If you are interested in looking at the research, the articles listed below can be found and accessed through your university library and Google Scholar. We have not provided the files due to copyright laws.
Ablin, J. L. (2008). Learning as problem design versus problem solving: Making the connection between cognitive neuroscience research and educational practice. Mind, Brain, and Education, 2(2), 52-54.
Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9, 278-291.
Baron-Cohen, S., Knickmeyer, R.C., & Belmonte, M.K. (2005). Sex differences in the brain: Implications for explaining autism. Science, 310, 819–823.
Beebe, D.W., Fallone, G., Neha Godiwala, N., & Flanigan, M. (2008). Feasibility and behavioral effects of an at-home multi-night sleep restriction protocol for adolescents. Journal of Child Psychology and Psychiatry, 49(9), 915–923.
Bessant, J. (2008). Hard wired for risk: Neurological science, ‘the adolescent brain’ and developmental theory. Journal of Youth Studies, 11(3), 347-360.
Blakemore, S. J. (2012). Imaging brain development: the adolescent brain. Neuroimage, 61(2), 397-406.
Blakemore, S. J., Burnett, S., & Dahl, R. E. (2010). The role of puberty in the developing adolescent brain. Human brain mapping, 31(6), 926-933.
Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of child psychology and psychiatry, 47(3‐4), 296-312.
Blakemore, S. J., & Robbins, T. W. (2012). Decision-making in the adolescent brain. Nature neuroscience, 15(9), 1184-1191.
Boschloo, A., Ouwehand, C., Dekker, S., Lee, N., De Groot, R., Krabbendam, L., & Jolles, J. (2012). The relation between breakfast skipping and school performance in adolescents. Mind, Brain, and Education, 6(2), 81-88.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.), (1999). How People Learn: Brain, Mind, Experience, and School. National Research Council. National Academy Press: Washington, D.C.
Burghy, C. A., Stodola, D. E., Ruttle, P. L., Molloy, E. K., Armstrong, J. M., Oler, J. A., & Birn, R. M. (2012). Developmental pathways to amygdala-prefrontal function and internalizing symptoms in adolescence. Nature neuroscience.
Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124(1), 111-126.
Casey, B. J., Jones, R. M., & Somerville, L. H. (2011). Braking and accelerating of the adolescent brain. Journal of Research on Adolescence,21(1), 21-33.
Choudhury, S. (2010). Culturing the adolescent brain: what can neuroscience learn from anthropology?. Social cognitive and affective neuroscience, 5(2-3), 159-167.
Choudhury, S., McKinney, K. A., & Merten, M. (2012). Rebelling against the brain: Public engagement with the ‘neurological adolescent’. Social Science & Medicine, 74(4), 565-573.
Cooper, A., Levin, B., & Campbell, C.. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10, 159–171.
Costello, E.J., & Angold, A. (2010). Developmental transitions to psychopathology: Are there prodromes of substance use disorders? Journal of Child Psychology and Psychiatry, 51, 526–532.
Davidson, R. J., & McEwen, B. S. (2012). Social influences on neuroplasticity: stress and interventions to promote well-being. Nature neuroscience, 15(5), 689-695.
Feigenson, N. (2006). Brain imaging and courtroom evidence: On the admissibility and persuasiveness of fMRI. International Journal of Law in Context, 2, 233-255.
Galván, A., Hare, T., Voss, H., Glover, G., & Casey, B. J. (2007). Risk‐taking and the adolescent brain: who is at risk?. Developmental science, 10(2), F8-F14.
Galván, A., Van Leijenhorst, L., & McGlennen, K. M. (2012). Considerations for imaging the adolescent brain. Developmental Cognitive Neuroscience, 2(3), 293-302.
Giedd, J. N. (2012). The digital revolution and adolescent brain evolution.Journal of Adolescent Health, 51(2), 101-105.
Giedd, J. & Lenroot, R. K. (2006). Brain development in children and adolescents: Insights from anatomical magnetic resonance imaging. Neuroscience and Bahavioral Reviews, 30, 718 – 729.
Giedd, J. N., Stockman, M., Weddle, C., Liverpool, M., Alexander-Bloch, A., Wallace, G. L., & Lenroot, R. K. (2010). Anatomic magnetic resonance imaging of the developing child and adolescent brain and effects of genetic variation. Neuropsychology review, 20(4), 349-361.
Goldin, A. P., Pezzatti, L., Battro, A. M., & Sigman, M. (2011). From ancient Greece to modern education: Universality and lack of generalization of the Socratic Dialogue. Mind, Brain, and Education, 5(4), 180-185.
Goswami, U. (2006). Neuroscience and education: from research to practice? Nature reviews neuroscience. Retrieved from http://www.nature.com/reviews/neuro.
Gunnar, M., & Quevedo, K. (2007). The Neurobiology of Stress and Development. Annual Reviews of Psychology, 58, 145–73.
Hillman, C.H., Erickson, K.I., & Kramer, A.F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9, 58-65.
Holzer, L., Halfon, O., & Thoua, V. (2011). La maturation cérébrale à l’adolescence. Archives de pédiatrie, 18(5), 579-588.
Immordino-Yang, M. & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1, 3-10.
Immordino-Yang, M. (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, 66-83
Johnson, S. B., Blum, R. W., & Giedd, J. N. (2009). Adolescent maturity and the brain: the promise and pitfalls of neuroscience research in adolescent health policy. Journal of Adolescent Health, 45(3), 216-221.
