Neuromths

Students learn best when instruction is tailored to their preferred learning style (e.g., visual, auditory, kinesthetic).

• Myth

• Fact

Answer explanation

While individual preferences exist, there's limited evidence to support the idea that teaching to a specific learning style significantly improves learning outcomes.

People are born with a certain level of intelligence, and it cannot be changed.

• Myth

• Fact

Answer explanation

Intelligence is not static; it's a dynamic and malleable quality that can be developed through effort, learning, and experience.

People can effectively multitask and maintain focus on multiple tasks simultaneously.

• Myth

• Fact

Answer explanation

Multitasking often reduces efficiency and can lead to errors and decreased productivity. That is because what we are doing is really called switch tasking. That means stopping one activity to begin another and then going back to the initial activity.

Drilling and rote memorization are outdated and harmful.

• Myth

• Fact

Answer explanation

While overreliance on rote learning can be problematic, memorization still plays a role in building foundational knowledge, especially in math and language. It’s most effective when combined with deeper learning strategies.

Some of us are “left- brained” and some are “right-brained” due to hemispheric dominance and this helps explain differences in how we learn.

• Myth

• Fact

Answer explanation

Modern brain imaging (like fMRI scans) reveals that almost all cognitive tasks involve activity across both hemispheres. For example, language—often labeled a "left-brain" function—actually involves areas in both hemispheres, especially when understanding tone, sarcasm, or emotional nuance.

We use only 10 percent of our brain.

• Myth

• Fact

Answer explanation

Actually, we use 100 percent of our brain. New research technologies — the positron emission tomography and functional magnetic resonance imaging — have debunked this belief. Scientists confirm we use most of our brains most of the time. Even during sleep, our brain remains highly active.

Mental capacity is genetic and cannot be changed by experiences.

• Myth

• Fact

Answer explanation

One of the most important discoveries in neuroscience is neuroplasticity—the brain’s ability to rewire itself in response to learning, experience, and environment. Even well into adulthood, people can form new neural connections, improve cognitive skills, and adapt to challenges.

Learning problems associated with developmental differences in brain function cannot be improved by education.

• Myth

• Fact

Answer explanation

The brain is not fixed—it’s plastic. That means it can change, adapt, and form new pathways even when development is atypical. With the right interventions, students with learning differences can develop new strategies and improve specific skills. Decades of research show that targeted educational interventions can significantly improve learning outcomes for students with developmental differences.

Learning is due to the addition of new cells to the brain.

• Myth

• Fact

Answer explanation

Learning Happens Through New Connections, Not New Neurons.

Most learning doesn't depend on growing new brain cells. Instead, it relies on creating and strengthening connections (synapses) between existing neurons. When we learn something new, our brain rewires itself by:

• 1. Forming new neural pathways

• 2. Strengthening existing connections

• 3. Weakening unused ones (a process called synaptic pruning)

This network-building is what allows us to retain information, develop skills, and adapt to new challenges.

A primary indicator of dyslexia is seeing letters backwards.

• Myth

• Fact

Answer explanation

Dyslexia is not caused by visual issues or problems with how the eyes see letters. Instead, it is a language-based learning difference, specifically affecting the ability to process phonological information—that is, the sound structure of language.

Many children — dyslexic or not — reverse letters (like b and d, or p and q) when they are first learning to read and write. This is developmentally normal up to around age 7. Letter reversals alone are not a reliable indicator of dyslexia.