Neuromyth

Neuromyth refers to a misconception about the brain that is widely believed but not supported by reliable neuroscience, or is an overgeneralization of brain research to education and behavior. Neuromyths often arise when complex findings are simplified, sensationalized by media or marketing, or translated into prescriptive teaching methods without sufficient evidence. They can spread through schools, parent guides, and popular psychology, influencing expectations, resource use, and instructional choices.

Common neuromyths cover several themes. The idea that we only use 10 percent of our brains has been repeatedly debunked; brain imaging shows activity across the organ, and all regions have known roles. The left-brain/right-brain dichotomy in learning styles—that people learn best through a single, fixed hemispheric approach—lacks solid evidence of improved outcomes from matching teaching to style. Brain-training programs often claim broad intelligence gains, but most research finds limited transfer beyond trained tasks. Misinterpretations of neuroplasticity can portray brain change as only occurring in early childhood, whereas learning-related changes can occur across the lifespan, even though some periods may be more conducive to change. Functional brain imaging is frequently cited as proof of a mechanism, but activation patterns do not straightforwardly equate to learning effectiveness or causation.

Impact of neuromyths can include wasted resources, ineffective interventions, and misplaced credibility. Combating them involves critical appraisal of neuroscience claims, reliance on high-quality evidence, and collaboration between educators and researchers. Emphasis is placed on robust concepts such as memory, attention, sleep, and evidence-based teaching practices, with ongoing professional development to distinguish well-supported findings from appealing but unsupported claims.