Neuromyths : Corrections and the Continued Influence Effect

Research suggests that professional educators and students often hold erroneous beliefs about learning and the brain, called neuromyths. Beliefs in neuromyths are potentially problematic because they may cause people to invest in ineffective learning resources and further propagate misinformation. Recent research reveals that textual refutations that include explanations may be effective for helping people update erroneous beliefs. Three studies were designed to investigate how refutations affect beliefs and reasoning about neuromyths. Students and teachers read and stated their beliefs in various concepts about learning, both evidence-based concepts, and concepts that have little or no support (neuromyths). Participants then received one of two types of refutations (a refutation-only or a refutation including an explanation) or no refutation. Across studies, results showed that students and teachers were more likely to update their beliefs and reasoning about learning and memory after receiving refutations compared to control, though refutations were less effective for changing reasoning about neuromyths than for changing reported beliefs in the neuromyths. Findings are promising as they show that teachers and students can make meaningful knowledge-based revisions that may improve teaching and learning.