Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education.    The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.

Mind, Brain, and Education (MBE) was recognized as the Best New Journal in the Social Sciences & Humanities by the Association of American Publishers' Professional & Scholarly Publishing Division in 2007. This journal provides an accessible platform for presenting both basic and applied research on learning and development, incorporating analyses from biology, cognitive science, and education. It emerged from the mission of the International Mind, Brain, and Education Society to establish a new field that integrates the diverse areas connecting mind, brain, and education through collaboration among educators and researchers in research, theory, and practice.

《Mind, Brain, and Education》（MBE）是由美国出版商协会专业与学术出版部于2007年评选的社会科学与人文学科最佳新期刊。该期刊为学习与发展领域的基础与应用研究提供了一个易于理解的交流平台，涵盖生物学、认知科学和教育等多个领域的分析。该期刊源于国际心智、脑与教育学会的使命，旨在创建一个新的心智、脑与教育领域，促进教育工作者与研究人员在研究、理论和实践中有效整合与心智、脑和教育相关的多种领域。

Mind, Brain, and Education

Evidence for associations between spatial skills and mathematics has led to the argument that spatial visualisation plays a role in mathematical calculation. However, there is no single accepted definition of what spatial visualisation encompasses. Here, we investigated spatial visualisation in the context of a mental imagery framework. We applied a component model of mental imagery, involving Image Generation, Image Maintenance, Image Transformation (measured here using Mental Rotation) and Image Scanning, to examine how each component predicted mathematical calculation ability in primary school children (N=92, age 6-11 years). We found that, after age, only Mental Rotation significantly predicted mathematical calculation. Our findings advance theoretical understanding by demonstrating that spatial visualisation definitions, applied to mathematics, should be refined to focus on Image Transformation. This also highlights the practical implication that Image Transformation strategies are promising targets for future intervention work, rather than broad visualisation strategies.

Kathryn E Bates

Katie Anne Gilligan

Emily Kate Farran

Reimagining mathematics: The role of mental imagery in explaining mathematical calculation skills in childhood

ABSTRACT The relation of spatial skills to academic success in areas such as math and science has sparked discussion in early education around how spatial thinking skills might be included in early schooling. Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental research focused primarily on one aspect of dynamic spatial transformations (DST), namely mental rotation. This study broadens our knowledge by addressing another important DST, namely mental folding. We devised a new test suitable for young children. Performance of 180 children between 4 and 7 years suggests that mental folding appears at around 5.5 years of age, although there were also marked individual differences. These data on the emergence of DST suggest that educational programs targeting this skill could start in preschool or kindergarten and provide a means to assess the effectiveness of such efforts.

Justin Harris

Nora S. Newcombe

Kathy Hirsh‐Pasek

Mind Brain and Education

A New Twist on Studying the Development of Dynamic Spatial Transformations: Mental Paper Folding in Young Children

Abstract Advances in mobile electroencephalography (EEG) technology have made it possible to examine covert cognitive processes in real‐world settings such as student attention in the classroom. Here, we outline research using wired and wireless EEG technology to examine attention in elementary school children across increasingly naturalistic paradigms in schools, ranging from a lab‐based paradigm where children met one‐on‐one with an experimenter in a field laboratory to mobile EEG testing conducted in the same school during semi‐naturalistic classroom lessons. Despite an increase of data loss with the classroom‐based paradigm, we demonstrate that it is feasible to collect quality data in classroom settings with young children. We also provide a test case for how robust EEG signals, such as alpha oscillations, can be used to identify measurable differences in covert processes like attention in classrooms. We end with pragmatic suggestions for researchers interested in employing naturalistic EEG methods in real‐world, multisensory contexts.

