| We feel, therefore we learn: The relevance of affective and social neuroscience to education MH Immordino‐Yang, A Damasio Mind, brain, and education 1 (1), 3-10, 2007 | 2254 | 2007 |
| Neural correlates of admiration and compassion MH Immordino-Yang, A McColl, H Damasio, A Damasio Proceedings of the National Academy of Sciences 106 (19), 8021-8026, 2009 | 755 | 2009 |
| Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience (the Norton series on the social neuroscience of education) MH Immordino-Yang WW Norton & Company, 2015 | 664 | 2015 |
| Rest is not idleness: Implications of the brain’s default mode for human development and education MH Immordino-Yang, JA Christodoulou, V Singh Perspectives on Psychological Science 7 (4), 352-364, 2012 | 536 | 2012 |
| Nurturing nature: How brain development is inherently social and emotional, and what this means for education MH Immordino-Yang, L Darling-Hammond, CR Krone Educational Psychologist 54 (3), 185-204, 2019 | 386 | 2019 |
| Why mind, brain, and education? Why now? KW Fischer, DB Daniel, MH Immordino-Yang, E Stern, A Battro, H Koizumi Mind, Brain & Education 1 (1), 2007 | 347 | 2007 |
| Implications of affective and social neuroscience for educational theory MH Immordino‐Yang Educational philosophy and theory 43 (1), 98-103, 2011 | 311 | 2011 |
| The brainstem in emotion: a review A Venkatraman, BL Edlow, MH Immordino-Yang Frontiers in neuroanatomy 11, 15, 2017 | 247 | 2017 |
| The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. MH Immordino-Yang, L Darling-Hammond, C Krone Aspen Institute, 2018 | 222 | 2018 |
| The role of emotion and skilled intuition in learning MH Immordino-Yang, M Faeth Mind, brain and education: Neuroscience implications for the classroom, 69-83, 2010 | 201 | 2010 |
| Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development MH Immordino-Yang, R Gotlieb American Educational Research Journal 54 (1_suppl), 344S-367S, 2017 | 136 | 2017 |
| We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1 (1), 3–10 MH Immordino-Yang, A Damasio | 120 | 2007 |
| Admiration for virtue: Neuroscientific perspectives on a motivating emotion MH Immordino-Yang, L Sylvan Contemporary Educational Psychology 35 (2), 110-115, 2010 | 114 | 2010 |
| Hippocampal contributions to the processing of social emotions MH Immordino‐Yang, V Singh Human brain mapping 34 (4), 945-955, 2013 | 112 | 2013 |
| The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning MH Immordino‐Yang Mind, Brain, and Education 2 (2), 67-73, 2008 | 111 | 2008 |
| Decoding the neural representation of story meanings across languages M Dehghani, R Boghrati, K Man, J Hoover, SI Gimbel, A Vaswani, ... Human brain mapping 38 (12), 6096-6106, 2017 | 107 | 2017 |
| A tale of two cases: Lessons for education from the study of two boys living with half their brains MH Immordino‐Yang Mind, Brain, and Education 1 (2), 66-83, 2007 | 107 | 2007 |
| Processing narratives concerning protected values: A cross-cultural investigation of neural correlates JT Kaplan, SI Gimbel, M Dehghani, MH Immordino-Yang, K Sagae, ... Cerebral Cortex 27 (2), 1428-1438, 2017 | 104 | 2017 |
| Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy MH Immordino-Yang Policy Insights from the Behavioral and Brain Sciences 3 (2), 211-219, 2016 | 99 | 2016 |
| Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture MH Immordino-Yang, XF Yang, H Damasio Frontiers in human neuroscience 8, 728, 2014 | 89 | 2014 |
