy data. Mind, Brain, and Education, 13(4), 313–325., Soltanlou, M. , Coldea, A. , Artemenko, C. , Ehlis, A. C. , Fallgatter, A. J. , Nuerk, H. C. , & Dresler, T. (2019). No difference in the neural underpinnings of number and letter copying in children: Bayesian analysis of functional near‐infrared spectroscopy data. Mind, Brain, and Education, 13(4), 313–325.
( Vendetti, M. S. , Matlen, B. J. , Richland, L. E. , & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. 10.1111/mbe.12080 )
Vendetti, M. S. , Matlen, B. J. , Richland, L. E. , & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. 10.1111/mbe.12080Vendetti, M. S. , Matlen, B. J. , Richland, L. E. , & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. 10.1111/mbe.12080 , Vendetti, M. S. , Matlen, B. J. , Richland, L. E. , & Bunge, S. A. (2015). Analogical reasoning in the classroom: Insights from cognitive science. Mind, Brain, and Education, 9(2), 100–106. 10.1111/mbe.12080
( Dainton, C. , Winstone, N. , Klaver, P. , & Opitz, B. (2019). Utility of feedback has a greater impact on learning than ease of decoding. Mind, Brain, and Education, 14(2), 139–145. 10.1111/mbe.12227 )
Dainton, C. , Winstone, N. , Klaver, P. , & Opitz, B. (2019). Utility of feedback has a greater impact on learning than ease of decoding. Mind, Brain, and Education, 14(2), 139–145. 10.1111/mbe.12227Dainton, C. , Winstone, N. , Klaver, P. , & Opitz, B. (2019). Utility of feedback has a greater impact on learning than ease of decoding. Mind, Brain, and Education, 14(2), 139–145. 10.1111/mbe.12227 , Dainton, C. , Winstone, N. , Klaver, P. , & Opitz, B. (2019). Utility of feedback has a greater impact on learning than ease of decoding. Mind, Brain, and Education, 14(2), 139–145. 10.1111/mbe.12227
( Morris, S. , Farran, E. K. , & Dumontheil, I. (2019). Field Independence associates with mathematics and science performance in 5‐to 10‐year‐olds after accounting for domain‐general factors. Mind, Brain, and Education, 13(4), 268–278.)
Morris, S. , Farran, E. K. , & Dumontheil, I. (2019). Field Independence associates with mathematics and science performance in 5‐to 10‐year‐olds after accounting for domain‐general factors. Mind, Brain, and Education, 13(4), 268–278.Morris, S. , Farran, E. K. , & Dumontheil, I. (2019). Field Independence associates with mathematics and science performance in 5‐to 10‐year‐olds after accounting for domain‐general factors. Mind, Brain, and Education, 13(4), 268–278., Morris, S. , Farran, E. K. , & Dumontheil, I. (2019). Field Independence associates with mathematics and science performance in 5‐to 10‐year‐olds after accounting for domain‐general factors. Mind, Brain, and Education, 13(4), 268–278.
( van Atteveldt, N. , van Kesteren, M. T. , Braams, B. , & Krabbendam, L. (2018). Neuroimaging of learning and development: Improving ecological validity. Frontline Learning Research, 6(3), 186–203.31799220)
van Atteveldt, N. , van Kesteren, M. T. , Braams, B. , & Krabbendam, L. (2018). Neuroimaging of learning and development: Improving ecological validity. Frontline Learning Research, 6(3), 186–203.31799220van Atteveldt, N. , van Kesteren, M. T. , Braams, B. , & Krabbendam, L. (2018). Neuroimaging of learning and development: Improving ecological validity. Frontline Learning Research, 6(3), 186–203.31799220, van Atteveldt, N. , van Kesteren, M. T. , Braams, B. , & Krabbendam, L. (2018). Neuroimaging of learning and development: Improving ecological validity. Frontline Learning Research, 6(3), 186–203.31799220
Chelsea Dainton, N. Winstone, P. Klaver, B. Opitz (2019)
Utility of Feedback Has a Greater Impact on Learning than Ease of DecodingMind, Brain, and Education
Michael Vendetti, Bryan Matlen, L. Richland, S. Bunge (2015)
Analogical Reasoning in the Classroom: Insights from Cognitive Science.Mind, Brain, and Education, 9
( Wu, L. , & Kim, M. (2019). See, touch, and feel: Enhancing young children's empathy learning through a tablet game. Mind, Brain, and Education, 13(4), 341–351.)
Wu, L. , & Kim, M. (2019). See, touch, and feel: Enhancing young children's empathy learning through a tablet game. Mind, Brain, and Education, 13(4), 341–351.Wu, L. , & Kim, M. (2019). See, touch, and feel: Enhancing young children's empathy learning through a tablet game. Mind, Brain, and Education, 13(4), 341–351., Wu, L. , & Kim, M. (2019). See, touch, and feel: Enhancing young children's empathy learning through a tablet game. Mind, Brain, and Education, 13(4), 341–351.
