Affective Neuroscience (Emotions, Social-Emotional Learning, Social Contagion)

Resources

Alarcón-Espinoza, M., Sanduvete-Chaves, S., Anguera, M. T., Samper García, P., & Chacón-Moscoso, S. (2022). Emotional self-regulation in everyday life: a systematic review. Frontiers in Psychology, 13, 884756. doi.org/10.3389/fpsyg.2022.884756

Alcalá-López, D., Mei, N., Margolles, P., & Soto, D. (2024). Brain-wide representation of social knowledge. Social Cognitive and Affective Neuroscience, 19(1). https://doi.org/10.1093/scan/nsae032

Alexander, R., Aragón, O. R., Bookwala, J., Cherbuin, N., Gatt, J. M., Kahrilas, I. J., Kästner, N., Lawrence, A., Lowe, L., Morrison, R. G., Mueller, S. C., Nusslock, R., Papadelis, C., Polnaszek, K. L., Richter, S. H., Silton, R. L., & Styliadis, C. (2021). The neuroscience of positive emotions and affect: Implications for cultivating happiness and wellbeing. Neuroscience and Biobehavioral Reviews, 121, 220–249. doi.org/10.1016/j.neubiorev.2020.12.002

Andrews-Todd, J., Salovich, N. A., & Rapp, D. N. (2021). Differential effects of pressure on social contagion of memory. Journal of experimental psychology. Journal of Experimental Psychology: Applied, 27(2), 258–275. https://doi.org/10.1037/xap0000346

Annenberg Learners. (2016). Emotions and cognition: A neuroscientist’s perspective [Video] (9:41 minutes).  https://www.learner.org/series/neuroscience-in-the-classroom/the-unity-of-emotion-thinking-and-learning/emotion-and-cognition-a-neuroscientists-perspective/

Annenberg Learners. (2016). Emotions, stress and health [Course]. Annenberg Foundation.

Anthony, M., Turnbull, A., Tadin, D., & Lin, F. V. (2024). Positive affect disrupts neurodegeneration effects on cognitive training plasticity in older adults. Social Cognitive and Affective Neuroscience, 19(1), nsae004. https://doi.org/10.1093/scan/nsae004

Asikainen, H., Hailikari, T., & Mattsson, M. (2018). The interplay between academic emotions, psychological flexibility and self-regulation as predictors of academic achievement. Journal of Further and Higher Education, 42(4), 439-453. https://doi.org/10.1080/0309877X.2017.1281889

Atzil, S., Gao, W., Fradkin, I., & Barrett, L. F. (2018). Growing a social brain. Nature Human Behaviour, 1. https://doi.org/10.1038/s41562-018-0384-6

Azari, B., Westlin, C., Satpute, A. B., Hutchinson, J. B., Kragel, P. A., Hoemann, K., ... & Barrett, L. F. (2020). Comparing supervised and unsupervised approaches to emotion categorization in the human brain, body, and subjective experience. Scientific Reports, 10(1), 1-17. doi.org/10.1038/s41598-020-77117-8

Barrasso Catanzaro, C., & Eslinger, P. J. (2016). Neurobiological bases of executive function and social‐emotional development: Typical and atypical brain changes. Family Relations, 65(1), 108-119. https://doi.org/10.1111/fare.12175

Barrett, L. F. (2017, December). You aren’t at the mercy of your emotions - Your brain creates them [Video] (18:21). TED Conferences.  https://www.ted.com/talks/lisa_feldman_barrett_you_aren_t_at_the_mercy_of_your_emotions_your_brain_creates_them?language=en

Barrett, L. F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt. https://books.google.com/books?hl=en&lr=&id=hN8MBgAAQBAJ&oi=fnd&pg=PP1&dq=Barrett,+L.+F.+(2017).+How+emotions+are+made:+The+secret+life+of+the+brain.+Houghton+Mifflin+Harcourt.&ots=fc4MkRwG2g&sig=IdagRPgiLrQo77wehmG0VReuwsI#v=onepage&q=Barrett%2C%20L.%20F.%20(2017).%20How%20emotions%20are%20made%3A%20The%20secret%20life%20of%20the%20brain.%20Houghton%20Mifflin%20Harcourt.&f=false

Barrett, L. F., & Satpute, A. B. (2017). Historical pitfalls and new directions in the neuroscience of emotion . Neuroscience Letters, 693, 9-18. https://doi.org/10.1016/j.neulet.2017.07.045