Keye Xu

Sarah Jo Torgrimson

Remi Torres

Agatha Lenartowicz

Jennie K. Grammer

<scp>EEG</scp> Data Quality in <scp>Real‐World</scp> Settings: Examining Neural Correlates of Attention in <scp>School‐Aged</scp> Children

<scp>EEG</scp>数据质量在<scp>现实世界</scp>环境中的表现：探究<scp>学龄</scp>儿童注意力相关的神经关联

ABSTRACT As teammates adjust their cognition and behavior, synchronizations of information can be observed across verbal, postural, and neurophysiological systems. This study explored the synchrony of mutually interacting brains, or team neurosynchrony, during cyber‐enabled collaborative problem solving. Mixed‐sex dyads defined and solved an authentic problem using either a social script or an epistemic script. Alpha‐band phase‐locking value, or the absolute value of the sum of the phase differences of electrodes at a particular time and frequency across a number of epochs, was used as a measure of team neurosynchrony. Contrary to our hypotheses, analyses revealed greater alpha‐band phase‐locking values between the central and parietal electrodes of dyad members in the epistemic script condition. Mean alpha phase‐locking values were positively correlated with collaborative problem solving performance and negatively correlated with time spent on the problem solving process, suggesting that epistemic scripts were more effective scaffolds of collaborative problem solving compared to social scripts in this study.

Pavlo D. Antonenko

Robert Davis

Jiahui Wang

Mehmet Celepkolu

On the Same Wavelength: Exploring Team Neurosynchrony in Undergraduate Dyads Solving a Cyberlearning Problem With Collaborative Scripts

同频共振：探究本科生双人组在协作脚本下解决网络学习问题的团队神经同步性

ABSTRACT Although there is substantial research on the effect of emotions on educational outcomes in the classroom, relatively little is known about how emotion affects learning in informal science contexts. We examined the role of emotion in the context of an informal science learning experience by utilizing a path model to investigate the relationships among emotional arousal, valence, attention, environmental values and learning outcomes. Sixty undergraduate and graduate students participated in one of two treatments consisting of watching an exciting or neutral nature documentary video, reading an associated narrative, and taking a post‐test. Our findings suggested that higher emotional arousal, less pleasant feelings about the content, and stronger environmental values led to greater short‐term learning outcomes. We discuss our findings in relation to current understandings of emotion and learning in informal science education settings.

Nancy L. Staus

John H. Falk

The Role of Emotion in Informal Science Learning: Testing an Exploratory Model

非正式科学学习中情感的作用：探索性模型的检验

ABSTRACT Number books are an effective tool to increase math talk and promote children's mathematical thinking, but little is known about book genre effects. How do different types of number books impact mathematical input? This study examined whether book genre affects the amount and types of teachers' math talk. Using a within‐subjects design, we asked 31 teachers of 4‐ to 5‐year‐olds to read a narrative number book and a nonnarrative number book in a counterbalanced order. The books were matched in target numerical content. We found that the nonnarrative number book elicited more math talk than the narrative number book. In a qualitative analysis, we analyzed multiple conversational turns and found that both books allowed teachers to engage in simple math discussions, but there were differences in other types of math discussions. Together, these findings show that the quantity and quality of mathematical input differ as a function of genre.

Daphne Ang

Baoqi Sun

Pierina Cheung

The Effect of Book Genre in Eliciting Teacher Math Talk

书籍类型对引发教师数学对话的影响

Abstract Students' school requirements and learning activities engage many different cognitive processes, including language processing, memory, learning, attention, reasoning, decision‐making, and social interaction. However, students rarely learn about these cognitive processes, or the brain mechanisms underlying them and therefore lack the critical understanding of how they operate. Here, we describe a novel neuroscience curriculum, developed through a research‐practice partnership (RPP) between neuroscientists and educators, aimed at providing students with the opportunity to learn about their own brain and cognitive abilities and engage in authentic neuroscientific inquiry. The curriculum is organized around three pillars: Learn Neuroscience‐Experience Neuroscience‐Contribute to Neuroscience. These are designed to optimize relevance, student engagement, and interactive hands‐on experience. In particular, by incorporating genuine neuroscientific research as part of the program, students are offered a front‐row seat to the scientific process using cutting‐edge neurotechnology and gain firsthand experience with the challenges and excitements of scientific inquiry.

