ΑΛΛΟΙ ΝΕΥΡΟΜΥΘΟΙ

Apart from the studies applied by Grospietsch and Mayer (2018, 2019, 2021α, σιand Grospietsch 2019) to provide a επιστημονική διευκρίνιση (Kattmann et al., 1997) of the aforementioned neuromyths, few further theoretical descriptions of other neuromyths exist (e.g., in Τζάρετ, 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 ύπαρξη συγκεκριμένων θέσεων αποθήκευσης (σκληρός δίσκος) in the brain (cf. Schletter και 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 κρίσιμες χρονικές περιόδους για μάθηση. The kernel of truth underlying the neuromyth concerning κρίσιμες χρονικές περιόδους για μάθηση (Howard-Jones, 2010; Adey and Dillon, 2012; Tokuhama-Espinosa, 2018), according to Grospietsch and Mayer (2020), είναι ότι ορισμένα πράγματα μπορούν να μαθευτούν πιο εύκολα σε συγκεκριμένες ευαίσθητες φάσεις κατά την παιδική ηλικία (Thomas and Johnson, 2008; Κάρτερ, 2014).