Example of Trends in Neuroscience and Education format
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Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format Example of Trends in Neuroscience and Education format
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open access Open Access ISSN: 22119493

Trends in Neuroscience and Education — Template for authors

Publisher: Elsevier
Categories Rank Trend in last 3 yrs
Education #279 of 1319 down down by 224 ranks
Cognitive Neuroscience #59 of 96 down down by 22 ranks
Behavioral Neuroscience #53 of 78 down down by 26 ranks
Neuroscience (miscellaneous) #17 of 24 down down by 6 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 61 Published Papers | 180 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 05/06/2020
Insights & related journals
General info
Top papers
Popular templates
Get started guide
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FAQ

Journal Performance & Insights

  • CiteRatio
  • SJR
  • SNIP

CiteRatio is a measure of average citations received per peer-reviewed paper published in the journal.

3.0

6% from 2019

CiteRatio for Trends in Neuroscience and Education from 2016 - 2020
Year Value
2020 3.0
2019 3.2
2018 3.6
2017 4.6
2016 5.8
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 6% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR) measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

1.04

31% from 2019

SJR for Trends in Neuroscience and Education from 2016 - 2020
Year Value
2020 1.04
2019 0.795
2018 0.67
2017 0.888
2016 1.938
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 31% in last years.
  • This journal’s SJR is in the top 10 percentile category.

Source Normalized Impact per Paper (SNIP) measures actual citations received relative to citations expected for the journal's category.

1.179

26% from 2019

SNIP for Trends in Neuroscience and Education from 2016 - 2020
Year Value
2020 1.179
2019 0.937
2018 1.187
2017 1.356
2016 1.504
graph view Graph view
table view Table view

insights Insights

  • SNIP of this journal has increased by 26% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Related Journals

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CiteRatio: 2.0 | SJR: 0.322 | SNIP: 1.217
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Frontiers Media

CiteRatio: 5.7 | SJR: 2.036 | SNIP: 1.066
open access Open Access ISSN: 19317557 e-ISSN: 19317565

Springer

CiteRatio: 6.0 | SJR: 1.239 | SNIP: 1.096
open access Open Access ISSN: 283932 e-ISSN: 18733514

Elsevier

CiteRatio: 5.1 | SJR: 1.439 | SNIP: 1.105

Trends in Neuroscience and Education

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Elsevier

Trends in Neuroscience and Education

Approved by publishing and review experts on SciSpace, this template is built as per for Trends in Neuroscience and Education formatting guidelines as mentioned in Elsevier author instructions. The current version was created on 05 Jun 2020 and has been used by 794 authors to write and format their manuscripts to this journal.

Education

Behavioral Neuroscience

Neuroscience (miscellaneous)

Cognitive Neuroscience

Social Sciences

i
Last updated on
05 Jun 2020
i
ISSN
2211-9493
i
Impact Factor
High - 1.016
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
elsarticle-num
i
Citation Type
Numbered
[25]
i
Bibliography Example
G. E. Blonder, M. Tinkham, T. M. Klapwijk, Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion, Phys. Rev. B 25 (7) (1982) 4515–4532. URL 10.1103/PhysRevB.25.4515

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1016/J.TINE.2013.06.001
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
Bert De Smedt1, Marie-Pascale Noël2, Camilla Gilmore3, Daniel Ansari4

Abstract:

Many studies tested the association between numerical magnitude processing and mathematics achievement, but results differ depending on the number format used. For symbolic numbers (digits), data are consistent and robust across studies and populations: weak performance correlates with low math achievement and dyscalculia. Fo... Many studies tested the association between numerical magnitude processing and mathematics achievement, but results differ depending on the number format used. For symbolic numbers (digits), data are consistent and robust across studies and populations: weak performance correlates with low math achievement and dyscalculia. For non-symbolic formats (dots), many conflicting findings have been reported. These inconsistencies might be explained by methodological issues. Alternatively, it might be that the processes measured by non-symbolic tasks are not critical for school-relevant mathematics. A few neuroimaging studies revealed that brain activation during number comparison correlates with children's mathematics achievement level, but the consistency of such relationships for symbolic and non-symbolic processing is unclear. These neurocognitive data provided ground for educational interventions, which seem to have positive effects on children's numerical development in (a)typical populations. read more read less

Topics:

Approximate number system (54%)54% related to the paper, Developmental Dyscalculia (53%)53% related to the paper, Dyscalculia (53%)53% related to the paper
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414 Citations
open accessOpen access Journal Article DOI: 10.1016/J.TINE.2013.12.001
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency
Lucy Cragg1, Camilla Gilmore2

Abstract:

