期刊名称：MIND BRAIN AND EDUCATION
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
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 on learning and development, including analyses from biology, cognitive science, and education.
The journal grew out of the International Mind, Brain, and Education Society's mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.The broad target audience is educators, school personnel, teacher educators, educational policy professionals, and researchers in general, who wish to explore careful, high quality research and practice-based evaluation relevant to education in an international context.
Aims and Scope
Mind, Brain, and Education (MBE) publishes peer-reviewed articles concerned with brain and behavioral issues relevant to the broad field of education. Edited by an editorial board internationally recognized scholars and practitioners from the variety of disciplines represented in the field of mind, brain and education. MBE provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education.
The journal bridges a wide variety of neuroscience findings and educationally relevant problems. Work in mind, brain, and education does not involve simply cutting away an appealing scientific finding and fitting it more or less to classroom practices. What is crucial in this research is a reciprocal relationship in which education informs biological research as much as biology informs educational research and practice. Laboratory research plays an important role in analyzing fundamental processes, but research in the settings of practice is key to translating basic findings to appropriate application. Additionally, there is little cross-citing of relevant neuroscience and education research. For instance, in education research journals on reading disorders there is little citing of neuroscience research on dyslexia, and there is a similar lack in neuroscience articles. MBE will be a crucial resource aimed at changing this unfortunate situation.
Educators and scientists are calling for such connections in many ways, some productive and others relatively unsupported and ineffective. The recent spread of “Brain-Based” educational practices and the emphasis on “Research-Based” curricula are two examples of the need for a dynamic and respected peer-review resource in this important area. Strong research on mind, brain, and education requires tough-minded analysis of both behavior and brain, not easy speculations about brain-behavior relations. At the same time education cannot wait for neuroscience and cognitive science to mature to build such connections, just as medicine did not wait for biochemistry to mature before connecting to biology. Instead, educational practice and research can inform the biological and cognitive sciences. The journal provides an impetus for scientifically solid, educationally relevant research connecting mind, brain and education, catalyzing the kinds of relationships that are essential to improving research-based practice in education.
Readership
Scholars and practioners of neuroscience, genetics, cognitive science, child development, psychology, and education.
Keywords
Mind, Brain, Education, neuroscience, cognitive development, genetics, development, cognitive science, developmental science, psychology
Abstracting and Indexing Information
- Current Contents: Social & Behavioral Sciences (Thomson Reuters)
- ERIC: Educational Resources Information Center (CSC)
- Linguistics & Language Behavior Abstracts (ProQuest)
- PsycINFO/Psychological Abstracts (APA)
- Social Sciences Citation Index (Thomson Reuters)
- VINITI (All-Russian Institute of Science & Technological Information)
Instructions to Authors
Mind, Brain, and Education encourages submission of papers from all fields that are relevant to connecting mind, brain, and education in research, theory, and/or practice. Preference is given to articles that are deemed to be of general significance or of broad interest across these and related fields, and that are written to be intelligible to a wide range of readers.
Types of Articles Published
General Articles (up to 5,000 words*) may (1) give perspectives on problems, issues, or new developments pertaining to the broad field of mind, brain, and education, or (2) review new developments in one field of research that would be of interest to readers in other fields. General Articles are not empirical papers or meta-analyses. They should include an abstract of no more than 150 words, the reference list will normally not exceed 50 items, and figures and tables should occupy no more than a printed page.
Research Articles. Research Articles (up to 4,000 words*) may present new theory, new data, new methods, or any combination of these. They must be written to be intelligible to a relatively broad readership. Broad theoretical significance and interdisciplinary interest are major criteria for acceptance. A Research Article should include an abstract of no more than 150 words and normally the reference list will not exceed 40 items.
Research/Practice Reports. Short reports (up to 2,500 words*) are expected to present empirically validated methods/strategies in educational practice or new research findings in a related field, and will be favored if they present innovations in approach or method as they pertain to the broad field of mind, brain and education. The report should include an abstract of no more than 150 words and a reference list that will normally not exceed 30 items.
Short Reports, Commentaries, and Letters. Short Reports (up to 1,000 words*) may present brief experiments with broad interest. Commentaries (up to 1,000 words*) and letters (up to 500 words) may discuss problems of general interest to the field or may critique or supplement articles or reports previously published. Short Reports, Commentaries, and Letters do not have abstracts, and are limited to one figure or table.
The types of articles in this journal are flexible. Besides the typical kinds of articles listed above, papers on diverse topics are welcome, such as new methods, historical analyses, interviews, commentaries, models of curriculum, or discussions of legal and political issues regarding human welfare and education.
Preparation and Submission of Manuscripts
Manuscripts should be submitted online at http://mc.manuscriptcentral.com/m-b-e. Full instructions and support are available on the site and a user ID and password can be obtained on the first visit. Support can be contacted by phone (434-817-2040), or at http://mchelp.manuscriptcentral.com/gethelpnow/
Authors may correspond with the Managing Editor via e-mail.
David B. Daniel
journal@imbes.org
Included with the submission should be a letter of transmittal stating that the material has not been published and is not under consideration for publication elsewhere. It will be presumed that all listed authors of a manuscript have agreed to the listing and have seen and approved the manuscript.
