# | Title | Journal | Year | Citations |
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1 | How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior | Trends in Neuroscience and Education | 2013 | 501 |
2 | Skills underlying mathematics: The role of executive function in the development of mathematics proficiency | Trends in Neuroscience and Education | 2014 | 399 |
3 | The effects of handwriting experience on functional brain development in pre-literate children | Trends in Neuroscience and Education | 2012 | 247 |
4 | Walk the number line – An embodied training of numerical concepts | Trends in Neuroscience and Education | 2013 | 117 |
5 | Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study | Trends in Neuroscience and Education | 2015 | 117 |
6 | Masked education? The benefits and burdens of wearing face masks in schools during the current Corona pandemic | Trends in Neuroscience and Education | 2020 | 116 |
7 | Embodiment theory and education: The foundations of cognition in perception and action | Trends in Neuroscience and Education | 2012 | 115 |
8 | Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness | Trends in Neuroscience and Education | 2014 | 109 |
9 | Multiple components of developmental dyscalculia | Trends in Neuroscience and Education | 2013 | 108 |
10 | Influence of blue-enriched classroom lighting on students׳ cognitive performance | Trends in Neuroscience and Education | 2014 | 87 |
11 | Are specific learning disorders truly specific, and are they disorders? | Trends in Neuroscience and Education | 2019 | 80 |
12 | Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia | Trends in Neuroscience and Education | 2013 | 78 |
13 | Meta-analysis of twin studies highlights the importance of genetic variation in primary school educational achievement | Trends in Neuroscience and Education | 2015 | 78 |
14 | Interventions for improving numerical abilities: Present and future | Trends in Neuroscience and Education | 2013 | 76 |
15 | Teaching, naturally | Trends in Neuroscience and Education | 2014 | 75 |
16 | Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis | Trends in Neuroscience and Education | 2018 | 70 |
17 | The effect of distributed practice: Neuroscience, cognition, and education | Trends in Neuroscience and Education | 2015 | 66 |
18 | Is inhibition involved in overcoming a common physics misconception in mechanics? | Trends in Neuroscience and Education | 2015 | 65 |
19 | Relationships between approximate number system acuity and early symbolic number abilities | Trends in Neuroscience and Education | 2012 | 63 |
20 | A critical analysis of design, facts, bias and inference in the approximate number system training literature: A systematic review | Trends in Neuroscience and Education | 2017 | 63 |
21 | Does math education modify the approximate number system? A comparison of schooled and unschooled adults | Trends in Neuroscience and Education | 2013 | 61 |
22 | Neurocognitive mechanisms of the “testing effect”: A review | Trends in Neuroscience and Education | 2016 | 60 |
23 | Academic motivation mediates the influence of temporal discounting on academic achievement during adolescence | Trends in Neuroscience and Education | 2012 | 59 |
24 | Slippery slopes. Some considerations for favoring a good marriage between education and the science of the mind–brain–behavior, and forestalling the risks | Trends in Neuroscience and Education | 2013 | 58 |
25 | Training executive function in preschoolers reduce externalizing behaviors | Trends in Neuroscience and Education | 2015 | 57 |
26 | Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers | Trends in Neuroscience and Education | 2016 | 56 |
27 | Cognitive neuroscience, developmental psychology, and education: Interdisciplinary development of an intervention for low socioeconomic status kindergarten children | Trends in Neuroscience and Education | 2015 | 47 |
28 | Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials | Trends in Neuroscience and Education | 2016 | 46 |
29 | The differential role of verbal and visuospatial working memory in mathematics and reading | Trends in Neuroscience and Education | 2018 | 44 |
30 | Three pillars of educational neuroscience from three decades of literature | Trends in Neuroscience and Education | 2018 | 43 |
31 | Experimental observations of the effects of physical exercise on attention, academic and prosocial performance in school settings | Trends in Neuroscience and Education | 2013 | 42 |
32 | Visual-motor functional connectivity in preschool children emerges after handwriting experience | Trends in Neuroscience and Education | 2016 | 40 |
33 | Parental influences on neural mechanisms underlying emotion regulation | Trends in Neuroscience and Education | 2019 | 40 |
34 | Education and the social brain | Trends in Neuroscience and Education | 2012 | 39 |
35 | Developmental trajectories of grey and white matter in dyscalculia | Trends in Neuroscience and Education | 2013 | 39 |
36 | Pen or keyboard in beginning writing instruction? Some perspectives from embodied cognition | Trends in Neuroscience and Education | 2016 | 38 |
37 | The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? | Trends in Neuroscience and Education | 2017 | 38 |
38 | How gesture works to change our minds | Trends in Neuroscience and Education | 2014 | 37 |
39 | Chronic effects of exercise implemented during school-break time on neurophysiological indices of inhibitory control in adolescents | Trends in Neuroscience and Education | 2018 | 37 |
40 | Information technology in education: Risks and side effects | Trends in Neuroscience and Education | 2014 | 36 |
41 | Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results | Trends in Neuroscience and Education | 2021 | 36 |
42 | Attention to learning of school subjects | Trends in Neuroscience and Education | 2014 | 34 |
43 | Whole-brain white matter organization, intelligence, and educational attainment | Trends in Neuroscience and Education | 2019 | 33 |
44 | Screen-exposure and altered brain activation related to attention in preschool children: An EEG study | Trends in Neuroscience and Education | 2019 | 32 |
45 | The effects of arts-integrated instruction on memory for science content | Trends in Neuroscience and Education | 2019 | 32 |
46 | Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic | Trends in Neuroscience and Education | 2020 | 31 |
47 | Sleep and school education | Trends in Neuroscience and Education | 2014 | 29 |
48 | How symbols transform brain function: A review in memory of Leo Blomert | Trends in Neuroscience and Education | 2014 | 28 |
49 | Short-term cognitive training recapitulates hippocampal functional changes associated with one year of longitudinal skill development | Trends in Neuroscience and Education | 2018 | 28 |
50 | The interplay between affective and cognitive factors in shaping early proficiency in mathematics | Trends in Neuroscience and Education | 2017 | 27 |