INNE NEUROMITY

Apart from the studies applied by Grospietscha i Mayera (2018, 2019, 2021a, band Grospietsch 2019) to provide a wyjaśnienie naukowe (Kattmann i in., 1997) of the aforementioned neuromyths, few further theoretical descriptions of other neuromyths exist (e.g., in Jarretta, 2014; Beck, 2016; Tokuhama-Espinosa, 2018). For example there is the neuromyth that  we use only the 10% of our brain. According to Grospietsch i 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 istnienie określonych lokalizacji przechowywania (dysk twardy) in the brain (cf. Schletter i 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 okresy krytyczne dla nauki. The kernel of truth underlying the neuromyth concerning okresy krytyczne dla nauki (Howard-Jones, 2010; Adey i Dillon, 2012; Tokuhama-Espinosa, 2018), according to Grospietsch i Mayer (2020), jest to, że pewnych rzeczy można się łatwiej nauczyć w określonych wrażliwych fazach dzieciństwa (Thomas i Johnson, 2008; Carter, 2014).