About the Editors


Professor Pankaj Sah, PhD
Director, Queensland Brain Institute
The University of Queensland
Queensland, Australia

Pankaj Sah is renowned for his work in understanding the neural circuitry of the amygdala, an area of the brain that plays a central role in learning and memory formation. Dysfunction of the amygdala leads to a host of anxiety-related disorders. Professor Sah’s laboratory uses a combination of molecular tools, electrophysiology, anatomical reconstruction, calcium imaging and behavioural studies. Recently, his laboratory has been working with patients undergoing electrode implantation for deep brain stimulation, which is used to treat a variety of disorders such as Parkinson's disease, Tourette's syndrome and essential tremor. His group studies the electrophysiological signatures of different brain regions and their impact on disease.

Professor Nienke van Atteveldt, PhD
Lab of Learning
Vrije Universiteit Amsterdam
Amsterdam, The Netherlands


Nienke is a professor at Vrije Universiteit (VU) where she leads the Lab of Learning. Nienke is interested in how neuroscience interacts with society, and the challenge of optimizing the educational value of developmental cognitive neuroscience research. She is currently Vice-President of the International Mind, Brain and Education Society (IMBES), and co-chair of the UNESCO MGIEP International Scientific Evidence-based Education (ISEE) Assessment.

Senior Managing Editor

Viki Hurst, PhD

Viki obtained her PhD in animal behaviour and psychopharmacology at Newcastle University and did postdoctoral work at the University of Sheffield investigating treatments in animal models of cancer-induced bone pain. She later worked for a UK research funder where she developed resources to improve the experimental design and reporting of in vivo research. Viki has several years’ experience in OA publishing, first as an Editor for Scientific Data, and is now Senior Managing Editor at the npj series.

Viki is based in the Springer Nature London office.

Associate Editors

Ilja Cornelisz headshotIlja Cornelisz, PhD
Associate Professor of Educational Sciences
Vrije Universiteit Amsterdam
Amsterdam, the Netherlands

Ilja is associate professor of Educational Sciences, vice-dean of Impact and Valorization, and lecturer in Methods and Statistics at the Faculty of Behavioural and Movement Sciences, Vrije Universiteit (VU) where he leads the Amsterdam Center for Learning Analytics (ACLA). Het has a background in Education Economics and is interested in how causal and predictive modeling techniques can be combined and exploited in improving the effectiveness and impact of interventions and policies in education, health and other domains of public policy.

Benjamin Cowley, PhD
Faculty of Educational Sciences
University of Helsinki
Helsinki, Finland

Ben Cowley is an Associate Professor for AI in Learning and Education at the Faculty of Educational Sciences, University of Helsinki, and also a Docent of cognitive science. He has a background in Computer Science, and works at the intersection of these areas, leading his group HiPerCog to study how we learn to perform cognitive tasks to a high level. The group uses methods from computational modelling to psychophysiology and cognitive neuroscience, to conduct studies on the gamut of cognitive performance, from domain experts, to regular individuals developing skills, to the clinical population of ADHD.

Xiaoqing Gu, PhD
Professor, Head of Department of Educational Information Technology
East China Normal University
Shanghai, China

Her research interests include learning science and learning technology, computer-supported collaborative learning (CSCL), learning analytics and leaner profiling, ICT-integrated pedagogical innovation.

Margherita Malanchini, PhD
Senior Lecturer (Associate Professor)
Queen Mary University of London
London, UK

My research program seeks to understand why children differ so widely in learning and cognitive development by investigating psychosocial and biological pathways. I apply an interdisciplinary approach at the intersection between psychology, genetics, and the social sciences to investigate the causes, correlates, and consequences of individual differences in cognitive development and learning.

Johan Mårtensson, PhD
Division of Logopedics, Phoniatrics, and Audiology
Lund University
Lund, Sweden

Johan Mårtensson is Associate Professor and Head of office at Logopedics Phoniatrics and Audiology at Lund University with a joint appointment at the Humanities Lab. His research focuses on intervention studies using longitudinal MRI during language learning, often in school settings and in collaboration with teachers. His work relies on developments in MR physics to try to get a better understanding of what goes on when brain structure and function change during education.

Professor Tracey Tokuhama-Espinosa, PhD, Ed. M.
Applied Educational Research Center
Harvard Extension School, Harvard University

Tracey Tokuhama-Espinosa is an educational researcher and teaches The Neuroscience of Learning at Harvard College and the Harvard University Extension School. Her research focuses on the integration of Mind, Brain, and Education science into teachers’ daily practice and professional development; transdisciplinary thinking and research; curriculum changes to enhance math and literacy skills; bilingualism and multilingualism; and the leveraging of technology to enhance learning outcomes.

