A. What is a Neuromyth?

Torrijos-Muelas M, González-Víllora S, Bodoque-Osma AR (2021) mention that Neuromyth is not a new concept, as was first coined during the 1980s from the neurosurgeon Alan Crockard.   It has been described as a scientifically inaccurate understandings of the brain in medical culture (Howard-Jones, 2010). Afterwards, research studies start to emphasize the widespread presence of the neuromyths and their persistence, especially among individuals in contact with education (Howard-Jones et al., 2009; Dekker et al., 2012; Howard-Jones, 2014; Ferrero et al., 2016; Düvel et al., 2017; among others). Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation” or “Neuropedagogy”. However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development (OECD) warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. Howard-Jones, P. A. (2014) mention that  Organisation for Economic Co-operation and Development (Organisation for Economic Co-operation and Development [OECD], 2002) defines-neuromyths as “misconception[s] generated by a misunderstanding, a misreading, or a misquoting of facts scientifically established (by brain research) to make a case for use of brain research in education and other contexts” (p. 111).  The same period of time Herculano-Houzel (2002) published the first survey about knowledge of the brain. She included 95 multiple-choice assertions, 83 related to the information that the general public has about brain research and several neuromyths. Five years later, the OECD wrote about the proliferation of the neuromyths around (a) critical periods, (b) the age of three as the time when everything important is decided, (c) multilingualism, (d) left vs. right brain people, and (e) the 10% of the use of our brain, as the most widely spread neuromyths.