Jessica Massonnié, Philippe Frasseto, D. Mareschal, N. Kirkham (2020)
Scientific Collaboration with Educators: Practical Insights from an in‐Class Noise‐Reduction InterventionMind, Brain, and Education
K. Mills, F. Lalonde, L. Clasen, J. Giedd, S. Blakemore (2014)
Developmental changes in the structure of the social brain in late childhood and adolescence.Social cognitive and affective neuroscience, 9 1
( O'Connor, P. A. , Morsanyi, K. , & McCormack, T. (2019). The stability of individual differences in basic mathematics‐related skills in young children at the start of formal education. Mind, Brain, and Education, 13(3), 234–244.)
O'Connor, P. A. , Morsanyi, K. , & McCormack, T. (2019). The stability of individual differences in basic mathematics‐related skills in young children at the start of formal education. Mind, Brain, and Education, 13(3), 234–244.O'Connor, P. A. , Morsanyi, K. , & McCormack, T. (2019). The stability of individual differences in basic mathematics‐related skills in young children at the start of formal education. Mind, Brain, and Education, 13(3), 234–244., O'Connor, P. A. , Morsanyi, K. , & McCormack, T. (2019). The stability of individual differences in basic mathematics‐related skills in young children at the start of formal education. Mind, Brain, and Education, 13(3), 234–244.
L. Catrysse, D. Gijbels, V. Donche (2019)
A Systematic Review on the Conceptualization and Operationalization of Students' Levels of Processing in Functional Magnetic Resonance Imaging StudiesMind, Brain, and Education
( Dündar‐Coecke, S. , & Tolmie, A. (2019). Nonverbal ability and scientific vocabulary predict children's causal reasoning in science better than generic language. Mind, Brain, and Education, 14(2), 130–138. 10.1111/mbe.12226 )
Dündar‐Coecke, S. , & Tolmie, A. (2019). Nonverbal ability and scientific vocabulary predict children's causal reasoning in science better than generic language. Mind, Brain, and Education, 14(2), 130–138. 10.1111/mbe.12226Dündar‐Coecke, S. , & Tolmie, A. (2019). Nonverbal ability and scientific vocabulary predict children's causal reasoning in science better than generic language. Mind, Brain, and Education, 14(2), 130–138. 10.1111/mbe.12226 , Dündar‐Coecke, S. , & Tolmie, A. (2019). Nonverbal ability and scientific vocabulary predict children's causal reasoning in science better than generic language. Mind, Brain, and Education, 14(2), 130–138. 10.1111/mbe.12226
Annie Brookman-Byrne, Lia Commissar (2019)
Future Avenues for Educational Neuroscience From the Perspective of EARLI SIG 22 Conference AttendeesMind, Brain and Education, 13
( Brookman‐Byrne, A. , Mareschal, D. , Tolmie, A. K. , & Dumontheil, I. (2019). The unique contributions of verbal analogical reasoning and nonverbal matrix reasoning to science and maths problem‐solving in adolescence. Mind, Brain, and Education, 13(3), 211–223.)
Brookman‐Byrne, A. , Mareschal, D. , Tolmie, A. K. , & Dumontheil, I. (2019). The unique contributions of verbal analogical reasoning and nonverbal matrix reasoning to science and maths problem‐solving in adolescence. Mind, Brain, and Education, 13(3), 211–223.Brookman‐Byrne, A. , Mareschal, D. , Tolmie, A. K. , & Dumontheil, I. (2019). The unique contributions of verbal analogical reasoning and nonverbal matrix reasoning to science and maths problem‐solving in adolescence. Mind, Brain, and Education, 13(3), 211–223., Brookman‐Byrne, A. , Mareschal, D. , Tolmie, A. K. , & Dumontheil, I. (2019). The unique contributions of verbal analogical reasoning and nonverbal matrix reasoning to science and maths problem‐solving in adolescence. Mind, Brain, and Education, 13(3), 211–223.
