Referenties

Grospietsch, F., & Lins, I. (2021). Review on the Prevalence and Persistence of Neuromyths in Education – Where We Stand and What Is Still Needed. Grenzen in het onderwijs, 6. https://doi.org/10.3389/feduc.2021.665752, https://www.frontiersin.org/articles/10.3389/feduc.2021.665752/full

Howard-Jones, PA (2014). Neurowetenschap en onderwijs: mythen en berichten. Natuurrecensies Neurowetenschap, 15(12), 817–824. https://doi.org/10.1038/nrn3817

Rousseau Luc (2021).”Neuromyths” and Multiple Intelligences (MI) Theory: A Comment on Gardner, 2020 . Frontiers in Psychology, vol.12 , doi: 10.3389/fpsyg.2021.720706, ISSN=1664-1078  

Torrijos-Muelas M., González-Víllora S., Bodoque-Osma, A. (2021).De persistentie van neuromythen in de educatieve instellingen: een systematische review. Grenzen in de psychologie, Vol 11, doi. 10.3389/fpsyg.2020.591923, ISSN=1664-1078 

*The above-mentioned references were used to support this chapter. All other mentioned references could be found in these articles’ reference units.