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Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format
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Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format Example of Mind, Brain, and Education format
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open access Open Access

Mind, Brain, and Education — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #438 of 1319 down down by 280 ranks
Developmental and Educational Psychology #164 of 332 down down by 56 ranks
Experimental and Cognitive Psychology #97 of 148 down down by 33 ranks
Cognitive Neuroscience #71 of 96 down down by 13 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 99 Published Papers | 209 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 13/07/2020
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Related Journals

open access Open Access
recommended Recommended

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CiteRatio: 5.4
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SJR: 1.245
SNIP: 1.132
open access Open Access

Wiley

Quality:  
High
CiteRatio: 3.2
SJR: 0.694
SNIP: 1.21

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

1.289

39% from 2018

Impact factor for Mind, Brain, and Education from 2016 - 2019
Year Value
2019 1.289
2018 2.103
2017 1.63
2016 1.271
graph view Graph view
table view Table view

2.1

30% from 2019

CiteRatio for Mind, Brain, and Education from 2016 - 2020
Year Value
2020 2.1
2019 3.0
2018 3.5
2017 2.9
2016 3.3
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 39% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has decreased by 30% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.624

7% from 2019

SJR for Mind, Brain, and Education from 2016 - 2020
Year Value
2020 0.624
2019 0.673
2018 0.828
2017 0.632
2016 0.67
graph view Graph view
table view Table view

0.818

33% from 2019

SNIP for Mind, Brain, and Education from 2016 - 2020
Year Value
2020 0.818
2019 1.226
2018 1.13
2017 0.844
2016 0.756
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 7% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 33% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Mind, Brain, and Education

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Wiley

Mind, Brain, and Education

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...... Read More

Education

Developmental and Educational Psychology

Experimental and Cognitive Psychology

Cognitive Neuroscience

Social Sciences

i
Last updated on
12 Jul 2020
i
ISSN
1751-2271
i
Impact Factor
High - 1.07
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
apa
i
Citation Type
Numbered
[25]
i
Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1111/J.1751-228X.2007.00004.X
We feel, therefore we learn: The relevance of affective and social neuroscience to education.

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... 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 social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought. Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments. Note: The lead author appears twice in this issue of LEARNing Landscapes: first in the reprint cited below, and next, in an accompanying follow-up article that features poetry from her daughter Nora Ming-Min Yang. 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(1), 3–10. * Reprinted in Jossey-Bass Reader on the Brain and Learning (pp. 183–198). San Francisco: Jossey-Bass. read more read less

Topics:

Social neuroscience (60%)60% related to the paper, Learning environment (55%)55% related to the paper, Cognition (53%)53% related to the paper, Creativity (50%)50% related to the paper
934 Citations
open accessOpen access Journal Article DOI: 10.1111/MBE.12026
Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
Lisa Flook1, Simon B. Goldberg1, Laura Pinger1, Katherine Bonus1, Richard J. Davidson1

Abstract:

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. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (m... 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. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed. Teachers play a central role in creating a classroom climate that fosters student learning and social-emotional well- being. However, teaching can be stressful and managing classroom dynamics taxing. As a profession, teaching is plagued by significant turnover, often attributed to burnout, with documented rates of teacher turnover rising in public read more read less

Topics:

Burnout (60%)60% related to the paper, Classroom climate (58%)58% related to the paper, Mindfulness (53%)53% related to the paper, Occupational stress (53%)53% related to the paper, Stress management (53%)53% related to the paper
View PDF
504 Citations
Journal Article DOI: 10.1111/J.1751-228X.2008.00041.X
The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education
Wolfgang Schneider1

Abstract:

This article gives an overview of developmen- tal trends in research on metacognition in children and adolescents. Whereas a fi rst 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 min... This article gives an overview of developmen- tal trends in research on metacognition in children and adolescents. Whereas a fi rst 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 are presented that demonstrate developmental links between early ToM and subsequent declarative metacognitive knowledge, mainly mediated by language competencies. The relevant literature further indicates that developmental trends in declarative and procedural metacognitive knowledge clearly differ. Whereas the fi ndings for declarative metacognitive knowl- edge show steady improvement through childhood and adolescence, mainly due to increases in knowledge about strategies, the results are not similarly clear-cut for procedur- al metacognition. Age trends observed for this component of metacognition are signifi cant for self-control activities but not pronounced for monitoring abilities. These fi ndings have important implications for education, emphasizing the role of strategy training procedures in different instructional domains and illustrating teachers ' potential impact on the improvement of monitoring and control processes. read more read less

Topics:

Metacognition (57%)57% related to the paper
335 Citations
Journal Article DOI: 10.1111/MBE.12028
Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era.

Abstract:

Early experiences with books predict later reading success, and an interactive shared reading style called ''dialogic reading'' is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematical... Early experiences with books predict later reading success, and an interactive shared reading style called ''dialogic reading'' is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent-child dyads reading battery-operated, touch-sensitive children's electronic console books or traditional books. Results revealed that parent-child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e-books may be altered to better serve as educational tools in this new era are discussed. read more read less

Topics:

Shared reading (61%)61% related to the paper, Reading (process) (59%)59% related to the paper, Reading comprehension (59%)59% related to the paper, Dialogic (55%)55% related to the paper, Literacy (54%)54% related to the paper
260 Citations
Journal Article DOI: 10.1111/MBE.12015
Guided Play: Where Curricular Goals Meet a Playful Pedagogy
Deena Skolnick Weisberg1, Kathy Hirsh-Pasek1, Roberta Michnick Golinkoff2

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 a... 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 in their focus on child-centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct-instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process. read more read less

Topics:

Discovery learning (52%)52% related to the paper, Teaching method (51%)51% related to the paper
256 Citations
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3. Can I cite my article in multiple styles in Mind, Brain, and Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Mind, Brain, and Education citation style.

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Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Mind, Brain, and Education.

5. Can I use a manuscript in Mind, Brain, and Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Mind, Brain, and Education that you can download at the end.

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It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Mind, Brain, and Education.

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It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Mind, Brain, and Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Mind, Brain, and Education's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

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SciSpace's Mind, Brain, and Education is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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After writing your paper autoformatting in Mind, Brain, and Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Mind, Brain, and Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Mind, Brain, and Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Mind, Brain, and Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Mind, Brain, and Education?

The 5 most common citation types in order of usage for Mind, Brain, and Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Mind, Brain, and Education?

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16. Can I download Mind, Brain, and Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Mind, Brain, and Education Endnote style according to Elsevier guidelines.

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