Interesting post from another list. Good for discussion of myths in psychology.
Claudia J. Stanny, Ph.D. Director, Center for University Teaching, Learning, and Assessment Associate Professor, Psychology University of West Florida Pensacola, FL 32514 - 5751 Phone: (850) 857-6355 or 473-7435 e-mail: [email protected] |-----Original Message----- |From: Professional & Organization Development Network in Higher |Education [mailto:[email protected]] On Behalf Of Craig E Nelson |Sent: Sunday, September 20, 2009 8:27 PM |To: [email protected] |Subject: [POD] [Learning] Myths and Misconceptions | |This is all one quote" | |Various "neuromyths" exist in schools. According to a survey of advice |literature by the Transfer Centre for Neurobiology and Learning (ZNL) |in Ulm, Germany, the topic of the brain is popular among teachers. |"Unfortunately, many of the ideas that have made it into the classroom |fall under the heading of pseudoscience," says Paul Howard-Jones of the |University of Bristol, UK. Here are five of the most popular: | |Myth: We only use 10 per cent of our brain. | |Reality: Brain imaging suggests that all parts of the brain are active. | |Myth: We have multiple "types" of intelligence, from interpersonal to |logical, with corresponding IQs. | |Reality: Neuroscientific research distinguishes cognitive processes in |the brain, but these do not correspond to different intelligences. A |more accepted view is that each person has a general intelligence, and |their various cognitive abilities are correlated with how high this is. | |Myth: The left side of the brain deals with rational thinking and the |right side is emotional. Most people are dominated by one half, which |can be remedied by exercises such as the "Brain Gym" programme. | |Reality: Each side has different functions, but there is little |evidence that these reflect thinking styles. Brain Gym, popular in 80 |countries, is considered pseudoscience by several scientific societies. | |Myth: Drinking plenty of water is important for brain function. | |Reality: Thirst kicks in long before lack of water affects brain |function. Drinking water in class may improve performance because it |creates mini-breaks that help with focus. | |Myth: Bilingual education leads to confusion and delayed development, |due to conflict between the two language systems. | |Reality: The opposite is true. Switching between languages improves |impulse control and the ability to concentrate. | |Excerpt from: |Brain science to help teachers get into kids' heads |http://www.newscientist.com/article/mg20327265.800-brain-science-to- |help-teachers-get-into-kids-heads.html | | |-- |Craig E Nelson |Department of Biology |Indiana University |Bloomington, IN 47405 | |*********************************************************************** * |* |You are subscribed to the POD mailing list. To Unsubscribe, change |your subscription options, or access list archives, visit |http://listserv.nd.edu/archives/pod.html | |For information about the POD Network visit http://podnetwork.org | |Hosted by the John A. Kaneb Center for Teaching and Learning and the |Office of Information Technologies at the University of Notre Dame. |*********************************************************************** * |* --- To make changes to your subscription contact: Bill Southerly ([email protected])
