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Neuroscience and education: myths and messages
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior
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Dehydration: Physiology, Assessment, and Performance Effects
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A dual systems model of adolescent risk‐taking
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The missing foundation in teacher education: Knowledge of the structure of spoken and written language
inferredcites →https://doi.org/10.1007/s11881-010-0040-yopenalex-snapshot
Are preservice teachers prepared to teach struggling readers?
inferredcites →https://doi.org/10.1007/s12152-013-9180-1openalex-snapshot
Public Understandings of Addiction: Where do Neurobiological Explanations Fit?
inferredcites →https://doi.org/10.1016/c2009-0-19772-6openalex-snapshot
Handbook of The Economics of Education
inferredcites →https://doi.org/10.1016/j.avb.2009.08.003openalex-snapshot
Child maltreatment and the developing brain: A review of neuroscience perspectives
inferredcites →https://doi.org/10.1016/j.compedu.2013.02.009openalex-snapshot
The effect of uncertainty on learning in game-like environments
inferredcites →https://doi.org/10.1016/j.dcn.2011.11.002openalex-snapshot
The timing of educational investment: A neuroscientific perspective
inferredcites →https://doi.org/10.1016/j.neuroimage.2011.01.070openalex-snapshot
Mental number line training in children with developmental dyscalculia
inferredcites →https://doi.org/10.1016/j.neuroimage.2011.11.080openalex-snapshot
Imaging brain development: The adolescent brain
inferredcites →https://doi.org/10.1016/j.neuron.2006.03.036openalex-snapshot
Reward-Motivated Learning: Mesolimbic Activation Precedes Memory Formation
inferredcites →https://doi.org/10.1016/j.neuroscience.2011.09.037openalex-snapshot
Transient activation of midbrain dopamine neurons by reward risk
inferredcites →https://doi.org/10.1016/j.tics.2008.11.003openalex-snapshot
Socioeconomic status and the developing brain
inferredcites →https://doi.org/10.1017/s0007114513004455openalex-snapshot
Effects of hydration status on cognitive performance and mood
inferredcites →https://doi.org/10.1037/0012-1649.40.2.217openalex-snapshot
The Natural Emergence of Reasoning About the Afterlife as a Developmental Regularity.
inferredcites →https://doi.org/10.1037/0022-0663.98.1.238openalex-snapshot
Perceptual learning style and learning proficiency: A test of the hypothesis.
inferredcites →https://doi.org/10.1037/a0017246openalex-snapshot
Reconciling the complexity of human development with the reality of legal policy: Reply to Fischer, Stein, and Heikkinen (2009).
inferredcites →https://doi.org/10.1038/nrn1907openalex-snapshot
Neuroscience and education: from research to practice?
inferredcites →https://doi.org/10.1046/j.0021-9630.2003.00305.xopenalex-snapshot
Specific reading disability (dyslexia): what have we learned in the past four decades?
inferredcites →https://doi.org/10.1073/pnas.1306418110openalex-snapshot
Sleep spindles in midday naps enhance learning in preschool children
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Brain Scam? Why Educators Should Be Careful about Embracing 'Brain Research'
inferredcites →https://doi.org/10.1080/00131880802082518openalex-snapshot
Neuromythologies in education
inferredcites →https://doi.org/10.1080/10409289.2011.613735openalex-snapshot
Effects of Experience on the Brain: The Role of Neuroscience in Early Development and Education
inferredcites →https://doi.org/10.1097/00004703-200104000-00011openalex-snapshot
From Neurons to Neighborhoods: The Science of Early Childhood Development
inferredcites →https://doi.org/10.1098/rstb.2004.1546openalex-snapshot
For the law, neuroscience changes nothing and everything
inferredcites →https://doi.org/10.1108/ijhcqa.2012.06225eaa.012openalex-snapshot
Neuroscience in Education – The Good, the Bad, and the Ugly
inferredcites →https://doi.org/10.1111/j.0309-8249.2004.00361.xopenalex-snapshot
The Credentials of Brain-Based Learning
inferredcites →https://doi.org/10.1111/j.1465-7295.2008.00163.xopenalex-snapshot
SCHOOLS, SKILLS, AND SYNAPSES
inferredcites →https://doi.org/10.1111/j.1751-228x.2009.01068.xopenalex-snapshot
Mind, Brain, and Literacy: Biomarkers as Usable Knowledge for Education
inferredcites →https://doi.org/10.1111/j.1751-228x.2011.01108.xopenalex-snapshot
Toward a Science of Learning Games
inferredcites →https://doi.org/10.1111/j.1949-8594.2002.tb17897.xopenalex-snapshot
Mathematics Anxiety and Learning Styles: What Is the Relationship in Elementary Preservice Teachers?
