The stories of nico and brooke revisited: Toward a cross-disciplinary dialogue about teaching and learning

Mind, Brain, and Education

Volumn 2, Issue 2, 2008, Pages 49-51

  Immordino Yang, Mary Helen ^a  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 65349086749     PISSN: 17512271     EISSN: 1751228X     Source Type: Journal    
DOI: 10.1111/j.1751-228X.2008.00029.x     Document Type: Review

References (7)

1. 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, 52-54.
2. Christoff, K. (2008). Applying neuroscientific findings to education: The good, the tough and the hopeful. Mind, Brain, and Education, 2, 55-58.
3. 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, 66-83.
4. Immordino-Yang, M. H. (2008). All smoke and mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2, 67-72.
5. 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, 3-10.
6. Snow, C. (2008). Varied developmental trajectories: Lessons for educators. Mind, Brain, and Education, 2, 59-61.
7. van Geert, P., & Steenbeek, H. (2008). Brains and the dynamics of "wants" and "cans" in learning. Mind, Brain, and Education, 2, 62-66.