Academic Journal
Q1Trends in Neuroscience and Education
About Trends in Neuroscience and Education
Trends in Neuroscience and Education is a scholarly journal published by Elsevier GmbH. SCImago 2025 lists it in Q1, with an SJR of 0.93 and H-index of 41.
Coverage: 2012-2026. Research categories: Education (Q1); Behavioral Neuroscience (Q2); Cognitive Neuroscience (Q2); Neuroscience (miscellaneous) (Q2).
Source-backed journal facts
Topics in published research
Neuroscience, Education and Cognitive Function; Cognitive and developmental aspects of mathematical skills; Reading and Literacy Development; Mathematics Education and Teaching Techniques; Cognitive Abilities and Testing; Neural and Behavioral Psychology Studies.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,880.00 USD; 3,630.00 EUR; 3,110.00 GBP; 481,240.00 JPY
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Neural dynamics of vocabulary acquisition: the role of anxiety and language proficiency
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2026-12 · DOI: 10.1016/j.tine.2026.100299Neural mechanisms of attention: Distinctions and overlaps between voluntary and automatic activation
Thaís Santos Contenças, Luiz Eduardo Ribeiro do Valle, Mariana Penteado Nucci, Edson Amaro et al.
2026-09 · DOI: 10.1016/j.tine.2026.100296Learning to read after schooling disruptions: neurocognitive correlates of reading comprehension in Syrian refugee children and youth
Angela Capani, Henry Brice, Sarah Akkad, Sara Qadoumi et al.
2026-09 · DOI: 10.1016/j.tine.2026.100293High school student ill-being and physiological stress in class predict academic achievement: evidence from real school contexts
Jack S. Fogarty, Yifan Wu, Yuvaraj Rajamanickam, Farhan Ali et al.
2026-09 · DOI: 10.1016/j.tine.2026.100291Cognitive and motivational factors of argument evaluation
Yvonne Berkle, Thiemo Wambsganss, Andreas Janson, Jan Marco Leimeister et al.
2026-09 · DOI: 10.1016/j.tine.2026.100294Developing system 1: knowledge automatization drives sound intuiting
Esther Boissin, Laura Charbit, Elora Taieb, Grégoire Borst et al.
2026-09 · DOI: 10.1016/j.tine.2026.100295Bilingual education and cognitive control: An educational neuroscience perspective
Hiroo Fujitani
2026-09 · DOI: 10.1016/j.tine.2026.100297Are learning strategies recommended by teachers aligned with the science of learning?
João Paulo C. de Menezes, Antônio Jaeger
2026-09 · DOI: 10.1016/j.tine.2026.100298Reflective intelligence: A neuroscience-informed framework for purpose and belonging
Belle Liang, Timothy Klein, Zoë Ting, Gabe Avakian Orona et al.
2026-09 · DOI: 10.1016/j.tine.2026.100292Putting research into context: A paradigm shift in conceptualizing executive functions in classroom learning
Rebecca Merkley, Dana Miller-Cotto, Alison T. Miller Singley, Megan E. Brunner et al.
2026-06 · DOI: 10.1016/j.tine.2026.100285Brain regions associated with Chinese reading: a multiple-task functional magnetic resonance imaging study
Wenwen Zhuang, Li Hai Tan
2026-06 · DOI: 10.1016/j.tine.2026.100287Modeling physiological and behavioral signatures of allostatic stress regulation: Preliminary evidence from outdoor schooling for adolescents at risk
Ulrich Dettweiler, Gabriele Lauterbach, Louise Chawla
2026-06 · DOI: 10.1016/j.tine.2026.100288Psychophysiological and emotional stress responses in higher education: A neuroeducational approach to sex and discipline differences
Benítez-Agudelo Juan Camilo, Restrepo Dayana, Clemente-Suárez Vicente Javier
2026-06 · DOI: 10.1016/j.tine.2026.100283Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors
Ángel Javier Tabullo
2026-06 · DOI: 10.1016/j.tine.2026.100284The sound of the roman empire: effects of playing a history video game with and without sound
Amedeo Viccari, Marlit Annalena Lindner, Anna Kienitz, Jens-Uwe Hahn et al.
2026-06 · DOI: 10.1016/j.tine.2026.100290The differential role of language and executive functions in the relation between socioeconomic status and theory of mind in preschool and school-aged children
Julia Houdayer, Lorna Le Stanc, Margot Rémeau, Alex de Carvalho et al.
2026-06 · DOI: 10.1016/j.tine.2026.100286Visual cues as perceptual load: Cues can create additional cognitive demands in interactive visualizations despite being perceived as helpful
Patricia Engel-Hermann, Alexander Skulmowski
2026-06 · DOI: 10.1016/j.tine.2026.100289Authoritarian leaders and self-control by their population
Michael I. Posner
2026-03 · DOI: 10.1016/j.tine.2026.100280Neuroscience beliefs in education among teachers in Argentina and other Latin American countries: predictors and comparisons to experts’ perspectives
Marta Cerezo García, Anna Carballo-Márquez, Paul B. Perrin, Bryan R. Christ et al.
2026-03 · DOI: 10.1016/j.tine.2026.100279Among well-being, cognitive, metacognitive and socio-emotional skills, executive functions best explain SES–achievement inequalities
Margot Rémeau, Grégoire Borst
2026-03 · DOI: 10.1016/j.tine.2026.100277Reviews
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October 4, 2026 at 9:01 pm
October 2, 2026