Useful Resources
Vanessa Rodriguez
Rodriguez, V., & Solis, S. L. (2013). Teachers' awareness of the learner-teacher interaction: Preliminary communication of a study investigating the teaching brain. Mind, Brain, and Education, 7(3).
Rodriguez, V. (2013b). The potential of systems thinking in teacher reform as theorized for the teaching brain framework. Mind, Brain, and Education, 7(2), 77-85. doi:10.1111/mbe.12013
Rodriguez, V. (2013a). The human nervous system: A framework for teaching and the teaching brain. Mind, Brain, and Education, 7(1), 2-12.
Rodriguez, V. (2012). The teaching brain and the end of the empty vessel. Mind, Brain, and Education, 6(4), 177-185. doi:10.1111/j.1751-228X.2012.01155.x
Rodriguez, V., & Solis, S. L. (2013). Teachers' awareness of the learner-teacher interaction: Preliminary communication of a study investigating the teaching brain. Mind, Brain, and Education, 7(3).
Rodriguez, V. (2013b). The potential of systems thinking in teacher reform as theorized for the teaching brain framework. Mind, Brain, and Education, 7(2), 77-85. doi:10.1111/mbe.12013
Rodriguez, V. (2013a). The human nervous system: A framework for teaching and the teaching brain. Mind, Brain, and Education, 7(1), 2-12.
Rodriguez, V. (2012). The teaching brain and the end of the empty vessel. Mind, Brain, and Education, 6(4), 177-185. doi:10.1111/j.1751-228X.2012.01155.x
Antonio Battro
Battro, A. M. (2010). The teaching brain. Mind, Brain, and Education, 4(1), 28-33. doi:10.1111/j.1751-228X.2009.01080.x
Battro, A. (2007). Homo educalibis: A neurocognitive approach. In M. S. Sorondo (Ed.), What is our real knowledge of the human being? (Vol. Scripta Varia 109, 46-60). The Vatican: Pontifical Academy of Sciences.
Holper, L., Goldin, A., Shalom, D., Battro, A., Wolf, M. & Sigman, M. (2013). The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog. International Journal of Educational Research, 59, 1–10.
Battro, A. M. (2010). The teaching brain. Mind, Brain, and Education, 4(1), 28-33. doi:10.1111/j.1751-228X.2009.01080.x
Battro, A. (2007). Homo educalibis: A neurocognitive approach. In M. S. Sorondo (Ed.), What is our real knowledge of the human being? (Vol. Scripta Varia 109, 46-60). The Vatican: Pontifical Academy of Sciences.
Holper, L., Goldin, A., Shalom, D., Battro, A., Wolf, M. & Sigman, M. (2013). The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog. International Journal of Educational Research, 59, 1–10.
Kurt Fischer
Fischer, K. W. (2009). Mind, brain, and education: Building a scientific groundwork for learning and Teaching1. Mind, Brain, and Education, 3(1), 3-16. doi:10.1111/j.1751-228X.2008.01048.x
Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., pp. 313-399). Hoboken, N.J.: John Wiley & Sons.
Fischer, K. W., Rose, L. T., & Rose, S. P. (2007). Growth cycles of mind and brain: Analyzing developmental pathways of learning disorders. In K. W. Fischer, J. H. Bernstein & M. H. Immordino-Yang (Eds.), Mind, brain, and education in reading disorders (pp. 101). Cambridge, UK ;New York: Cambridge University Press.
Fischer, K. W., & Rose, S. P. (1998). Growth cycles of brain and mind. Educational Leadership, 56(3), 56-60.
Fischer, K. W., & Rose, L. T. (2001). Webs of skill: How students learn. Educational Leadership, 59(3), 6-12.
Fischer, K. W. (2009). Mind, brain, and education: Building a scientific groundwork for learning and Teaching1. Mind, Brain, and Education, 3(1), 3-16. doi:10.1111/j.1751-228X.2008.01048.x
Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., pp. 313-399). Hoboken, N.J.: John Wiley & Sons.
Fischer, K. W., Rose, L. T., & Rose, S. P. (2007). Growth cycles of mind and brain: Analyzing developmental pathways of learning disorders. In K. W. Fischer, J. H. Bernstein & M. H. Immordino-Yang (Eds.), Mind, brain, and education in reading disorders (pp. 101). Cambridge, UK ;New York: Cambridge University Press.
Fischer, K. W., & Rose, S. P. (1998). Growth cycles of brain and mind. Educational Leadership, 56(3), 56-60.
