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Mind Brain and Education is a peer-reviewed journal published by Wiley, covering Neuroscience, Education and Cognitive Function, Cognitive and developmental aspects of mathematical skills, Reading and Literacy Development.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Mind Brain and Education 12 (3): 45–58.
Formats any DOI in Mind Brain and Education style. No sign-up. |
| Publishes research in | Neuroscience, Education and Cognitive Function Cognitive and developmental aspects of mathematical skills Reading and Literacy Development Educational and Psychological Assessments Child and Animal Learning Development |
| ISSN | 1751-2271 |
| Citation impact (2-yr) | 1.8 |
| h-index | 66 |
| i10-index | 325 |
| Total citations | 19,086 |
| Article processing charge | $3,240 |
| Top institutions publishing here | Harvard University |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and…
Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. The present study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest the course may be…
ABSTRACT Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate…
ABSTRACT— This article gives an overview of developmental trends in research on metacognition in children and adolescents. Whereas a first wave of studies focused on the assessment of declarative and procedural metacognitive knowledge in schoolchildren and adolescents, a second wave focused on very young children’s “theory of mind” (ToM). Findings from a recent longitudinal study…
Executive function is comprised of different behavioral and cognitive elements and is considered to play a significant role in learning and academic achievement. Educational researchers frequently study the construct. However, because of its complexity functionally, the research on executive function can at times be both confusing and contradictory. To attempt to bring some clarity to…
