Abstract:This chapter addresses some of the pitfalls that arise when erroneous or unfounded bridges get made between neuroscience and education. This is done by outlining and dispelling a number of "neuromyths". They include unfounded ideas concerning left‐side and right‐side thinking, the determinism of developments in infancy, gender differences, and multilingualism. This chapter is highly relevant for all those concerned about learning, and especially those who are keen to avoid faddish solutions without scientific underpinning.
Document Type: Review Article
Publication date: June 1, 2007