Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training.

Background: Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.

Objective: To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.

Retrieval practice benefits for spelling performance in fifth-grade children.

Retrieval practice typically benefits learning in children, although little is known about the benefits of retrieval practice for learning spelling. We investigated this issue in three experiments with fifth-grade children from a low-income area of Brazil. In the experiments, children first read a list of words (study), and after a short interval wrote down the studied words after hearing and rereading them (copy) or after only hearing them (retrieval practice).

Forming and updating vaccination beliefs: does the continued effect of misinformation depend on what we think we know?

People may cling to false facts even in the face of updated and correct information. The present study confronted misconceptions about the measles, mumps and rubella vaccine and a novel, fictitious Zika vaccine. Two experiments are reported, examining misconceptions as motivated by a poor risk understanding (Experiment 1, N = 130) or the exposure to conspiracy theories (Experiment 2, N = 130).

Bidirectional longitudinal dynamics of self-reported total sleep time and perceived stress: Establishing potential causal relationships.

Objective: Most studies in developing countries suggest that less total sleep time (TST) increases subsequent perceived stress (PS) more consistently than the inverse, but have used statistical models that are not optimal when ratings are measured in close proximity.

Methods: We used multilevel dynamic structural equation modeling with Bayesian estimation, ideal for assessing longitudinal daily dynamic interplay between self-reported TST and PS (minimum of 30 days) in 92 Brazilian pre-university students.

Results: TST showed lower inertia than PS (autoregressive effect: TST perturbations influenced subsequent TST ratings less so than corresponding PS measures) and exerted negative prospective effects on PS (cross-lagged effect).

Neurophilia is stronger for educators than students in Brazil.

Background: Educational products claiming to be "brain-based" are common. Due to neurophilia, including a brain in a product's marketing can enhance perceptions. However, schooling background may play a protective role.

Long-term treatment with fish oil prevents memory impairments but not hippocampal damage in rats subjected to transient, global cerebral ischemia.

Cerebral ischemia leads to neurodegeneration and cognitive impairment. Fish oil (FO) constitutes a rich dietary source of omega-3 polyunsaturated fatty acids especially docosahexaenoic acid (DHA). The objective of the present study was to investigate whether long-term treatment with commercial, high concentration DHA-containing FO could be effective in alleviating both the cognitive and neurodegenerative deficits caused by transient, global cerebral ischemia (TGCI) in rats.

The cognitive and histopathological effects of chronic 4-vessel occlusion in rats depend on the set of vessels occluded and the age of the animals.

Continuing previous efforts to develop the 4-vessel occlusion (4-VO) model of chronic cerebral hypoperfusion (CCH), here we evaluated whether permanent, stepwise 4-VO causes both learning deficits, hippocampal neurodegeneration and retinal lesion in young, middle-aged or aged rats. Chronic 4-VO was induced by ligation of different sets of vessels, i.e.