Mary Helen Immordino-Yang
Associate Professor of Education, Psychology & Neuroscience
Expert in the neuroscience of learning, creativity, culture, morality and social interaction.
Mary Helen Immordino-Yang, EdD is an is an affective neuroscientist and human development psychologist who studies the neural, psychophysiological and psychological bases of social emotion, self-awareness and culture and their implications for learning, development and schools. She is an Associate Professor of Education at the Rossier School of Education, an Associate Professor of Psychology at the Brain and Creativity Institute, and a member of the Neuroscience Graduate Program Faculty at the University of Southern California. A former public junior high school science teacher, she earned her doctorate at Harvard University in 2005 and completed her postdoctoral training with Antonio Damasio and Robert Rueda in 2008. Since then she has received numerous local, national and international awards for her research and for her impact on education.
Immordino-Yang is Associate Editor for the award-winning journal Mind, Brain and Education and for the new journal AERA Open. She is on the editorial boards of the Journal of Experimental Psychology: General and Culture and Brain. She was elected to the governing board of the International Mind, Brain and Education Society, and serves on multiple advisory boards, among them Long Trail School (in VT), the Ross School Innovation Lab: Science, Math and Engineering Academy (in NY), the USC Kortschak Center for Learning and Creativity, The Institute for Media and the Developing Child, and the University of New Mexico Family Development Program. She serves as a scientific adviser to several Los Angeles schools/districts. In 2012 she launched a 5-year NSF-funded collaborative research project with ABC Unified School District, Cerritos College, Rowland Unified School District, and Huntington Park High School.
Immordino-Yang is the content director for an online, free course for teachers on learning and the brain, funded by the Annenberg Media Foundation: www.learner.org/courses/neuroscience
Immordino-Yang is the author of Emotion, learning and the brain: Exploring the educational implications of affective neuroscience, available from WW Norton (2015).
Honors and Awards:
- FABBS Foundation Early Career Impact Award, 2015
- AERA Early Career Award, 2014
- AAAS Early Career Award for Engaging the Public with Science, 2014
- Rossier Award for Mentoring Postdoctoral Fellows, 2014
- Named from 2012 onward in RHSU Edu-Scholar Public Presence rankings
- Awarded an “Honor Coin” of the United States ARMY, 2012
- Received a "Commendation" from the County of Los Angeles, 2011
- Named a "Rising Star" by the Association for Psychological Science, 2011
- Inaugural recipient of the Transforming Education through Neuroscience Award, IMBES, 2008
- Awarded the PNAS Editorial Board's Cozzarelli Prize, 2010
NSF CAREER (1151920): A longitudinal, cross-cultural investigation of psychosocial and neurobiological aspects of emotion development in adolescence, 2012-2017
- Selected Articles in Human Development and Education
- Immordino-Yang, M.H., Christodoulou, J., Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352-364.
- Immordino-Yang, M. H. (2010). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review, 2(3), 217-220.
- Immordino-Yang, M.H. & Sylvan, L. (2010). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary Educational Psychology, 35(2), 110-115.
- Immordino-Yang, M.H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73.
- Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain and Education, 1(2), 67-83.
- 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.
- Selected Articles in Psychology and Social Neuroscience
- 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. 8:728. doi: 10.3389/fnhum.2014.00728
- Saxbe, D., Yang, X., Borofsky, L., Immordino-Yang, M. H. (2013). The embodiment of emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity. Social Cognitive and Affective Neuroscience, 8, 806-812 doi: 10.1093/scan/nss075. (First published online: 2012)
- Immordino-Yang, M.H. & Singh, V. (2013). Hippocampal contributions to the processing of social emotions. Human Brain Mapping, 34(4), 945-955. doi: 10.1002/hbm.21485 (First published online: 2011)
- Immordino-Yang, M.H. (2013). Studying the Effects of Culture by Integrating Neuroscientific with Ethnographic Approaches. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24(1), 42-46.
- Yang X-F, Bossmann J, Schiffhauer B, Jordan M and Immordino-Yang MH (2013) Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing Frontiers in Cognition. 3:592. doi: 10.3389/fpsyg.2012.00592
- Immordino-Yang, M.H., McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021-8026.
- Selected Book chapters
- Immordino-Yang, M.H. (2014, in press) Embodied brains, social minds: Toward a cultural neuroscience of social emotion. In, Chiao, J., Li, S.-C., Seligman, R., Turner, R. (Eds.), Oxford Handbook of Cultural Neuroscience. Oxford: U.K.: Oxford University Press.
- Immordino-Yang, M.H. & Christodoulou, J.C. (2014) Neuroscientific contributions to understanding and measuring emotions in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education. (pp. 607-624) New York, NY: Taylor and Francis/Routledge
- Immordino-Yang, M.H. & Singh, V. (2011). Perspectives from social and affective neuroscience on the design of digital learning technologies. In R. Calvo & S. D'Mello (Eds.), New Perspectives on Affect and Learning Technologies. (pp.233-241) Sydney: Springer
- Immordino-Yang, M. H. & Faeth, M. (2009). The role of emotion and skilled intuition in learning. (pp.66-81) In D. A. Sousa (Ed.), Mind, Brain, and Education. Bloomington, IN: Solution Tree Press.
- Immordino-Yang, M.H. & Fischer, K.W. (2010). Neuroscience bases of learning. In V. G. Aukrust (Ed.), International Encyclopedia of Education, 3rd Edition. (pp.310-316) Oxford: Elsevier.
- Selected Laboratory Conference Papers/Posters
- Yang, X.-F. & Immordino-Yang, M. H. (November, 2013). Resting cardiac vagal tone is inversely related to intrinsic functional connectivity within the salience network. Poster presented at the Annual meeting of the Society for Neuroscience, San Diego, CA.
- Yang, X.-F., Wong, S. W. H. & Immordino-Yang, M. H. (June, 2012). Heart rate deceleration predicts BOLD activity in default mode regions during emotion processing. Presented as a poster and invited talk at the 18th annual meeting of Human Brain Mapping, Beijing, China.
- Yang, X.-F., Pavarini, G., Schnall, S., Immordino-Yang, M. H. (May, 2012). Spontaneous gaze aversion during interview-induced moral elevation predicts subsequent default network activation. Presented at the 2012 Association for Psychological Science Convention, Chicago, IL.