Fischer, K. W., & Rose, L. T. (2001). Webs of skill: How students learn. Educational Leadership, 59(3), 6-12.
Sidney Strauss
Strauss, S. (1993). Theories of learning and development for academics and educators. Educational Psychologist, 28, 191-203.
Strauss, S. (2005). Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In D. B. Pillemer, & S. H. White (Eds.), Developmental psychology and social change: Research, history, and policy (pp. 368-389). Cambridge, UK; New York: Cambridge University Press.
Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers' developing theory of mind. Cognitive Development, 17, 1473-1487.
Strauss, S. & Ziv, M. (2012). Teaching is a natural cognitive ability for humans. Mind, Brain, and Education, 6(4), 186–196. doi: 10.1111/j.1751-228X.2012.01156.x
Strauss, S. (1993). Theories of learning and development for academics and educators. Educational Psychologist, 28, 191-203.
Strauss, S. (2005). Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In D. B. Pillemer, & S. H. White (Eds.), Developmental psychology and social change: Research, history, and policy (pp. 368-389). Cambridge, UK; New York: Cambridge University Press.
Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers' developing theory of mind. Cognitive Development, 17, 1473-1487.
Strauss, S. & Ziv, M. (2012). Teaching is a natural cognitive ability for humans. Mind, Brain, and Education, 6(4), 186–196. doi: 10.1111/j.1751-228X.2012.01156.x
Additional Resources on Social Cognition and Social Interaction
Watanabe, K. (2013), Teaching as a dynamic phenomenon with interpersonal interactions. Mind, Brain, and Education, 7: 91–100. doi: 10.1111/mbe.12011
Yano, K. (2013). The science of human interaction and teaching. Mind, Brain, and Education 7(1), 19–29. doi: 10.1111/mbe.12003
Konvalinka I, Roepstorff A. The two-brain approach: How can mutually interacting brains teach us something about social interaction? Frontiers in Human Neuroscience. 2012;6(215):1-10.
De Jaegher H, Di Paolo E, Gallagher S. Can social interaction constitute social cognition? Trends Cogn Sci (Regul Ed ). 2010;14(10):441-447.
Nummenmaa L, Glerean E, Viinikainen M, Jääskeläinen IP, Hari R, Sams M. Emotions promote social interaction by synchronizing brain activity across individuals. Proceedings of the National Academy of Sciences. 2012;109(24):9599-9604.
Marci CD, Ham J, Moran E, Orr SP. Physiologic correlates of perceived therapist empathy and Social-emotional process during psychotherapy. The Journal of Nervous and Mental Disease. 2007;195(2):103-111.
Yun K, Watanabe K, Shimojo S. Interpersonal body and neural synchronization as a marker of implicit social interaction. Scientific Reports. 2011;2(959).
Sebanz N, Bekkering H, Knoblich G. Joint action: Bodies and minds moving together. Trends in cognitive sciences. 2006;10:70-76.
Watanabe, K. (2013), Teaching as a dynamic phenomenon with interpersonal interactions. Mind, Brain, and Education, 7: 91–100. doi: 10.1111/mbe.12011
Yano, K. (2013). The science of human interaction and teaching. Mind, Brain, and Education 7(1), 19–29. doi: 10.1111/mbe.12003
Konvalinka I, Roepstorff A. The two-brain approach: How can mutually interacting brains teach us something about social interaction? Frontiers in Human Neuroscience. 2012;6(215):1-10.
De Jaegher H, Di Paolo E, Gallagher S. Can social interaction constitute social cognition? Trends Cogn Sci (Regul Ed ). 2010;14(10):441-447.
Nummenmaa L, Glerean E, Viinikainen M, Jääskeläinen IP, Hari R, Sams M. Emotions promote social interaction by synchronizing brain activity across individuals. Proceedings of the National Academy of Sciences. 2012;109(24):9599-9604.
Marci CD, Ham J, Moran E, Orr SP. Physiologic correlates of perceived therapist empathy and Social-emotional process during psychotherapy. The Journal of Nervous and Mental Disease. 2007;195(2):103-111.
Yun K, Watanabe K, Shimojo S. Interpersonal body and neural synchronization as a marker of implicit social interaction. Scientific Reports. 2011;2(959).
Sebanz N, Bekkering H, Knoblich G. Joint action: Bodies and minds moving together. Trends in cognitive sciences. 2006;10:70-76.
