Research suggests that educators and students often hold erroneous beliefs about learning and brain function, referred to as neuromyths. The prevalence of these neuromyths may be problematic, leading people to spend resources on ineffective study methods and propagate misinformation. Therefore, we examined whether erroneous beliefs in neuromyths could be corrected using various forms of refutations. Across two experiments, participants viewed true and false statements (neuromyths) about learning and brain function and indicated whether the statements were true or false. Participants then received one of three types of corrections (refutation-only, refutation-explanation, refutation-explanation and image) or no correction (control). One week and 1 month later, participants again indicated their beliefs in the true statements and the neuromyths. Results showed that all three refutations were effective for correcting erroneous beliefs in neuromyths, and this corrective effect was present after 1 week and 1 month. These findings suggest that beliefs in neuromyths can be corrected and possibly lead to long-lasting knowledge revision.

研究表明，教育工作者和学生经常对学习和大脑功能持有错误的信念，称为神经神话。这些神经神话的盛行可能是有问题的，导致人们将资源花在无效的研究方法上并传播错误信息。因此，我们检查了是否可以使用各种形式的反驳来纠正对神经神话的错误信念。在两个实验中，参与者查看了关于学习和大脑功能的真假陈述（神经神话），并指出这些陈述是对还是错。然后，参与者接受三种更正类型（仅反驳、反驳解释、反驳解释和图像）或不更正（控制）中的一种。一周零一个月后，参与者再次表明他们对真实陈述和神经神话的信念。结果表明，所有三个反驳都有效地纠正了神经神话中的错误信念，并且这种纠正效果在 1 周和 1 个月后出现。这些发现表明，对神经神话的信念可以得到纠正，并可能导致持久的知识修正。