Ron StoopProf. Ron Stoop, PhD
Center for Psychiatric Neurosciences
University of Lausanne
Lausanne, Switzerland

Since 2004, Ron Stoop has joined the Center for Psychiatric Neuroscience (CNP), newly founded by the University and University Hospital of Lausanne (CHUV), consecutively as group leader, assistant-director and associate professor to translationally study fear and its modulation by neuropeptides (most notably oxytocin) in rodents and humans. Research interest of his group focuses on the modulation of fear by actions of neuropeptides and allosteric modulation of metabotropic glutamate receptors in the amygdala.

Prof. Chris Van Klaveren, PhD
Professor Department of Clinical Psychology
Vrije Universiteit

Chris van Klaveren holds a Ph.D. in Mathematical Economics from the University of Amsterdam. He is a Professor of Empirical Methodological Innovation at the Department of Clinical Psychology of the Vrije Universiteit Amsterdam. He is director of the Amsterdam Center for Learning (ACLA), Education Lab Netherlands, and previously was a researcher at the World Bank in Washington DC. His current research focuses on the development of innovative methods by combining insights from causal and predictive modeling in social science research.

Prof. Wei-Peng Teo, PhD
National Institute of Education,
Nanyang Technological University,Singapore


Dr Teo’s research focuses on understanding the mechanisms that underpin motor control and learning across the lifespan and in diseased populations. In particular, Dr Teo specializes in several neuroimaging and brain stimulation techniques, such as, electroencephalography (EEG), functional near-infrared spectroscopy (fNIRS), transcranial magnetic stimulation (TMS) and transcranial direct current stimulation (tDCS) to understand neurophysiology and motor control. He currently heads the Motor Behaviour Laboratory and is the Assistant Director for the Science of Learning in Education Centre (SoLEC) at the National Institute of Education, Nanyang Technological University.


Advisory Editors

Yann Benetreau

Yann primarily handles submissions in educational science, organizational psychology, behavioral economics, and science of science at Nature Communications. After a doctorate at the University of Western Ontario, he worked as a postdoctoral researcher at the University of Pittsburgh Center for Philosophy of Science and as a Visiting Assistant Professor at San Francisco State University. His research focused on the history and philosophy of science, particularly on confirmation theory and inductive reasoning, as well as on the science of education and the psychology of risk. He is based in New York.


Editorial Board Members

Francie Alexander, Scholastic Inc., NY, USA
Patricia Alexander, University of Maryland, MD, USA
Bernard Balleine, The University of Sydney, Sydney, Australia
Aron K. Barbey, University of Illinois at Urbana-Champaign, IL, USA
Robert Bjork, University of California Los Angeles, CA, USA
Brian Butterworth, University College London, London, UK
Ido Davidesco, University of Connecticut, Storrs, CT, USA
David Dockterman, Harvard University, MA, USA
Michael Fanselow, University of California Los Angeles, CA, USA
Yukiko Goda, Riken Brain Science Institute, Saitama, Japan
Roberta Golinkoff, University of Delaware, DE, USA
Seth Grant, Edinburgh University, Edinburgh, UK
John Hattie, The University of Melbourne, Melbourne, Australia
Kathy Hirsh-Pasek, Temple University, PA, USA
Paul Howard-Jones, University of Bristol, Bristol, UK
Sheena Josselyn, University of Toronto, Toronto, Canada
Diana Laurillard, University College London, London, UK  
Nancy Law, The University of Hong Kong, Hong Kong
Bai Lu, University of Tsinghua, Beijing, People's Republic of China  
Andreas Luthi, University of Basel, Basel, Switzerland  
Chloë Marshall, University College London, London, UK  
Jason B. Mattingley, The University of Queensland, St. Lucia, Australia
Roger Nicoll, University of California San Francisco, CA, USA  
Denis Paré, The State University of New Jersey, NJ, USA
Ole Paulsen, University of Cambridge, Cambridge, UK
Rony Paz, Weizmann Institute of Science, Rehovot, Israel
Mu-Ming Poo, CAS Center for Excellence in Brain Science and Intelligence Technology, China
Gregory Quirk, National Institutes of Health, University of the Philippines - Manila, Philippines
Trevor Robbins, University of Cambridge, Cambridge, UK
Elsbeth Stern, ETH Zürich, Zurich, Switzerland
Michael Timms, Australian Council For Educational Research (ACER), Queensland, Australia
Elsje van Bergen, Vrije Universiteit Amsterdam, the Netherlands



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