Optional Reading. Mary Helen Immordino-Yang's work (with Antonio Damasio and others).
http://www-rcf.usc.edu/~immordin/papers/Immordino-Yang+Damasio_2007_RelevanceofNeurotoEdu.pdf
Mind, Brain and Education, 1(1), 3-10.

Immordino-Yang, M.H., & Damasio, A.R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education.
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.

http://www-rcf.usc.edu/~immordin/papers/HippocampusDuringSocialEmotions-Immordino-Yang&Singh2011.pdf
Human Brain Mapping. doi: 10.1002/hbm.21485

Immordino-Yang, M.H. & Singh, V. (2011). Hippocampal contributions to the processing of social emotions.



http://www-rcf.usc.edu/~immordin/papers/Immordino-Yang+etal_2009PNAS_NeuralCorrelatesofAdmirationandCompassion.pdf
PNAS 106(19) 8021-8026

Immordino-Yang, M.H., McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion.



http://www-rcf.usc.edu/~immordin/papers/Immordino-Yang_2008_SmokeAroundMirrorNeurons.pdf
Mind, Brain, and Education, 2(2) 67-73.

Immordino-Yang, M.H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning.




for more articles by Mary Helen Immordino-Yang, visit her website at USC:
http://www-bcf.usc.edu/~immordin/
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