The letter of transmittal may include the names, institutions, e-mail addresses, and research specialties of up to six persons outside the author's institution who have not collaborated with the author(s) and who are qualified to referee the paper. An effort will be made to obtain at least one referee from this list. Investigations with human subjects must include a brief statement indicating how the rights of the subjects were protected, and that applicable guidelines for human subject research were followed. Investigations on experimental animals must indicate that their care was in accord with institutional guidelines.
The style of the Publication Manual of the American Psychological Association, 6th edition, must be followed with respect to handling of references, footnotes, tables and figures, and abbreviations and symbols. Permission from the copyright owner should be included for use of any figure previously published elsewhere.
Statistics
Effect sizes should accompany major results. When relevant, bar and line graphs should include distributional information, usually confidence intervals or standard errors of the mean.
Text and Graphics Files
After a manuscript is accepted for publication, the author must supply a single electronic file for the text and tables (Word or WordPerfect format), plus a separate file for each figure. There are three preferred formats for digital artwork submission: Encapsulated PostScript (EPS), Portable Document Format (PDF), and Tagged Image Format (TIFF). We suggest that line art be saved as EPS files. Alternately, these may be saved as PDF files at 600 dots per inch (dpi) or better at final size. Tone art, or photographic images, should be saved as TIFF files with a resolution of 300 dpi at final size. For combination figures, or artwork that contains both photographs and labeling, we recommend saving figures as EPS files, or as PDF files with a resolution of 600 dpi or better at final size. More detailed information on the submission of electronic artwork can be found at http://authorservices.wiley.com/bauthor/illustration.asp . If, for some reason, the electronic file for a figure cannot be used, a hard copy will be scanned. Final figures may be modified to conform to journal style. Authors who wish to reproduce figures in color should bear in mind that color work is expensive, and we have no option but to have authors pay these costs.
Review and Selection of Manuscripts
On receipt, a manuscript is appraised by the Editor and/or an Associate Editor for its conformity to the overall guidelines and preferences of the journal. Authors who submit manuscripts deemed unsuitable or likely not to be competitive for the journal’s limited publication space will be notified of this decision as soon as possible. Authors whose manuscripts pass initial screening will be asked for an electronic copy before formal reviewing can take place. These manuscripts will then be reviewed by outside referees and the author notified of acceptance, rejection, or need for revision, usually within 8 to 12 weeks. Rejected manuscripts cannot be reconsidered unless resubmission following revision has been invited by the Editor.
Accepted papers are edited to improve readability and effectiveness of communication. When editing is extensive or when the author's meaning is not clear, the manuscript may be returned to the author for review and retyping before the article goes to press.
Editorial Board
Editor-in-Chief
Kurt W. Fischer, Ph.D.
Charles Warland Bigelow Professor
Director of Mind, Brain, & Education
Harvard Graduate School of Education
Larsen 702, Appian Way
Cambridge, MA 02138-3752
USA
Office: (617) 495-3446
Fax: (617) 495-3626
kurt_fischer@harvard.edu
Managing Editor
David B. Daniel, Ph.D.
James Madison University
Psychology Department
Miller Hall, Room 1179
91 E. Grace St, MSC 7704
Harrisonburg, VA 22807
USA
Office: (540) 568-7359
danieldb@jmu.edu or journal@imbes.org
Associate Editors
Daniel Ansari
Associate Professor & Canada Research Chair in Development Cognitive Neuroscience
Department of Psychology & Institute for Brain and Mind
The University of Western Ontario
Mary Helen Immordino-Yang
Assistant Professor, Rossier School of Education
Assistant Professor, Brain and Creativity Institute
University of Southern California
Daniel T. Willingham
Professor of Psychology
University of Virginia
Editorial Advisory Board:
Daniel Cardinali, University of Buenos Aires Medical School
David Chen, University of Tel Aviv
Donna Coch, Dartmouth University
Antonio Damasio, University of Southern California
Stanislas Dehaene, University of Paris
Kevin Dunbar, Dartmouth University
Michel Ferrari, Ontario Institute for the Study of Education
John Gabrieli, Massachusetts Institute of Technology
Howard Gardner, Harvard Graduate School of Education
Usha Goswami, Cambridge University
Elena Grigorenko, Yale University and Moscow State University
Sharon Griffin, Clark University
Tami Katzir, University of Haifa
Kenneth Kosik, University of California at Santa Barbara
Pierre Léna, Académie des Sciences, Paris
Jin Li, Brown University
Kathleen McCartney, Harvard Graduate School of Education
Bruce McCandliss, Cornell University Medical School
Juliana Paré-Blagoev, Mind Institute in Albuquerque
Laura-Ann Petitto, Dartmouth College
Robert Plomin, University College London
David Rose, Center for Applied Special Technology
Marc Schwartz, McGill University
Paul van Geert, University of Groningen
Fernando Vidal, Max Planck Institute for the History of Science
Wei Yu, University of Nanjing-SouthEast
Maryanne Wolf, Tufts University
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