Mind Brain and Education

Papers
(The TQCC of Mind Brain and Education is 4. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-01-01 to 2026-01-01.)
ArticleCitations
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Stress, Anxiety, and School Burnout Post COVID‐19: A Study of French Adolescents23
In‐Person Collaboration, but Not Virtual, Enhances Problem‐Solving Efficiency and Knowledge Transfer from Groups to Individuals21
The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study15
The Threat of Paper Mills to Biomedical and Social Science Journals: The Case of the Tanu.pro Paper Mill in Mind, Brain, and Education14
Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers13
Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom13
Simplest Shapes First! But Let's Use Cognitive Science to Reconceive and Specify What “Simple” Means12
Enhancing Situational Mastery Experience and Willingness to Learn with Game Elements in Children with Specific Learning Disorders12
Factors that Facilitate or Impede the Implementation of Neuroeducational Principles: Perspectives from Preschool and Primary School Teachers12
Music Education and Neurophysiological Regulation in Early Childhood: Should Teachers Guide or Get Out of the Way?12
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EEG Data Quality in Real‐World Settings: Examining Neural Correlates of Attention in School‐Aged Children11
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Involving Young Learners in Mind, Brain and Education Research9
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Complicated Gender Gaps in Mathematics Achievement: Elevated Stakes during Performance as One Explanation9
Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults8
A Place for Neuroscience in Teacher Knowledge and Education8
Executive Function Beyond Minority World Contexts: A Call for Culturally Relevant Assessments in Historically Overlooked Populations in Majority World Countries8
Playing Board Games to Learn Rational Numbers: AProof‐of‐Concept8
The Role of Executive Function in Reading Development and Reading Intervention7
Predictors of Teachers' Knowledge of Educational Neuroscience: A Role for Formal Training7
Training Teachers in Neuroscience for Adolescent Education: Outcomes of a Continuing Education Program7
Socioeconomic Status and Reading Development: Moving from “Deficit” to “Adaptation” in Neurobiological Models of Experience‐Dependent Learning7
Investigating Opinions about the Relevance of Genetic and Environmental Research in Education: The Role of Parental Status, Working in Education and Heritability Ratings7
Fixation Disparity: A Possible Index of Visuospatial Cognition during Authentic Learning Tasks6
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Exploring the Interplay of Age and Pedagogy in the Maturation of Error‐Monitoring6
Interaction Between Word Processing and Low‐Level Visual Representation in Autistic College Students6
The Role of Anxiety on Reading Comprehension in the Context of Socioemotional and Cognitive Risk and Promotive Factors6
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Sitting Meditation and Mindfulness Effects on Overall Anxiety and Test Anxiety Among College Students5
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Exploring Intensity in Reading Interventions for Upper Elementary Students5
Visuospatially Rich Math Games Increase Anxiety in Children With Lower Visuospatial Working Memory Capacity5
Effects of Playing an Interactive Educational App on Children's Learning and Executive Function5
The Brain's Control Networks in Reading: Insights From Cross‐Task Studies of Youth5
Timing Matters: Leveraging Temporal Contexts for Interpreting Reading Progress5
An Inquiry‐based Approach to Understanding Well‐being and Smartphone Usage: Constructing Research with Adolescent Students5
Home Enrichment Is Associated with Visual Working Memory Function in Preschoolers4
Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue4
Parasympathetic Nervous System Activity During Measures of Volitional Self‐regulation Predicts School Readiness4
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Common Content, Philosophy, and Programming Support Thriving Collaborations Between Cognitive Science Labs and Museums4
Risk Factors for Dyslexia: Addressing Oral Language Deficits4
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