The Impact of Language Context on the Discernibility of Neuromyths

• In Event: Mind, Brain, and the Learning Context

Abstract

The prevalence of neuromyths among teachers is concerning, despite the growth of educational neuroscience. This study explored the impact of language context on discerning neuromyths, with a 2 (language: native language (NL), foreign language (FL)) × 3 (discernibility of neuromyths: low, middle, high) mixed design. The study involved 208 native Chinese-speaking university students to make judgments on neuromyths in different language contexts. The results showed that the FL group achieved significantly higher accuracy scores in neuromyths with high discernibility compared to the NL group, whereas the NL group scored higher significantly in neuromyths with low discernibility. The results indicated that language context influenced the discernibility of neuromyths, highlighting implications for educational policies to reduce the prevalence of neuromyths.

Authors

• Beilei Xu, East China Normal University

• Zhicong Zhang, East China Normal University

• Jiaxian Zhou, East China Normal University