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Tag Archives: neuromyths
Finding Meaning in Visuals
When you open your eyes, where do they focus? Presumably, your eyes automatically turn to the part of the visual field that stands out the most: the bright red door, the tower jutting up from the cliff, the sharp angle
Neuroscience and Neuromyths
Does neuroscience education help reduce a teacher’s belief in neuromyths? According to this recent study: not as much as we would like. In some cases, neuroscience education does help teachers. For instance, 59% of the general public falsely believe that
Lefty or Righty?
You’ve surely heard about students being left-brained or right-brained. And: you’ve probably heard that this belief is a myth. The folks over at Ted Ed have made a helpful video explaining the genesis of this belief, and the ways that
Out with the Old…
Articles about learning styles theory–including my own–typically focus on debunking the theory. This article, over at The Learning Scientists, takes a different approach: it chooses specific parts of learning styles theory, and shows how each small part derives from another–more
Good News ! (?) College Profs Don’t Use the Untrue Learning Styles Theory That They Nonetheless Believe
This story offers both good and bad news: I’ll let you sort out whether there’s more good than bad… The bad news: according to a just-published study, 58% of college professors in Britain believe in learning styles theory. This belief persists
Don’t Take the Bait
Some days I wonder if I have linked to too many articles debunking claims about “brain training games.” Invariably, as soon as this thought crosses my mind, I hear another advertisement for Lumosity, and I realize that I haven’t linked to
Neuromyth or Neurotruth?
In the spirit of April Fool’s Day, I thought it would be fun to consider several of the false — even foolish — beliefs that people often have about brains. Take a look at the six statements below and judge
“Screen Time”: Content and Context Matter
This open letter–signed by many psychologists and neuroscientists well-known to LaTB audiences–argues that current panic about “screen time” isn’t based on evidence. The authors argue that guidelines ought to be based on clearer thinking and deeper research.
Power Poses: Meh
This article from The Chronicle of Higher Education explains many reasons to doubt much-hyped research into–among other things–the “Wonder Woman Pose.”