( Mills, K. L. , Lalonde, F. , Clasen, L. S. , Giedd, J. N. , & Blakemore, S.‐J. (2014). Developmental changes in the structure of the social brain in late childhood and adolescence. Social Cognitive and Affective Neuroscience, 9(1), 123–131. 10.1093/scan/nss113 23051898)
Mills, K. L. , Lalonde, F. , Clasen, L. S. , Giedd, J. N. , & Blakemore, S.‐J. (2014). Developmental changes in the structure of the social brain in late childhood and adolescence. Social Cognitive and Affective Neuroscience, 9(1), 123–131. 10.1093/scan/nss113 23051898Mills, K. L. , Lalonde, F. , Clasen, L. S. , Giedd, J. N. , & Blakemore, S.‐J. (2014). Developmental changes in the structure of the social brain in late childhood and adolescence. Social Cognitive and Affective Neuroscience, 9(1), 123–131. 10.1093/scan/nss113 23051898, Mills, K. L. , Lalonde, F. , Clasen, L. S. , Giedd, J. N. , & Blakemore, S.‐J. (2014). Developmental changes in the structure of the social brain in late childhood and adolescence. Social Cognitive and Affective Neuroscience, 9(1), 123–131. 10.1093/scan/nss113 23051898
( Galili, H. , Babai, R. , & Stavy, R. (2020). Intuitive interference in geometry: An eye‐tracking study. Mind, Brain, and Education, 14(2), 155–166. 10.1111/mbe.12231 )
Galili, H. , Babai, R. , & Stavy, R. (2020). Intuitive interference in geometry: An eye‐tracking study. Mind, Brain, and Education, 14(2), 155–166. 10.1111/mbe.12231Galili, H. , Babai, R. , & Stavy, R. (2020). Intuitive interference in geometry: An eye‐tracking study. Mind, Brain, and Education, 14(2), 155–166. 10.1111/mbe.12231 , Galili, H. , Babai, R. , & Stavy, R. (2020). Intuitive interference in geometry: An eye‐tracking study. Mind, Brain, and Education, 14(2), 155–166. 10.1111/mbe.12231
Lingli Wu, Minkang Kim (2019)
See, Touch, and Feel: Enhancing Young Children's Empathy Learning Through a Tablet GameMind, Brain, and Education
( Hobbiss, M. H. , Massonnié, J. , Tokuhama‐Espinosa, T. , Gittner, A. , de Sousa Lemos, M. A. , Tovazzi, A. , … Gous, I. (2019). “UNIFIED”: Bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education, 13(4), 298–312.)
Hobbiss, M. H. , Massonnié, J. , Tokuhama‐Espinosa, T. , Gittner, A. , de Sousa Lemos, M. A. , Tovazzi, A. , … Gous, I. (2019). “UNIFIED”: Bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education, 13(4), 298–312.Hobbiss, M. H. , Massonnié, J. , Tokuhama‐Espinosa, T. , Gittner, A. , de Sousa Lemos, M. A. , Tovazzi, A. , … Gous, I. (2019). “UNIFIED”: Bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education, 13(4), 298–312., Hobbiss, M. H. , Massonnié, J. , Tokuhama‐Espinosa, T. , Gittner, A. , de Sousa Lemos, M. A. , Tovazzi, A. , … Gous, I. (2019). “UNIFIED”: Bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education, 13(4), 298–312.
( Thomas, M. , Ansari, A. , & Knowland, V. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477–492.30345518)
Thomas, M. , Ansari, A. , & Knowland, V. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477–492.30345518Thomas, M. , Ansari, A. , & Knowland, V. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477–492.30345518, Thomas, M. , Ansari, A. , & Knowland, V. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477–492.30345518
G. Donati, I. Dumontheil, E. Meaburn (2019)
Genome‐Wide Association Study of Latent Cognitive Measures in Adolescence: Genetic Overlap With Intelligence and EducationMind, Brain and Education, 13
R. Churches, E. Dommett, I. Devonshire, R. Hall, S. Higgins, Astrid Korin (2020)
Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐AnalysisMind, Brain, and Education, 14
( Vaughn, A. R. , Brown, R. D. , & Johnson, M. L. (2020). Understanding conceptual change and science learning through educational neuroscience. Mind, Brain, and Education, 14(2), 82–93. 10.1111/mbe.12237 )
Vaughn, A. R. , Brown, R. D. , & Johnson, M. L. (2020). Understanding conceptual change and science learning through educational neuroscience. Mind, Brain, and Education, 14(2), 82–93. 10.1111/mbe.12237Vaughn, A. R. , Brown, R. D. , & Johnson, M. L. (2020). Understanding conceptual change and science learning through educational neuroscience. Mind, Brain, and Education, 14(2), 82–93. 10.1111/mbe.12237 , Vaughn, A. R. , Brown, R. D. , & Johnson, M. L. (2020). Understanding conceptual change and science learning through educational neuroscience. Mind, Brain, and Education, 14(2), 82–93. 10.1111/mbe.12237
Hanit Galili, R. Babai, R. Stavy (2020)
Intuitive Interference in Geometry: An Eye‐Tracking StudyMind, Brain, and Education, 14
L. Aar, E. Crone, S. Peters (2019)
What Characterizes Adolescents Struggling With Educational Decision‐Making?Mind, Brain, and Education
Su Morris, E. Farran, I. Dumontheil (2019)
Field Independence Associates with Mathematics and Science Performance in 5‐ to 10‐Year‐Olds after Accounting for Domain‐General FactorsMind, Brain, and Education
Van Aar, L. Aar (2019)
What characterizes adolescents struggling with educational decision-making? The role of behavioral and neural correlates of self-concept and self-esteem
M. Thomas, D. Ansari, V. Knowland (2018)
Annual Research Review: Educational neuroscience: progress and prospectsJournal of Child Psychology and Psychiatry, and Allied Disciplines, 60
Mind, Brain, and Education – Wiley
Published: May 1, 2020
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