Is it true we only use 10% of our brain?
No – that’s one of many myths that are very common (see below), including amongst teachers and learners. The term ‘neuromyth’ was coined to describe skewed, misreported or misinterpreted research findings that have become ‘common knowledge’.
Sci-napse’s Paul Howard-Jones has collected and reviewed data from around the world about teachers’ common misunderstandings about the brain (or neuromyths). The results were published Nature Reviews Neuroscience (the highest impact journal in neuroscience) and quickly became this journal’s most highly cited paper on social media.
Paul says ”The twitter storm shows how much concern there is about neuromyth. It’s really important that authentic neuroscience reaches teachers and gets into schools through projects such as Sci-napse“. Read further about the neuromyth phenomena on the University of Bristol’s website see: Myth-conceptions: How myths about the brain are hampering teaching.
Original article: Howard Jones, P., A. (2014) Neuroscience and education: myths and messages, Nature Reviews Neuroscience. 15, pp 817–824
|We mostly only use 10% of our brain||48||46||50||45||59|
|Individuals learn better in their preferred learning style||93||96||97||97||97|
|Co-ordination exercises improve integration of left/right brain hemispheres||88||82||72||56||84|
|Hemispheric dominance (left/right) helps explain individual differences||91||86||79||71||71|
|Children are less attentive after sugary drinks and snacks||57||55||44||48||62|
|Drinking less than 6-8 glasses of water a day can cause the brain to shrink||29||16||25||12||5|
|Learning problems associated with developmental differences in brain function can’t be helped by education||16||19||22||29||50|