inferredcites →https://doi.org/10.1111/mbe.12005openalex-snapshot
Consumers Favor “Right Brain” Training: The Dangerous Lure of Neuromarketing
inferredcites →https://doi.org/10.1111/nyas.12314openalex-snapshot
Issues in the timing of integrated early interventions: contributions from nutrition, neuroscience, and psychological research
inferredcites →https://doi.org/10.1126/science.333.6045.956openalex-snapshot
Giving Children a Head Start Is Possible—But It's Not Easy
inferredcites →https://doi.org/10.1152/ajpregu.00365.2002openalex-snapshot
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inferredcites →https://doi.org/10.1159/000216538openalex-snapshot
Adolescent Changes in the Homeostatic and Circadian Regulation of Sleep
inferredcites →https://doi.org/10.1162/jocn.2008.20040openalex-snapshot
The Seductive Allure of Neuroscience Explanations
inferredcites →https://doi.org/10.1177/0022219409355479openalex-snapshot
Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia
inferredcites →https://doi.org/10.1177/0146167208327217openalex-snapshot
Prosocial Benefits of Feeling Free: Disbelief in Free Will Increases Aggression and Reduces Helpfulness
inferredcites →https://doi.org/10.1177/019263650208663302openalex-snapshot
Changing Times: Findings From the First Longitudinal Study of Later High School Start Times
inferredcites →https://doi.org/10.1177/0956797612442392openalex-snapshot
“The Mind Is Willing, but the Flesh Is Weak”
inferredcites →https://doi.org/10.1207/s15326985ep4104_1openalex-snapshot
Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review
inferredcites →https://doi.org/10.1371/journal.pone.0011440openalex-snapshot
Adolescents, Adults and Rewards: Comparing Motivational Neurocircuitry Recruitment Using fMRI
inferredcites →https://doi.org/10.1518/001872098779480505openalex-snapshot
Principles of Educational Multimedia User Interface Design
inferredcites →https://doi.org/10.1542/peds.2004-1649openalex-snapshot
The Impact of School Daily Schedule on Adolescent Sleep
inferredcites →https://doi.org/10.2307/1129656openalex-snapshot
Children's Developing Conceptions of the Mind and Brain
inferredcites →https://doi.org/10.2307/3324560openalex-snapshot
Frames of Mind: The Theory of Multiple Intelligences
inferredcites →https://doi.org/10.25405/ncl.34085991openalex-snapshot
Learning Styles and Pedagogy in post-16 learning: a systematic and critical review
inferredcites →https://doi.org/10.3102/0013189x026008004openalex-snapshot
Education and the Brain: A Bridge Too Far
inferredcites →https://doi.org/10.3368/jhr.48.4.945openalex-snapshot
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inferredcites →https://doi.org/10.3389/fpsyg.2012.00429openalex-snapshot
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
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Estimating the Technology of Cognitive and Noncognitive Skill Formation
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The myth of the first three years: a new understanding of early brain development and lifelong learning
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Neuromyths: Misconceptions about neurodevelopment by Italian teachers.
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Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100235openalex-snapshot
Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100249openalex-snapshot
In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100250openalex-snapshot
Seen through teachers’ eyes: Neuromyths and their application in Malaysian classrooms
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100254openalex-snapshot
What do Chinese psychology majors know about brain research?
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100255openalex-snapshot
Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100260openalex-snapshot
Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100269openalex-snapshot
Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100273openalex-snapshot
Prevalence of educational myths among Ecuadorian teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100278openalex-snapshot
The prevalence of neuromyths among Turkish parents: sources, purchase intentions, and effects on educational strategies
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100279openalex-snapshot
Neuroscience beliefs in education among teachers in Argentina and other Latin American countries: predictors and comparisons to experts’ perspectives
inferred← citeshttps://doi.org/10.1016/j.tine.2026.100284openalex-snapshot
Why do psychology students believe in neuromyths? A study of personality, contextual and cognitive predictors
inferred← citeshttps://doi.org/10.1016/j.tsc.2024.101666openalex-snapshot
Creativity knowledge of classroom teachers: Predictors and correlates
inferred← citeshttps://doi.org/10.1017/9781316105771openalex-snapshot
The Neuroscience of Intelligence
inferred← citeshttps://doi.org/10.1017/s1366728926101503openalex-snapshot
Foreign language effect and neuromyth discernibility: Framing and information richness as moderators
inferred← citeshttps://doi.org/10.1037/a0039678openalex-snapshot
The role of neuroscience within psychology: A call for inclusiveness over exclusiveness.
inferred← citeshttps://doi.org/10.1037/cpb0000108openalex-snapshot
Introduction to the special issue: Neuro-mythconceptions in consulting psychology—between a rock and a hard place.