Bechara, A., Damasio, A., & Bar-On, R. (2007). The anatomy of emotional intelligence and implications for educating people to be emotionally intelligent. Educating people to be emotionally intelligent, (pp.273-290). Greenwood Publishing Group. https://books.google.com.ec/books?hl=en&lr=&id=I8bMPCSa700C&oi=fnd&pg=PA273&dq=Bechara,+A.,+Damasio,+A.,+%26+Bar-On,+R.+(2007).+The+anatomy+of+emotional+intelligence+and+implications+for+educating+people+to+be+emotionally+intelligent.%C2%A0Educating+people+to+be+emotionally+intelligent,+(pp.273-290).&ots=Tf5GhTD0B8&sig=iJTyny8EhBQh__9YyPjithz0Qvw#v=onepage&q&f=false

Ben Adiva, Y., Genzer, S., & Perry, A. (2024). Beyond physical sensations: investigating empathy and prosocial behavior in vicarious pain responders. Social Cognitive and Affective Neuroscience, 19(1), nsae039. https://doi.org/10.1093/scan/nsae039

Big Think (2011, June 14). How our brains feel emotions: Antonio Damasio [Video] (8:52 minutes). YouTube. https://www.youtube.com/watch?v=KsSv1KzdiWU

Big Think (2012, April 23). Daniel Goleman introduces emotional intelligence | Big Think [Video]. (5:31 minutes). YouTube. https://www.youtube.com/watch?v=Y7m9eNoB3NU

Block, P., & Burnett Heyes, S. (2020). Sharing the load: Contagion and tolerance of mood in social networks. Emotion. Advance online publication. doi.org/10.1037/emo0000952

Boggio, P. S., Wingenbach, T. S., da Silveira Coêlho, M. L., Comfort, W. E., Murrins Marques, L., & Alves, M. V. C. (2023). Social and affective neuroscience of everyday human interaction: From theory to methodology. Swiss National Science Foundation. doi: 10.1007/978-3-031-08651-9

Brown, V. M., Zhu, L., Solway, A., Wang, J. M., McCurry, K. L., King-Casas, B., & Chiu, P. H. (2021). Reinforcement learning disruptions in individuals with depression and sensitivity to symptom change following cognitive behavioral therapy. JAMA psychiatry, 78(10), 1113-1122. dx.doi.org/10.1001%2Fjamapsychiatry.2021.1844

Burgess, L. G., Riddell, P. M., Fancourt, A., & Murayama, K. (2018). The influence of social contagion within education: A motivational perspective. Mind, Brain, and Education, 12(4), 164–174. doi.org/10.1111/mbe.12178

Burns, S. M., Barnes, L. N., McCulloh, I. A., Dagher, M. M., Falk, E. B., Storey, J. D., & Lieberman, M. D. (2019). Making social neuroscience less WEIRD: Using fNIRS to measure neural signatures of persuasive influence in a Middle East participant sample. Journal of Personality and Social Psychology, 116(3), e1–e11. doi.org/10.1037/pspa0000144

Campbell, V. (Host). (2022, July 12). Antonio Damasio on “Feeling & knowing” (BS 189) [Audio podcast episode]. In Brain Science. https://brainsciencepodcast.com/bsp/2021/189-antonio-damasio

Cardoso, A. P., Ferreira, M., Campos, S., Felizardo, S., & Duarte, J. (2018). Emotional skills and school success: An exploratory study of a programme of systemic intervention. The European Proceedings of Social & Behavioural Sciences, Vol. XLVIII-ICH&HPSY 2018, 251-260. dx.doi.org/10.15405/epsbs.2018.11.27

Carnegie Mellon University. (2013, June 19). Identifying emotions on the basis of neural activation [Video] (7:18 minutes). YouTube. https://www.youtube.com/watch?v=dIclRSpCnHY

Carvalho, G. B., & Damasio, A. (2021). Interoception and the origin of feelings: A new synthesis. BioEssays, 43(6), 2000261. https://doi.org/10.1002/bies.202000261

Carvalheiro, J., Conceição, V. A., Mesquita, A., & Seara-Cardoso, A. (2021). Acute stress impairs reward learning in men. Brain and Cognition, 147, Article 105657. /doi.org/10.1016/j.bandc.2020.105657

