(ISSN 2573-4407)
OBM Neurobiology is an international peer-reviewed Open Access journal published quarterly online by LIDSEN Publishing Inc. By design, the scope of OBM Neurobiology is broad, so as to reflect the multidisciplinary nature of the field of Neurobiology that interfaces biology with the fundamental and clinical neurosciences. As such, OBM Neurobiology embraces rigorous multidisciplinary investigations into the form and function of neurons and glia that make up the nervous system, either individually or in ensemble, in health or disease. OBM Neurobiology welcomes original contributions that employ a combination of molecular, cellular, systems and behavioral approaches to report novel neuroanatomical, neuropharmacological, neurophysiological and neurobehavioral findings related to the following aspects of the nervous system: Signal Transduction and Neurotransmission; Neural Circuits and Systems Neurobiology; Nervous System Development and Aging; Neurobiology of Nervous System Diseases (e.g., Developmental Brain Disorders; Neurodegenerative Disorders).
OBM Neurobiology publishes a variety of article types (Original Research, Review, Communication, Opinion, Comment, Conference Report, Technical Note, Book Review, etc.). Although the OBM Neurobiology Editorial Board encourages authors to be succinct, there is no restriction on the length of the papers. Authors should present their results in as much detail as possible, as reviewers are encouraged to emphasize scientific rigor and reproducibility.
Publication Speed (median values for papers published in 2024): Submission to First Decision: 7.6 weeks; Submission to Acceptance: 13.6 weeks; Acceptance to Publication: 6 days (1-2 days of FREE language polishing included)
Special Issue
Metacognition and Learning: Ideas and Insights from Neuro
Submission Deadline: December 31, 2026 (Open) Submit Now
Guest Editor
Dr. Leonie Brummer
Lecturer, Utrecht University, The Netherlands
Research Interests: Systematic reviews; Meta-analysis; (Quasi)experimental research; (Meta)cognition; (Life long) learning; Memory
About This Topic
The contribution of metacognition for learning has proven pivotal the last decades by researchers and, perhaps not surprisingly, its contribution will not come to a hold in the future. The complexity of the concept of metacognition is (partly) illustrated by the plethora of definitions, pertaining to field-specific nuances whilst acknowledging consensus might exist in theories and measurement models. This special issue—titled Metacognition and learning: Ideas and insights from neuro—focuses on two main aims. First, it challenges researchers to think beyond ‘traditional’ approaches and/or methodologies to metacognition in learning to further explore the complexity and richness of the concept. Second, researchers are prompted to contribute research based on the latest insights in the field (not restricted to a specific discipline nor methodology). Both theoretical and empirical research will be welcomed.
Keywords
Metacognitive strategies, monitoring, self-regulated learning (SRL), knowledge, complex tasks, reflecting, online measures, such as judgment of learning (JOL) and feeling of knowing (FOK), metacognitive control, cognition about cognition, (meta)cognitive processing, (self-)awareness, self-perception theory, individual differences, coping strategies, metacognitive accuracy.
Possible Topics
• Developmental aspects of metacognition during and for learning (in a digital era);
• Metacognition during and for informal learning (formal learning can also be addressed);
• Neuro-methodological approaches to measuring metacognition, including more creative, explorative, and/or (potentially) non-traditional ways of measuring the concept;
• A neuro-architectural approach to metacognition;
• The social context of metacognition during and for learning;
• Metacognition and creativity (or art);
• Metacognition and games;
• Metacognitive role models (e.g., from a teacher to students; from expert to beginner);
• The interplay of metacognitive, cognitive, and motivational facets during and for learning;
• Metacognition and executive functions;
• Domain-general and/or task-specificity nature of metacognition during and for learning;
• The role of metacognition in teacher education/professional training.
Manuscript Submission Information
Manuscripts should be submitted through the LIDSEN Submission System. Detailed information on manuscript preparation and submission is available in the Instructions for Authors. All submitted articles will be thoroughly refereed through a single-blind peer-review process and will be processed following the Editorial Process and Quality Control policy. Upon acceptance, the article will be immediately published in a regular issue of the journal and will be listed together on the special issue website, with a label that the article belongs to the Special Issue. LIDSEN distributes articles under the Creative Commons Attribution (CC BY 4.0) License in an open-access model. The authors own the copyright to the article, and the article can be free to access, distribute, and reuse provided that the original work is correctly cited.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). Research articles and review articles are highly invited. Authors are encouraged to send the tentative title and abstract of the planned paper to the Editorial Office (neurobiology@lidsen.com) for record. If you have any questions, please do not hesitate to contact the Editorial Office.
Welcome your submission!
Publication
The Influence of Gender and Academic Achievement on University Students' Perceptions of LMS-Based Self-Regulated Learning in KoreaAbstract This study examines how university students perceive Learning Management System (LMS)-based instruction within the context of higher education, as they adapt to the rapid digital transformation. Specifically, it examines how students' perceptions differ based on gender and academic achievement, providing insights for more inclusive and adaptiv [...] |
| 2024 |  |
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| CiteScore | SJR | SNIP |
| 1.2 | 0.205 | 0.249 |
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