AI Article Synopsis
- Students and educators often believe in neuromyths—misconceptions about intelligence and learning that are not scientifically backed.
- Research shows that giving textual explanations can help correct these neuromyths, but people may still be influenced by the incorrect information afterward.
- Experiments revealed that feedback can help both students and educators change their beliefs about these myths, with students showing improved reasoning accuracy after receiving feedback, while teachers did not show the same improvement.
Article Abstract
Students and educators sometimes hold beliefs about intelligence and learning that lack scientific support, often called neuromyths. Neuromyths can be problematic, so it is important to find methods to correct them. Previous findings demonstrate that textual refutations are effective for correcting neuromyths. However, even after correction, erroneous information may continue to influence reasoning. In three experiments, we investigated whether feedback could be used to update students' and educators' beliefs and influence their reasoning about neuromyths. Across all experiments, the results showed that both students and educators held erroneous beliefs about learning and memory that could be updated after receiving feedback. Feedback also increased students', but not teachers', reasoning accuracy. The results demonstrate that feedback can be used to update beliefs in neuromyths, but these beliefs may influence reasoning even after correction.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11508907 | PMC |
| http://dx.doi.org/10.3390/jintelligence12100098 | DOI Listing |
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