OTROS NEUROMITOS

Apart from the studies applied by Grospietsch y Mayer (2018), 2019, 2021a, band Grospietsch 2019) to provide a aclaración científica (Kattmann et al., 1997) of the aforementioned neuromyths, few further theoretical descriptions of other neuromyths exist (e.g., in Jarret, 2014; Beck, 2016; Tokuhama-Espinosa, 2018). For example there is the neuromyth that  we use only the 10% of our brain. According to Grospietsch y 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 existencia de ubicaciones de almacenamiento específicas (disco duro) in the brain (cf. Schletter y 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 periodos de tiempo críticos para el aprendizaje. The kernel of truth underlying the neuromyth concerning periodos de tiempo críticos para el aprendizaje (Howard Jones, 2010; Adey y Dillon, 2012; Tokuhama-Espinosa, 2018), according to Grospietsch y Mayer (2020), es que ciertas cosas se pueden aprender más fácilmente durante determinadas fases sensibles durante la infancia (Tomás y Johnson, 2008; Carretero, 2014).