ДРУГИ НЕВРОМИТОВЕ

Apart from the studies applied by Грошпич и Майер (2018 г, 2019, 2021а, band Grospietsch 2019) to provide a научно изясняване (Kattmann et al., 1997) of the aforementioned neuromyths, few further theoretical descriptions of other neuromyths exist (e.g., in Джарет, 2014 г; Бек, 2016 г; Токухама-Еспиноса, 2018 г). For example there is the neuromyth that  we use only the 10% of our brain. According to Грошпич и Майер (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 наличие на специфични места за съхранение (твърд диск) in the brain (cf. Шлетер и Байрхубер, 1998 г). 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 критични периоди от време за учене. The kernel of truth underlying the neuromyth concerning критични периоди от време за учене (Хауърд-Джоунс, 2010 г; Ади и Дилън, 2012 г; Токухама-Еспиноса, 2018 г), according to Грошпич и Майер (2020), е, че някои неща могат да се научат по-лесно по време на определени чувствителни фази през детството (Томас и Джонсън, 2008 г; Картър, 2014 г).