CASEL. (2019). What is SEL [Social Emotional Learning]? https://casel.org/what-is-sel/

Cheng, X., Wang, S., Guo, B., Wang, Q., Hu, Y., & Pan, Y. (2024). How self-disclosure of negative experiences shapes prosociality?. Social Cognitive and Affective Neuroscience, 19(1), nsae003. https://doi.org/10.1093/scan/nsae003

Cowen, A. S., & Keltner, D. (2021). Semantic space theory: A computational approach to emotion. Trends in Cognitive Sciences, 25(2), 124-136. doi.org/10.1016/j.tics.2020.11.004

Damasio, A. R. (2004, April). Emotions and feelings. In Feelings and emotions: The Amsterdam symposium (Vol. 5, pp. 49-57). Cambridge: Cambridge University Press.

Damasio, A. (2011). Neural basis of emotions. Scholarpedia, 6(3), 1804.

Damasio, A., & Damasio, H. (2024). Homeostatic feelings and the emergence of consciousness. Journal of Cognitive Neuroscience, 1-7. https://doi.org/10.1162/jocn_a_02119

Damasio, A., & Damasio, H. (2023). Feelings are the source of consciousness. Neural Computation, 35(3), 277-286. https://doi.org/10.1162/neco_a_01521

Dauvermann, M. R., Moreno-Lopéz, L., Vai, B., González-García, N., Orellana, S., Jones, P. B., ... & van Harmelen, A. L. (2024). Early adolescent perceived friendship quality aids affective and neural responses to social inclusion and exclusion in young adults with and without adverse childhood experiences. Social Cognitive and Affective Neuroscience, nsae044. https://doi.org/10.1093/scan/nsae044

Davis, K. L., & Montag, C. (2019). Selected principles of Pankseppian affective neuroscience. Frontiers in Neuroscience, 12, 1025. doi.org/10.3389/fnins.2018.01025

Deak, A., Inhof, O., Nagy, L., & Csokasi, K. (2024). Affective super-traits and/or individual patterns: a variable-centered and a person-centered approach of primary emotional aspects of personality. Scientific Reports, 14(1), 4787. https://doi.org/10.1038/s41598-024-55371-4

Decety, J., Meidenbauer, K. L., & Cowell, J. M. (2018). The development of cognitive empathy and concern in preschool children: a behavioral neuroscience investigation. Developmental Science, 21(3), Article e12570. doi.org/10.1111/desc.12570

Dennison, J. (2024). Emotions: functions and significance for attitudes, behaviour, and communication. Migration Studies, 12(1), 1-20. https://doi.org/10.1093/migration/mnad018

Deodato, M., Seeber, M., Mammeri, K., Michel, C. M., & Vuilleumier, P. (2024). Combined effects of neuroticism and negative emotional context on spontaneous EEG dynamics. Social Cognitive and Affective Neuroscience, 19(1), nsae012. https://doi.org/10.1093/scan/nsae012

Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110(3), 431-444. doi.org/10.1037/edu0000222

DeYoung, C. G., & Allen, T. A. (2018). Personality neuroscience: explaining individual differences in affect, behaviour and cognition. In D.P. McAdams, R. L. Shiner, & J.L. Tackett (Eds.) The Cambridge handbook of personality development (pp. 323-346). Guilford Publications.

Dinse, H. R., Kattenstroth, J. C., Lenz, M., Tegenthoff, M., & Wolf, O. T. (2017). The stress hormone cortisol blocks perceptual learning in humans. Psychoneuroendocrinology, 77, 63-67.  doi.org/10.1016/j.psyneuen.2016.12.002

Dolcos, F., Katsumi, Y., Moore, M., Berggren, N., de Gelder, B., Derakshan, N., ... & Dolcos, S. (2020). Neural correlates of emotion-attention interactions: From perception, learning, and memory to social cognition, individual differences, and training interventions. Neuroscience & Biobehavioral Reviews, 108, 559-601. doi.org/10.1016/j.neubiorev.2019.08.017

Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., ... & Sander, D. (2021). The rise of affectivism. Nature Human Behaviour, 5(7), 816-820. doi.org/10.1038/s41562-021-01130-8

Dumont, F. M., Tarabulsy, G. M., Sylvestre, A., & Voisin, J. (2019). Children’s emotional self-regulation in the context of adversity and the association with academic functioning. Child Psychiatry & Human Development, 50, 856–867. https://doi.org/10.1007/s10578-019-00888-3

