D. Other Neuromyths

Apart from the studies applied by Grospietsch and Mayer (2018, 2019, 2021a, band Grospietsch 2019) to provide a scientific clarification (Kattmann et al., 1997) of the aforementioned neuromyths, few further theoretical descriptions of other neuromyths exist (e.g., in Jarrett, 2014; Beck, 2016; Tokuhama-Espinosa, 2018). For example there is the neuromyth that  we use only the 10% of our brain. According to Grospietsch and Mayer (2019), the kernel of truth underlying this neuromyth is that contemporary imaging techniques can show which specific regions of the brain are involved in certain mental or physical activities. For example, many fMRI images exist in which only a portion of the brain is highlighted in color.

Further neuromyth that tends to be described in research on school students’ (mis)conceptions is the existence of specific storage locations(hard drive) in the brain (cf. Schletter and Bayrhuber, 1998). According to Grospietsch (2019), the kernel of truth underlying this neuromyth is that the cerebrum contains various cortical regions with a functional division of tasks.  There is also a neuromyth about the existence of critical time periods for learning. The kernel of truth underlying the neuromyth concerning critical time periods for learning (Howard-Jones, 2010; Adey and Dillon, 2012; Tokuhama-Espinosa, 2018), according to Grospietsch and Mayer (2020), is that certain things can be learned more easily during particular sensitive phases during childhood (Thomas and Johnson, 2008; Carter, 2014).