“Neuromyths” and Multiple Intelligences (MI) Theory: A Comment on Gardner, 2020

Frontiers in Psychology

article

Luc Rousseau¹ 

[1] Department of Psychology, Laurentian University

关键词: education;    neuromyths;    intelligence;    multiple intelligences theory;    matching hypothesis;   

DOI  :  10.3389/fpsyg.2021.720706

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Neuromyths are misconceptions about the brain and learning. The most pervasive neuromythscontain a “kernel of truth” (Grospietsch and Mayer, 2018). For instance, consider the followingpopular neuromyth: People are either “left-brained” or “right-brained,” which helps to explainindividual differences in learning. On the one hand, classical neuroscience findings did providesolid basic evidence that the human brain displays a certain degree of functional hemisphericlateralization (Gazzaniga et al., 1962, 1963). However, on the other hand, the idea of a “dominant”cerebral hemisphere is not supported by neuroscience (Nielsen et al., 2013). Due to fatal mutationsfrom kernels of truth, neuromyths are typically defined as distortions, oversimplifications, orabusive extrapolations of well-established neuroscientific facts (OECD, 2002; Pasquinelli, 2012;Howard-Jones, 2014).

【 授权许可】

CC BY