Edmiston, E. K., Chase, H. W., Jones, N., Nhan, T. J., Phillips, M. L., & Fournier, J. C. (2024). Differential role of fusiform gyrus coupling in depressive and anxiety symptoms during emotion perception. Social Cognitive and Affective Neuroscience, 19(1), nsae009. https://doi.org/10.1093/scan/nsae009

Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202. doi.org/10.1177/0165025416687412

Education Week. (2018, June 4). Social emotional learning explained [Video] (3:27 minutes). YouTube. https://www.youtube.com/watch?v=PkuOgMDrDOk

Fallon, N., Roberts, C., & Stancak, A. (2020). Shared and distinct functional networks for empathy and pain processing: a systematic review and meta-analysis of fMRI studies. Social Cognitive and Affective Neuroscience, 15(7), 709-723. doi.org/10.1093/scan/nsaa090

Faustino, B., & Fonseca, I. (2024). Insights from affective neuroscience to understand emotional dysregulation as a core domain in psychopathology. In Understanding emotional regulation: New research (pp. 129-139). Nova Science Publishers, Inc. https://research.ulusofona.pt/en/publications/insights-from-affective-neuroscience-to-understand-emotional-dysr

Feldman, M. J., Capella, J., Dai, J., Bonar, A. S., Field, N. H., Lewis, K., ... & Lindquist, K. A. (2024). Proximity within adolescent peer networks predicts neural similarity during affective experience. Social Cognitive and Affective Neuroscience, 19(1), nsae072. https://doi.org/10.1093/scan/nsae072

Ford, B. Q., & Gross, J. J. (2019). Why beliefs about emotion matter: An emotion-regulation perspective.  Current Directions in Psychological Science, 28(1), 74-81. doi.org/10.1177/0963721418806697

Ford, B. Q., Lwi, S. J., Gentzler, A. L., Hankin, B., & Mauss, I. B. (2018). The cost of believing emotions are uncontrollable: Youths’ beliefs about emotion predict emotion regulation and depressive symptoms.  Journal of Experimental Psychology: General, 147(8), 1170-1190. doi.org/10.1037/xge0000396

Fox, K. C., Andrews Hanna, J. R., Mills, C., Dixon, M. L., Markovic, J., Thompson, E., & Christoff, K. (2018). Affective neuroscience of self‐generated thought. Annals of the New York Academy of Sciences, 1426(1), 25-51.doi.org/10.1111/nyas.13740

Frenzel, A. C., Dindar, M., Pekrun, R., Reck, C., & Marx, A. K. G. (2024). Joy is reciprocally transmitted between teachers and students: Evidence on facial mimicry in the classroom. Learning and Instruction, 91, 101896. https://doi.org/10.1016/j.learninstruc.2024.101896

Fugate, J., Gendron, M., Nakashima, S. F., & Barrett, L. F. (2018). Emotion words: Adding face value.  Emotion, 18(5), 693–706. doi.org/10.1037/emo0000330

Ge et al., 2023. The relationship between anxiety and depression with smartphone addiction among college students- The mediating effect of executive dysfunction. Frontiers in Psychology, 13, 1033304. Doi.org_10.3389_fpsyg.2022.1033304

Geoffroy, P. A., & Gottlieb, J. (2020). Activity, cognition, and emotion: Three dimensional pillars of the natural presentations of mood disorders enriched by the “sleep” fourth dimension (ACES). Bipolar Disorders, 22(6), 631-632. doi.org/10.1111/bdi.12957

Giacolini, T., Conversi, D., & Alcaro, A. (2021). The brain emotional systems in addictions: From attachment to dominance/submission systems. Frontiers in Human Neuroscience, 14, Article 609467. doi.org/10.3389/fnhum.2020.609467

Giannakopoulou, A. (2024). Understanding emotions: The evolution of affective neuroscience and a network-based taxonomy of emotion.  Advisor: Ricciardi, Prof. Emiliano. Coadvisor: Cecchetti, Prof. Luca . pp. 235. [IMT PhD Thesis]. https://e-theses.imtlucca.it/437/

Gilbert, K. E., Luking, K. R., Pagliaccio, D., L. Luby, J., & Barch, D. M. (2019). Dampening positive affect and neural reward responding in healthy children: Implications for affective inflexibility.  Journal of Clinical Child & Adolescent Psychology, 48(1), 120-130. dx.doi.org/10.1080%2F15374416.2016.1233502

Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2023). Social Emotional Learning in Schools: The Importance of Educator Competence. Journal of Research on Leadership Education, 18(1), 3-39. https://doi.org/10.1177/19427751211014920

Giraud, M., Javadi, A. H., Lenatti, C., Allen, J., Tamè, L., & Nava, E. (2024). The role of the somatosensory system in the feeling of emotions: a neurostimulation study. Social Cognitive and Affective Neuroscience, 19(1), nsae062. https://doi.org/10.1093/scan/nsae062

Goodman, F. R., Kashdan, T. B., & İmamoğlu, A. (2020). Valuing emotional control in social anxiety disorder: A multimethod study of emotion beliefs and emotion regulation. Emotion. doi.org/10.1037/emo0000750

Gotlieb, et al., 2022. Concrete and abstract dimensions of diverse adolescents’ social-emotional meaning-making, and associations with broader functioning. Journal of Adolescent Research, 07435584221091498. Doi.org_10.1177_07435584221091

Grazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. (2018). The relation between emotion understanding and theory of mind in children aged 3 to 8: The key role of language. Frontiers in Psychology, 9, Article 724. dx.doi.org/10.3389%2Ffpsyg.2018.00724

Greipl, S., Klein, E., Lindstedt, A., Kiili, K., Moeller, K., Karnath, H. O., Bahnmuellere, J., Bloechleh, J. & Ninaus, M. (2021). When the brain comes into play: Neurofunctional correlates of emotions and reward in game-based learning. Computers in Human Behavior, 125, Article 106946. doi.org/10.1016/j.chb.2021.106946

Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute. https://doi.org/10.54300/928.269

Guo, T., Wang, X., Wu, J., Schwieter, W. J., & Liu, H. (2024). Effects of contextualized emotional conflict control on domain-general conflict control: fMRI evidence of neural network reconfiguration. Social Cognitive and Affective Neuroscience, 19(1), nsae001. https://doi.org/10.1093/scan/nsae001

Hamann, S. (2024). An overview of contemporary theories of emotions in neuroscience. Emotion theory: The Routledge comprehensive guide: Volume I: History, contemporary theories, and key elements. Doi: 10.4324/9781315559940-16

Hammer, D., Melhuish, E., & Howard, S. J. (2018). Antecedents and consequences of social–emotional development: A longitudinal study of academic achievement. Archives of Scientific Psychology, 6(1), 105-116. dx.doi.org/10.1037/arc0000034

Hao, Y., & Farah, M. J. (2020). The affective neuroscience of socioeconomic status: implications for mental health. BJPsych Bulletin, 44(5), 202-207. /dx.doi.org/10.1192%2Fbjb.2020.69

Harms, M. B., Shannon Bowen, K. E., Hanson, J. L., & Pollak, S. D. (2018). Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress. Developmental Science, 21(4), Article e12596. doi.org/10.1111/desc.12596

Harvard Center on the Developing Child. (2016). Toxic stress derails healthy development [Video] (1:53). https://developingchild.harvard.edu/resources/toxic-stress-derails-healthy-development/

Harvard University. (2018). Affective neuroscience & development laboratory. https://andl.wjh.harvard.edu/

He, L., Mao, Y., Sun, J., Zhuang, K., Zhu, X., Qiu, J., & Chen, X. (2018). Examining brain structures associated with emotional intelligence and the mediated effect on trait creativity in young adults . Frontiers in Psychology, 9, Article 925. /dx.doi.org/10.3389%2Ffpsyg.2018.00925

Hennessy, S., Greer, T., Narayanan, S., & Habibi, A. (2024). Unique affective profile of music-evoked nostalgia: An extension and conceptual replication of Barrett et al.’s (2010) study. Emotion. https://doi.org/10.1037/emo0001389

Herzberg, M. P., & Gunnar, M. R. (2020). Early life stress and brain function: Activity and connectivity associated with processing emotion and reward. NeuroImage, 209, 116493. doi.org/10.1016/j.neuroimage.2019.116493

Heyes, C., & Catmur, C. (2022). What happened to mirror neurons? Perspectives on Psychological Science, 17(1), 153–168. doi.org/10.1177/1745691621990638