Kelly, P. (2012). The brain in the jar: a critique of discourses of adolescent brain development. Journal of Youth Studies, 15(7), 944-959.
Lenroot, R. K., & Giedd, J. N. (2006). Brain development in children and adolescents: insights from anatomical magnetic resonance imaging.Neuroscience & Biobehavioral Reviews, 30(6), 718-729.
Luciana, M., & Collins, P. F. (2012). Incentive Motivation, Cognitive Control, and the Adolescent Brain: Is It Time for a Paradigm Shift?. Child development perspectives, 6(4), 392-399.
Luna, B. (2004). Algebra and the adolescent brain. Trends in Cognitive Sciences, 8(10), 437-439.
Males, M. A. (2010). Is jumping off the roof always a bad idea? A rejoinder on risk taking and the adolescent brain. Journal of adolescent research, 25(1), 48-63.
Males, M. (2009). Does the adolescent brain make risk taking inevitable? A skeptical appraisal. Journal of Adolescent Research, 24(1), 3-20.
Maggs, A. & White, R. (1982). The educational psychologist: Facing a new era. Psychology in the schools,, 19, 129-134.
McBride, H.E.A & Todd, R. (2008). From Theory to Practice: Introducing neuroscience into a teacher education program. Paper presented at The Jean Piaget Society’s 38th. Annual Meeting, Quebec City, Quebec.
McBride, H.E.A., & Pomeroy, M. (2009). Neuroscience: A Powerful Influence on Educational Practice. Paper presented at the Second Biennial International Mind, Brain and Education Society Conference, Philadelphia, Pennsylvania.
Naglieri, J. A., & Johnson, D. J. (2000). Effectiveness of a cognitive strategy intervention to improve arithmetic computation based on the PASS theory. Journal of Learning Disabilities, 33, 591–597.
Narhi, V., Lehto-Salo, P., Ahonen, T., & Marttunen, M. (2010). Neuropsychological subgroups of adolescents with conduct disorder. Scandinavian Journal of Psychology, 51, 278-284.
Nelson, W., Reyna, V.F., Fagerlin, A., Lipkus, i., & Peters, E. (2008). Clinical Implications of Numeracy: Theory and Practice. Annals of Behavioral Medicine, 35, 61–274.
Noble, K. A. (2012). Brain Gain: Adolescent Use of Stimulants for Achievement. Journal of PeriAnesthesia Nursing, 27(6), 415-419.
Nucci, L., & Turiel, E. (2009). Capturing the complexity of moral development and education. Mind, Brain, and Education, 3(3), 151-159.
Pardini, D. (2011). Perceptions of social conflicts among incarcerated adolescents with callous- unemotional traits: ‘You’re going to pay. It’s going to hurt, but I don’t care.’ Journal of Child Psychology and Psychiatry, 52(3), 248–255.
Peters E., Dieckmann, N., Dixon, A., Hibbard, J.H., & Mertz, C.K. (2007). Less is more in presenting quality information to consumers. Medical Care Research Reviews, 64, 169–190.
Shaywitz, E, & Shaywitz, A. (2008). Paying attention to reading. The neurobiology of reading and dyslexia. Development and psychopathology, 20(4), 1329-.
Shaw, P., Eckstrand, W., Sharp, J. , Blumenthal, J. P., Lerch, D., Greenstein†, L., Clasen,, A., Evans, S. J., Giedd, J., & Rapoport, J. L. (2007). Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proceedings of the National Academy of Science, 104, 49, 19649–19654.
Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience & Biobehavioral Reviews, 24(4), 417-463.
Steinberg, L. (2010). Commentary: A behavioral scientist looks at the science of adolescent brain development. Brain and cognition, 72(1), 160.
Steinberg, L. (2009). Should the science of adolescent brain development inform public policy?. American Psychologist, 64(8), 739.
Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16, 55-59.
Van Leijenhorst, L., Moor, B.G., Zdeňa A., de Macks, O.,, Serge, A.R.B., Rombouts, P., Westenberg, M., & Crone, E.A. (2010). Adolescent risky decision-making: Neurocognitive development of reward and control regions. NeuroImage, 51, 345–355.
Van Leijenhorst, L., Zanolie, K., Van Meel, C. S., Westenberg, P. M., Rombouts, S. A., & Crone, E. A. (2010). What motivates the adolescent? Brain regions mediating reward sensitivity across adolescence. Cerebral Cortex,20(1), 61-69.
van Soelen, I. L., Brouwer, R. M., Peper, J. S., van Leeuwen, M., Koenis, M. M., van Beijsterveldt, T. C., & Boomsma, D. I. (2012). Brain SCALE: brain structure and cognition: an adolescent longitudinal twin study into the genetic etiology of individual differences. Twin Research and Human Genetics, 15(3), 453.
van Steenbergen, H., Band, G.P.H., & Hommel, B. (2009). Reward Counteracts Conflict Adaptation. Evidence for a Role of Affect in Executive Control. Psychological Science, 20(12).
Weisberg, D. S., Keil, C., Goodstein, J., Rawson, E. & Gray, J. R. (2008). The seductive allure of neuroscience explanations. Journal of Cognitive Neuroscience, 20(3), 470-477.
Whelan, R., Conrod, P. J., Poline, J. B., Lourdusamy, A., Banaschewski, T., Barker, G. J., & Garavan, H. (2012). Adolescent impulsivity phenotypes characterized by distinct brain networks. Nature neuroscience, 15(6), 920-925.