inferred← citeshttps://doi.org/10.1037/hop0000035openalex-snapshot
The other side of the brain: The politics of split-brain research in the 1970s–1980s.
inferred← citeshttps://doi.org/10.1037/pro0000103openalex-snapshot
Ethical issues surrounding psychologists’ use of neuroscience in the promotion and practice of psychotherapy.
inferred← citeshttps://doi.org/10.1037/rev0000025openalex-snapshot
The practical and principled problems with educational neuroscience.
inferred← citeshttps://doi.org/10.1037/rev0000036openalex-snapshot
The principles and practices of educational neuroscience: Comment on Bowers (2016).
inferred← citeshttps://doi.org/10.1037/xap0000258openalex-snapshot
The effectiveness of refutation texts to correct misconceptions among educators.
inferred← citeshttps://doi.org/10.1038/s41539-024-00240-yopenalex-snapshot
Fostering inclusion in EEG measures of pediatric brain activity
inferred← citeshttps://doi.org/10.1057/978-1-137-54747-7_3openalex-snapshot
Neuroscience and CAMHS practice
inferred← citeshttps://doi.org/10.1057/s41599-023-02412-4openalex-snapshot
Prevalence of neuromyths among students and pre-service teachers
inferred← citeshttps://doi.org/10.1075/resla.17041.domopenalex-snapshot
Las creencias de los profesores de español como lengua extranjera sobre los estilos de aprendizaje
inferred← citeshttps://doi.org/10.1080/00043125.2023.2230392openalex-snapshot
Equity Pedagogy: Beliefs Shape Teachers’ Interactions With Students
inferred← citeshttps://doi.org/10.1080/00071005.2023.2245438openalex-snapshot
The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions
inferred← citeshttps://doi.org/10.1080/00131857.2017.1395736openalex-snapshot
Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action
inferred← citeshttps://doi.org/10.1080/00131857.2020.1865920openalex-snapshot
Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge
inferred← citeshttps://doi.org/10.1080/00131857.2026.2733629openalex-snapshot
Reframing learning management beyond performance and accountability: Implicit memory and human formation
inferred← citeshttps://doi.org/10.1080/00131881.2016.1238585openalex-snapshot
Conceptions and misconceptions about neuroscience in preschool teachers: a study from Argentina
inferred← citeshttps://doi.org/10.1080/00219266.2026.2737444openalex-snapshot
Misinformation propagation in AI chatbots: implications for scientific inquiry and biochemistry education
inferred← citeshttps://doi.org/10.1080/00220485.2020.1845266openalex-snapshot
The cognitive challenges of effective teaching
inferred← citeshttps://doi.org/10.1080/00220485.2021.1925188openalex-snapshot
Team-based learning (TBL): Putting learning sciences research to work in the economics classroom
inferred← citeshttps://doi.org/10.1080/00228958.2022.2039520openalex-snapshot
Learning Styles Are Out of Style: Shifting to Multimodal Learning Experiences
inferred← citeshttps://doi.org/10.1080/00405841.2022.2096386openalex-snapshot
Beyond left and right: Learning is a whole-brain process
inferred← citeshttps://doi.org/10.1080/00461520.2017.1355247openalex-snapshot
Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity
inferred← citeshttps://doi.org/10.1080/01425692.2020.1784709openalex-snapshot
From science wars to transdisciplinarity: the inescapability of the neuroscience, biology and sociology of learning
inferred← citeshttps://doi.org/10.1080/0144929x.2018.1474254openalex-snapshot
Tutoring executives online: what drives perceived quality?
