Some common myths in education exploded by current research on neurosciecne

1. Neuromyths
A few things that we thought we knew but it turns
out are not quite what we thought they were …

2. We only use 10% of our brain
• We use all of our brain –
this is why a stoke is so
devastating
• Not all the brain is active
at one time – but multiple
areas are at work at the
same time
• A number of areas active
even when we are “doing
nothing”

3. Listening to classical music makes you smarter
• The “Mozart” effect
• Based on study on college
students – small localised
effect
• However, learning to play a
musical instrument does
have a beneficial cognitive
effect improving
coordination, confidence
and concentration

4. You can’t make new brain cells
• You make new cells all the
time but at different rates
• Your brain does remain
adaptable [plastic] – the
connections can change all
through your life
• Adults can generate new
cells – some drugs being
developed
• Activity reduces the rate of
degeneration

5. The first years of life are crucial for success ..
• There are some periods in which neural
pathways form more easily
[synaptogenesis and synaptic pruning]
• Some functions have optimal periods for
learning (language) but this cannot be
generalised some periods are more
sensitive for learning than others
• The links between early success and later
achievement are mostly an effect of
social factors and hard work

6. VAK and other learning styles
• Promoted by Vester (1975) and
promulgated by many others since
• These are all input modes into the
sensory part of the brain – not
learning which is the processing of
this information
• Variety does appear to be the spice
of life. We have access to a wide
variety of senses to gather
information (at least 10)

7. Brain Gym – Educational Kinesiology
• The idea of cerebral dominance (Dennison)
• Linked to the idea that the development of
the individual should mimic the
development of the species
• Aerobic exercise supports increased oxygen
supplies which may effect learning.
• There do seem to be brain benefits with a
healthy body – but general heath not
exercises before a class

8. We need to drink lots of water
• Promoted as a way to improve learning
(Cohen and Goldsmith)
• Is true that dehydration can impact on
cognitive ability – but so can overhydration
(Vreeman)
• Thirst is an automotive function – the body
is self-regulating
• Comes from the myth of “needing to drink
6-8 glasses of water a day

9. Omega-3,6 – “fatty acids” are brain foods
• High ratios of Ω6:Ω3 Highly Saturated Fatty
Acids(HUFAs) are linked to increase in
somediseases
• Rations have increased in the last 10,000
years from 1:1 to 6:1
• Mixed evidence that increase in Ω3 aids with ADHD
• Taking of supplements linked to higher cognitive success
• However, supplements tend to be bought by higher Socio-
Economic groups
• Where there are links between Ω3 and brain function this
also correlates to a generally better diet (Bellisle)

10. Too much chocolate etc…
• Sugar is an aid to concentrations
• Poor behaviour often linked to
expectations
• No evidence of link between sugar
levels and poor behaviour –
thought high sugar often linked
with poor general diet
• Some evidence that additives in
food impact on hyperactivity

11. We are right or left brained
• There are areas of the brain
which take primary control over
certain functions
• However secondary and tertiary
areas also are in use
• Primary functionality is not a
correlation to cognitive usage
• MRI scanning indicates that
highly creative / cognitive people
are using multiple brain areas

12. References
"Neural Connections: some you use, some you lose" by John.T.Bruer in the
December 1999 issue of Phi Delta Kappan, pages 264 – 277
http://www.oecd.org/dataoecd/28/13/31706603.pdf - Access. October 2011
Understanding the Brain: Towards a New Learning Science, OECD 2002,
Chapter 4.6 pp.69-77
Howard Jones, P (2009) Introducing Neuroeducational Research,
Neuroscience, Education and the Brain from Contexts to Practice, Routledge
Neuroscience and Education: Issues and Opportunities: A Commentary by the
Teaching and Learning Research Programme
The Neuroeducational research network -
http://www.neuroeducational.netAccess. Oct 2011