Adi Korisky

Ido Davidesco

Ofek Ben‐Abu

Orel Levy

Klil Abrahami

Orly Geri

Elana Zion Golumbic

Me, My Brain, and I: A Framework for Neuroscience Curriculum Fostering Research‐Practice Partnership Between Scientists and Educators

我、我的大脑和我：促进科学家与教育者之间研究实践合作的神经科学课程框架

ABSTRACT Advances in the field of Mind, Brain, and Education (MBE) have been limited by a fundamental separation between university‐based neuroscience laboratories and school communities, constraining the field's ability to collaboratively devise research studies germane to child development. This commentary explores the assertion that the persistent obstacles in MBE work may stem from how we structure these partnerships. We examine this premise through a detailed case study of a research‐practice partnership that has successfully implemented a range of innovative programmatic elements, including the establishment of specially trained liaisons, situating a neuroscience lab within a school, and actively involving practitioners and students in research. An analysis of the values that iteratively emerged from this approach may encourage other MBE stakeholders to consider affordances of this model when embarking upon future partnership endeavors.

Elizabeth Y. Toomarian

Radhika S. Gosavi

Lindsey R. Hasak

Madison Bunderson

Bruce D. McCandliss

Emerging Insights From a Research‐Practice Partnership Approach to Educational Neuroscience

教育神经科学研究实践合作方法的新兴见解

ABSTRACT Despite a high level of interest and investment in “gold standard” evaluations of interventions in education, the gap between teaching practice and the latest research on learning appears wider than ever; likewise, persistent attainment gaps between certain groups remain. This report summarizes the presentations and discussion from a roundtable event that brought together representatives from educational practice, research, and policy to explore challenges and solutions in relation to establishing “what works” in different educational contexts. The commentary addresses issues surrounding (a) who is involved and when, (b) a need for methodological innovation, (c) communication, and (d) understanding and use of evidence by educators and policymakers. Suggestions for best practice in relation to addressing these issues using national and international examples are presented. Identified recommendations related to facilitating a research culture within the teaching profession, the promotion of data sharing and communication, and conducting realistic evaluations. Outstanding questions are highlighted.

Astrid E. J. Bowen

Lucy R. J. Palmer

Roisin C. Perry

Michael S. C. Thomas

Andrew Tolmie

Grégoire Borst

Jo Van Herwegen

Evaluating What Works in the Classroom: Best Practice and Future Opportunities

评估课堂有效性：最佳实践与未来机遇

Abstract Children are increasingly using educational apps, but little research has been conducted to determine their effectiveness. The current study compared the effect of an interactive touchscreen app to the effect of a noninteractive video about the app on young children's Chinese characters learning and executive functions (EFs). In a mixed between‐within design, 50 children aged 5 to 6 years old were randomly assigned to play the app on touchscreen or to watch a noninteractive video about the app. Results showed that children in the app condition made more progress from the pretest to the posttest in Chinese characters learning, and more improvement in working memory scores and inhibitory capacity scores compared to the video condition. Results suggest that interactive literacy apps on touchscreens benefit children's learning and EFs. Future research should continue to focus on the impact of different forms of touchscreen use on children's executive functioning.

Chunying Gao

Fuxing Wang

Jiaxue Chen

Yu Tong

Yinghe Chen

Effects of Playing an Interactive Educational App on Children's Learning and Executive Function

互动教育应用对儿童学习和执行功能的影响

Abbreviation	Mind Brain and Education
Journal Impact	1.90
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q3)

ISSN	1751-2271, 1751-228X
h-index	46

Publication Information	Publisher: Wiley-Blackwell Publishing Ltd，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2008，Proportion of original research papers: 100.00%，Self Citation Rate:5.30%， Gold OA Rate: 40.00%

Mind, Brain, and Education

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