inferred← citeshttps://doi.org/10.1080/01596306.2018.1394420openalex-snapshot
Biological sciences, social sciences and the languages of stress
inferred← citeshttps://doi.org/10.1080/0161956x.2018.1449925openalex-snapshot
Reflections on Neuroscience in Teacher Education
inferred← citeshttps://doi.org/10.1080/02601370.2025.2607387openalex-snapshot
Triangulating the lifelong learner: neuroliberalism and the OECD’s focus on meta-cognition, affect, and wellbeing
inferred← citeshttps://doi.org/10.1080/02607476.2020.1829965openalex-snapshot
Boosting learning by changing the order and timing of classroom tasks: implications for professional practice
inferred← citeshttps://doi.org/10.1080/02619768.2025.2562214openalex-snapshot
Exploring the paradox: teachers’ awareness of brain functions and the endorsement of neuromyths
inferred← citeshttps://doi.org/10.1080/02619768.2026.2703123openalex-snapshot
Prevalence of neuromyths among in-service preschool and primary school Romanian teachers
inferred← citeshttps://doi.org/10.1080/02643944.2019.1625429openalex-snapshot
Attachment Aware Schools: the impact of a targeted and collaborative intervention
inferred← citeshttps://doi.org/10.1080/02680939.2026.2640563openalex-snapshot
Neurofarming HE: how to think, feel and act in the Ne(ur)oliberal university
inferred← citeshttps://doi.org/10.1080/02783193.2016.1183737openalex-snapshot
Understanding Gender Differences in Thinking Styles of Gifted Children
inferred← citeshttps://doi.org/10.1080/03004430.2020.1862822openalex-snapshot
Bruno Bettelheim: contradictions, controversies and continuities
inferred← citeshttps://doi.org/10.1080/03055698.2021.2025044openalex-snapshot
What the malleability of Kolb’s learning style preferences reveals about categorical differences in learning
inferred← citeshttps://doi.org/10.1080/09500693.2024.2415094openalex-snapshot
Dissecting neuromyths in education: an analysis of educators, students, and parents in Taiwan
inferred← citeshttps://doi.org/10.1080/09515070.2021.1908961openalex-snapshot
Learning styles in counseling: a scoping review of the empirical evidence
inferred← citeshttps://doi.org/10.1080/1357650x.2019.1606820openalex-snapshot
Neuroscience and education: Cerebral lateralization of networks and oscillations in dyslexia
inferred← citeshttps://doi.org/10.1080/13603116.2018.1543730openalex-snapshot
Making explicit pre-service teachers’ implicit beliefs about inclusive education
inferred← citeshttps://doi.org/10.1080/13603116.2026.2734943openalex-snapshot
Whose difference counts? A critical discourse analysis of stakeholder perspectives informing a neurodiversity-based integrated curriculum for Thai primary students
inferred← citeshttps://doi.org/10.1080/13664530.2019.1614655openalex-snapshot
Lost in research: educators’ attitudes towards research and professional development
inferred← citeshttps://doi.org/10.1080/14613808.2018.1484438openalex-snapshot
Lost in translation? Neuroscientific research, advocacy, and the claimed transfer benefits of musical practice
inferred← citeshttps://doi.org/10.1080/17439884.2023.2230893openalex-snapshot
Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation
inferred← citeshttps://doi.org/10.1080/17508487.2026.2618237openalex-snapshot
Post-graduate pedagogy in neuroliberal times: affect, governance and volatility in higher education
inferred← citeshttps://doi.org/10.1080/17508487.2026.2742718openalex-snapshot
How’s life? OECD policy and the mainstreaming, mainframing and mainlining of educational well-being
inferred← citeshttps://doi.org/10.1080/19415257.2019.1689522openalex-snapshot
Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia
inferred← citeshttps://doi.org/10.1080/2331186x.2018.1518638openalex-snapshot
Excavating the origins of the learning pyramid myths
inferred← citeshttps://doi.org/10.1080/2331186x.2024.2352320openalex-snapshot
The contribution of students’ learning styles to competences development through the use of Kahoot learning platform
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2554015openalex-snapshot
Overcoming educational neuromyths: exploring the impact of metaphorical framing on confirmation bias and beliefs
inferred← citeshttps://doi.org/10.1080/23735082.2015.1083115openalex-snapshot
Modality preference and learning style theories: rethinking the role of sensory modality in learning
inferred← citeshttps://doi.org/10.1080/23735082.2019.1674909openalex-snapshot
Translating education neuroscience for teachers
inferred← citeshttps://doi.org/10.1080/23735082.2019.1684991openalex-snapshot
Developments in educational neuroscience: implications for the art and science of learning
inferred← citeshttps://doi.org/10.1080/23735082.2026.2672371openalex-snapshot
Beyond brain-based enthusiasm: reviewing connecting neuroscience with education as a framework for responsible research–practice translation
inferred← citeshttps://doi.org/10.1080/24758779.2016.12420444openalex-snapshot
Bridging Neuroscience and Education Through Museum-School Partnerships
inferred← citeshttps://doi.org/10.1093/cercor/bhae066openalex-snapshot
A multimodal interface for speech perception: the role of the left superior temporal sulcus in social cognition and autism
inferred← citeshttps://doi.org/10.1093/elt/ccv051openalex-snapshot
Learning styles and teacher training: are we perpetuating neuromyths?
inferred← citeshttps://doi.org/10.1093/oso/9780190678722.002.0007openalex-snapshot
List of Illustrations
inferred← citeshttps://doi.org/10.1093/oso/9780190678722.003.0001openalex-snapshot
Explaining Social Change
inferred← citeshttps://doi.org/10.1093/oso/9780190678722.003.0009openalex-snapshot
History and International Relations
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