Where do neuromyths come from? Sources and strength of psychological misconceptions.

Abstract

Neuromyths are widely believed misconceptions about psychology and brain function (e.g., people can be left-brained or right-brained). Unfortunately, teachers of psychology are likely to instruct many students with preexisting beliefs in neuromyths. Understanding the origins of neuromyths is important, because the source of beliefs may impact not only their strength, but also educators' abilities to correct them. We investigated whether having a specific memory of learning a neuromyth would relate to strength of belief in the myth. Among a nonuniversity participant pool sample, there was no relationship between remembering the myth's source and strength of belief. However, in a college student sample, remembering the source of the myth was frequently associated with stronger belief than simply "knowing" the information to be true. K-12 teachers, common sense, and college professors were the most frequently reported sources of neuromyths. Having taken more psychology or neuroscience courses was not related to accuracy of beliefs about brain function in either sample. We discuss implications for students and educators, including specific approaches teachers of psychology can use to prevent and correct students' neuromyth beliefs.

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“…Although the present study surveyed a different population, these findings reveal that continued education alone cannot prevent belief in psychological myths. The weak correlation between psychology courses taken and myth endorsement aligns with the findings of Redifer and Jackola (2022). The present study focused on a larger general population of psychology students rather than teachers or students of specific subcategories of the psychology major.…”

“…Students may have learned these myths earlier in their education (Redifer & Jackola, 2022), which can explain why many accept such claims as factual. A solution would be to actively point out misconceptions in college psychology courses and refute them with scholarly articles and other credible media sources.…”

“…Given the harmful effects of believing psychological myths, it is beneficial for educators to have increased accessibility to the latest research. Through the awareness of educators, students will avoid engaging in behaviors and ideas that hinder success and improved well-being (Redifer & Jackola, 2022).…”

“…Another variable in question is whether the number of psychology courses taken affects one's belief in these myths. Redifer and Jackola's (2022) study on misconceptions about neuroscience found that even students who had taken eight or more psychology courses were susceptible to such myths. While there were some myths that this group endorsed less, there were others that they endorsed more strongly.…”

Quantifying the Pervasive: How Widely Held Are Psychological Misconceptions Among Undergraduate Students?

“…Another variable in question is whether the number of psychology courses taken affects one's belief in these myths. Redifer and Jackola's (2022) study on misconceptions about neuroscience found that even students who had taken eight or more psychology courses were susceptible to such myths. While there were some myths that this group endorsed less, there were others that they endorsed more strongly.…”