NeuromythsA few things that we thought we knew but it turns

out are not quite what we thought they were …

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”

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

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

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

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)

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

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

Omega-3,6 – “fatty acids” are brain foods

• High ratios of Ω6:Ω3 Highly Saturated FattyAcids (HUFAs) are linked to increase insome diseases

• Rations have increased in the last 10,000years 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)

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

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

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.net Access. Oct 2011