The term "neuromyth" is becoming part of discourse in the field of mind, brain, and education. In this article, I review some problematic aspects of the practice, critique specific examples, and propose an alternative way of communicating with the public about findings in psychology and neuroscience.

Neuromyths are pervasive misconceptions about the brain and its functioning. They are widely held by the general population, as well as by teachers and by preservice teachers. Need for cognition (NfC) may offer a protective effect against misconceptions. The current study examined endorsement of neuromyths in a sample of aspiring teachers and…

Introduction: As higher education continues to prioritize diversity, equity, and inclusion (DEI), cognitive/behavioral neuroscience and other physiologically based psychology courses may face challenges incorporating DEI issues into the curriculum relative to other subfields of psychology. Statement of the Problem: Instructors of these courses may…

Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to "read" them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain…

Educators strive to understand and apply knowledge gained through scientific endeavours. Yet, within the various sciences of learning, particularly within educational neuroscience, there have been instances of seemingly contradictory or incompatible research findings and theories. We argue that this situation arises through confusion between…