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“Neuromyths”: A Critical Consideration
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Seeing is believing: The effect of brain images on judgments of scientific reasoning
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The weirdest people in the world?
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WEIRD languages have misled us, too [Comment on Henrich et al.]
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The structure of phenotypic personality traits.
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Neuromyths and Their Origin Among Teachers in Quebec
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An Introduction to Probability Theory and Its Applications.
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Frames of Mind: The Theory of Multiple Intelligences
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Education and the Brain: A Bridge Too Far
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A Bridge Too Far – Revisited: Reframing Bruer’s Neuroeducation Argument for Modern Science of Learning Practitioners
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Howard Gardner under fire: the rebel psychologist faces his critics
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Refuting Neuroscience Misconceptions to Enhance Research Policy in Neuromarketing
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Differentiation Through the Lens of Metaphors
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Neurocognitive and physiological measurment of STEM learning processes
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.2025.100260openalex-snapshot
Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors
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Neuromarketing myths: a conceptual framework and empirical insights
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Measuring Educational Neuromyths: Lessons for Future Research
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Advancing Practices in Management Pedagogy Through Kolb’s Learning Style Theory
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Differences between concepts of brain development in modern neurobiology and teachers’ knowledge
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Determining Biology Teachers' Neuromyths and Knowledge About Brain Functions
inferred← citeshttps://doi.org/10.15390/eb.2023.12089openalex-snapshot
Myths or Facts: Prevalence, and Predictors of Neuromyths among Turkish Teachers
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Prevalência dos Estilos de Aprendizagem em Livros Didáticos de Ciências da Natureza
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Equívocos conceituais são difíceis de morrer
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An interview with Howard Gardner: John H. and Elisabeth A. Hobbs research professor of cognition and education at the Harvard Graduate School of Education
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Neuromyths in Education: Prevalence Among South Indian School Teachers
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.720706openalex-snapshot
“Neuromyths” and Multiple Intelligences (MI) Theory: A Comment on Gardner, 2020
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.920851openalex-snapshot
A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1217288openalex-snapshot
Why multiple intelligences theory is a neuromyth
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DETERMINING CANDIDATE SOCIAL STUDIES TEACHERS KNOWLEDGE ABOUT BRAIN FUNCTIONS A
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USING MULTIPLE STRATEGIES TO ADDRESS NEUROMYTHS IN PRESERVICE TEACHERS
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Du cerveau à la classe, un pont toujours aussi loin ?
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Prevalencia de neuromitos en académicos universitarios de Chile.
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Prácticas educativas emergentes: la docencia en el nivel superior como herramienta de vinculación y responsabilidad social
inferred← citeshttps://doi.org/10.56383/zevv4282openalex-snapshot
Brain development and maturation in the context of learning
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Neuromyths about movement and the brain: debunking misconceptions
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