Hickok, G. (2014). The myth of mirror neurons: The real neuroscience of communication and cognition. WW Norton & Company. (Also see Rizzolatti’s response and Hickock’s reply )

Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2020). Affective neurolinguistics: towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 35(7), 813-839. doi.org/10.1080/23273798.2019.1620957

Hook, J. (2024). Affective neuroscience: Jaak Panksepp's ‘rat tickling theory of emotion’. BJPsych Advances, 1-4. doi:10.1192/bja.2023.71

Hoşgören Alici, Y., Ceran, S., Hasanli, J., Asut, G., Özel, B., Ucar Hasanli, Z., ... & Misir, E. (2024). Why do some depressive patients have suicidal ideation but others not? Suicidal ideation from the perspective of affective neuroscience personality traits. Brain and Behavior, 14(10), e70077. https://doi.org/10.1002/brb3.70077

Housman, D. K., Denham, S. A., & Cabral, H. (2018). Building young children's emotional competence and self-regulation from birth: The "Begin to… ECSEL” approach. International Journal of Emotional Education, 10(2), 5-25. ISSN 2073-7629

Immordino-Yang, M.H. (2011). Me, my "self” and you: Neuropsychological relations between social emotion, self-awareness, and morality.  Emotion Review, 3(3), 313-315. doi.org/10.1177/1754073911402391

Immordino-Yang, M.H. (2014) Foreword. S. Madrid, R. Kantor and D. Fernie (Eds.) (Re)Framing the emotional worlds of the early childhood classroom (pp. xi-xii). Routledge Press. https://books.google.co.jp/books?id=1g4hBQAAQBAJ&lpg=PP1&lr&pg=PR11#v=onepage&q&f=false

Immordino-Yang, M.H. (2015). Emotions, learning and the brain: Exploring the educational implications of affective neuroscience. W.W. Norton & Co.

Immordino-Yang, M.H. (Host). (2020, April 09). Dr. Mary Helen Immordino-Yang: "Nurturing nature: How brain development is inherently social and emotional, and what this means for education" [Audio podcast episode]. In APA Division 15 Podcasts. https://soundcloud.com/user-883650452/dr-mary-helen-immordino-yang

Immordino-Yang, M.H. & Gotlieb, R. (2016). Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue, 54(1s), 344s-367s. doi.org/10.3102/0002831216669780

Immordino-Yang, M.H., & Damasio, A. (2007). We feel, therefore we learn: the relevance of affective and social neuroscience to education.  Mind, Brain, and Education, 1(1), 3-10. doi.org/10.1111/j.1751-228X.2007.00004.x

Immordino-Yang, M.H., Yang, X. & Damasio, H. (2014). Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience, 8, Article 728. doi.org/10.3389/fnhum.2014.00728

Immordino-Yang, M.H., Yang, X. & Damasio, H. (2016). Cultural modes of expressing emotions influence how emotions are experienced. Emotion, 16(7), 1033–1039. dx.doi.org/10.1037%2Femo0000201

Immordino-Yang, M.H. (Host). (2020, April 09). Dr. Mary Helen Immordino-Yang: "Nurturing nature: How brain development is inherently social and emotional, and what this means for education" [Audio podcast episode]. In APA Division 15 Podcasts.

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute.

Inagaki, T. K. (2020). Health neuroscience 2.0: integration with social, cognitive and affective neuroscience. Social Cognitive and Affective Neuroscience, 15(10), 1017-1023.doi.org/10.1093/scan/nsaa123

Ireton, R., Hughes, A., & Klabunde, M. (2024). A functional magnetic resonance imaging meta-analysis of Childhood Trauma. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 9(6), 561–570. https://doi.org/10.1016/j.bpsc.2024.01.009

Kaldewaij, R., Koch, S. B., Hashemi, M. M., Zhang, W., Klumpers, F., & Roelofs, K. (2021). Anterior prefrontal brain activity during emotion control predicts resilience to post-traumatic stress symptoms. Nature Human Behaviour, 5(8), 1055-1064. doi.org/10.1038/s41562-021-01055-2

Karle, K. N., Ethofer, T., Jacob, H., Brück, C., Erb, M., Lotze, M., ... & Kreifelts, B. (2018). Neurobiological correlates of emotional intelligence in voice and face perception networks. Social Cognitive and Affective Neuroscience, 13(2), 233-244. dx.doi.org/10.1093%2Fscan%2Fnsy001

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