The successful learning and performance of mathematics relies on a range of individual, social and educational factors. Recent research suggests that executive function skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition... The successful learning and performance of mathematics relies on a range of individual, social and educational factors. Recent research suggests that executive function skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics proficiency. This paper reviews the literature to assess concurrent relationships between mathematics and executive function skills, the role of executive function skills in the performance of mathematical calculations, and how executive function skills support the acquisition of new mathematics knowledge. In doing so, we highlight key theoretical issues within the field and identify future avenues for research. read more read less

Topics:

Skills management (61%)61% related to the paper
293 Citations
open accessOpen access Journal Article DOI: 10.1016/J.TINE.2012.08.001
The effects of handwriting experience on functional brain development in pre-literate children
Karin H. James1, Laura E. Engelhardt2

Abstract:

In an age of increasing technology, the possibility that typing on a keyboard will replace handwriting raises questions about the future usefulness of handwriting skills Here we present evidence that brain activation during letter perception is influenced in different, important ways by previous handwriting of letters versus ... In an age of increasing technology, the possibility that typing on a keyboard will replace handwriting raises questions about the future usefulness of handwriting skills Here we present evidence that brain activation during letter perception is influenced in different, important ways by previous handwriting of letters versus previous typing or tracing of those same letters Preliterate, five-year old children printed, typed, or traced letters and shapes, then were shown images of these stimuli while undergoing functional MRI scanning A previously documented “reading circuit” was recruited during letter perception only after handwriting—not after typing or tracing experience These findings demonstrate that handwriting is important for the early recruitment in letter processing of brain regions known to underlie successful reading Handwriting therefore may facilitate reading acquisition in young children read more read less

Topics:

Handwriting (67%)67% related to the paper, Reading (process) (51%)51% related to the paper
View PDF
222 Citations
Journal Article DOI: 10.1016/J.TINE.2013.06.005
Walk the number line – An embodied training of numerical concepts
Tanja Link, Korbinian Moeller1, Stefan Huber1, Ursula Fischer1, Hans-Christoph Nuerk1

Abstract:

Basic numerical representations such as the spatial representation of number magnitude seem to develop during early childhood and predict later arithmetic abilities. Moreover, the concept of embodied cognition suggests that seemingly abstract representations may be based on bodily experiences. An embodied intervention program... Basic numerical representations such as the spatial representation of number magnitude seem to develop during early childhood and predict later arithmetic abilities. Moreover, the concept of embodied cognition suggests that seemingly abstract representations may be based on bodily experiences. An embodied intervention program was developed addressing the spatial representation of number magnitude. First-graders were trained to indicate the position of a given number by walking to the estimated location of that number on a number line on the floor. This training was compared to an identical number line training without task-specific full-bodily experiences. Children showed more pronounced training effects after the embodied training than after the control training. These differential training effects even generalized partially to specific numerical competencies not trained directly. Thereby, these data corroborate beneficial effects of embodied processes for the training of seemingly abstract cognitive representations in general and for the amelioration of basic numerical representations in particular. read more read less

Topics:

Number line (55%)55% related to the paper, Embodied cognition (52%)52% related to the paper
106 Citations
Journal Article DOI: 10.1016/J.TINE.2012.07.002
Embodiment theory and education: The foundations of cognition in perception and action
Markus Kiefer1, Natalie M. Trumpp1

Abstract:

Recent theories propose that cognition is embodied in the sense that it is critically based on reinstatements of external (perception) and internal states (proprioception) as well as bodily actions that produce simulations of previous experiences. The present article provides a comprehensive overview of the latest research on... Recent theories propose that cognition is embodied in the sense that it is critically based on reinstatements of external (perception) and internal states (proprioception) as well as bodily actions that produce simulations of previous experiences. The present article provides a comprehensive overview of the latest research on embodied cognition in the domains of event memory, memory for concrete, abstract and number concepts as well as reading and writing. Psychological and neuroscientific research shows that these important cognitive functions are essentially grounded in action and perception as a function of experience. Embodied cognition research has important implications for education because it highlights the relevance of appropriate sensory and motor interactions during learning for the efficient development of human cognition. read more read less

Topics:

Embodied cognition (65%)65% related to the paper, Motor cognition (63%)63% related to the paper, Cognitive robotics (62%)62% related to the paper, Cognition (59%)59% related to the paper, Perception (55%)55% related to the paper
106 Citations
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Trends in Neuroscience and Education format uses elsarticle-num citation style.

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One little Google search can get you the Word template for any journal. However, why do you need a Word template when you can write your entire manuscript on SciSpace, autoformat it as per Trends in Neuroscience and Education's guidelines and download the same in Word, PDF and LaTeX formats? Try us out!.

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SHERPA/RoMEO Database

We have extracted this data from Sherpa Romeo to help our researchers understand the access level of this journal. The following table indicates the level of access a journal has as per Sherpa Romeo Archiving Policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

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