Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers

Abstract 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 other students as a function of NfC. In an online survey, participants rated agreement with a range of misconceptions and factual statements about the brain and completed a scale measuring NfC. Results showed that participants correctly rejected two thirds of the misconception statements, but there was a high level of agreement for some neuromyth items. Aspiring teachers performed better on factual statements but not neuromyths compared to those not aspiring to teach. NfC was positively associated with ratings of the factual statements, but not with the misconceptions. The findings suggest that some neuromyths remain pervasive and NfC does not confer protection.