Neuromyths are commonly held beliefs about the brain that have been shown to be untrue or misleading. Some examples include the ideas that we only use 10% of our brain, that listening to classical music makes you smarter, and that learning styles like VAK are scientifically valid. While early childhood experiences are important for brain development, their impact on later success is due more to social factors than critical periods in brain development. Factors like diet, exercise, and hydration can impact cognition, but many proposed links between them and academic or behavioral outcomes have little scientific evidence. The brain remains plastic and able to form new connections throughout life.

1. Neuromyths
A few things that we thought we knew but it turns
out are not quite what we thought they were …

2. We only use 10% of our brain
• We use all of our brain –
this is why a stoke is so
devastating
• Not all the brain is active
at one time – but multiple
areas are at work at the
same time
• A number of areas active
even when we are “doing
nothing”

3. Listening to classical music makes you smarter
• The “Mozart” effect
• Based on study on college
students – small localised
effect
• However, learning to play a
musical instrument does
have a beneficial cognitive
effect improving
coordination, confidence
and concentration

4. You can’t make new brain cells
• You make new cells all the
time but at different rates
• Your brain does remain
adaptable [plastic] – the
connections can change all
through your life
• Adults can generate new
cells – some drugs being
developed
• Activity reduces the rate of
degeneration

5. The first years of life are crucial for success ..
• There are some periods in which neural
pathways form more easily
[synaptogenesis and synaptic pruning]
• Some functions have optimal periods for
learning (language) but this cannot be
generalised some periods are more
sensitive for learning than others
• The links between early success and later
achievement are mostly an effect of
social factors and hard work

6. VAK and other learning styles
• Promoted by Vester (1975) and
promulgated by many others since
• These are all input modes into the
sensory part of the brain – not
learning which is the processing of
this information
• Variety does appear to be the spice
of life. We have access to a wide
variety of senses to gather
information (at least 10)

7. Brain Gym – Educational Kinesiology
• The idea of cerebral dominance (Dennison)
• Linked to the idea that the development of
the individual should mimic the
development of the species
• Aerobic exercise supports increased oxygen
supplies which may effect learning.
• There do seem to be brain benefits with a
healthy body – but general heath not
exercises before a class

8. We need to drink lots of water
• Promoted as a way to improve learning
(Cohen and Goldsmith)
• Is true that dehydration can impact on
cognitive ability – but so can overhydration
(Vreeman)
• Thirst is an automotive function – the body
is self-regulating
• Comes from the myth of “needing to drink
6-8 glasses of water a day

9. Omega-3,6 – “fatty acids” are brain foods
• High ratios of Ω6:Ω3 Highly Saturated Fatty
Acids(HUFAs) are linked to increase in
somediseases
• Rations have increased in the last 10,000
years from 1:1 to 6:1
• Mixed evidence that increase in Ω3 aids with ADHD
• Taking of supplements linked to higher cognitive success
• However, supplements tend to be bought by higher Socio-
Economic groups
• Where there are links between Ω3 and brain function this
also correlates to a generally better diet (Bellisle)

10. Too much chocolate etc…
• Sugar is an aid to concentrations
• Poor behaviour often linked to
expectations
• No evidence of link between sugar
levels and poor behaviour –
thought high sugar often linked
with poor general diet
• Some evidence that additives in
food impact on hyperactivity

11. We are right or left brained
• There are areas of the brain
which take primary control over
certain functions
• However secondary and tertiary
areas also are in use
• Primary functionality is not a
correlation to cognitive usage
• MRI scanning indicates that
highly creative / cognitive people
are using multiple brain areas

12. References
"Neural Connections: some you use, some you lose" by John.T.Bruer in the
December 1999 issue of Phi Delta Kappan, pages 264 – 277
http://www.oecd.org/dataoecd/28/13/31706603.pdf - Access. October 2011
Understanding the Brain: Towards a New Learning Science, OECD 2002,
Chapter 4.6 pp.69-77
Howard Jones, P (2009) Introducing Neuroeducational Research,
Neuroscience, Education and the Brain from Contexts to Practice, Routledge
Neuroscience and Education: Issues and Opportunities: A Commentary by the
Teaching and Learning Research Programme
The Neuroeducational research network -
http://www.neuroeducational.netAccess. Oct 2011