ANDERE NEUROMYTEN

Apart from the studies applied by Grospietsch en Mayer (2018, 2019, 2021a, band Grospietsch 2019) to provide a wetenschappelijke verduidelijking (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 en 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 bestaan van specifieke opslaglocaties (harde schijf) in the brain (cf. Schletter en 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 kritieke periodes om te leren. The kernel of truth underlying the neuromyth concerning kritieke periodes om te leren (Howard Jones, 2010; Adey en Dillon, 2012; Tokuhama-Espinosa, 2018), according to Grospietsch en Mayer (2020), is dat bepaalde dingen gemakkelijker kunnen worden geleerd tijdens bepaalde gevoelige fasen in de kindertijd (Thomas en Johnson, 2008; Carter, 2014).