Lithander Marcus Per Gustaf, Geraci Lisa, Karaca Meltem, Hunsberger Renee
Division of Digital Learning, KTH Royal Institute of Technology, 10044 Stockholm, Sweden.
Department of Psychology, University of Massachusetts Lowell, 850 Broadway Street, Lowell, MA 01854, USA.
J Intell. 2024 Oct 1;12(10):98. doi: 10.3390/jintelligence12100098.
Students and educators sometimes hold beliefs about intelligence and learning that lack scientific support, often called neuromyths. Neuromyths can be problematic, so it is important to find methods to correct them. Previous findings demonstrate that textual refutations are effective for correcting neuromyths. However, even after correction, erroneous information may continue to influence reasoning. In three experiments, we investigated whether feedback could be used to update students' and educators' beliefs and influence their reasoning about neuromyths. Across all experiments, the results showed that both students and educators held erroneous beliefs about learning and memory that could be updated after receiving feedback. Feedback also increased students', but not teachers', reasoning accuracy. The results demonstrate that feedback can be used to update beliefs in neuromyths, but these beliefs may influence reasoning even after correction.
学生和教育工作者有时会持有一些关于智力和学习的观点，这些观点缺乏科学依据，通常被称为神经神话。神经神话可能会带来问题，因此找到纠正它们的方法很重要。先前的研究结果表明，文本反驳对于纠正神经神话是有效的。然而，即使在纠正之后，错误信息可能仍会继续影响推理。在三项实验中，我们研究了反馈是否可用于更新学生和教育工作者的信念，并影响他们对神经神话的推理。在所有实验中，结果表明，学生和教育工作者都对学习和记忆持有错误信念，这些信念在收到反馈后可以得到更新。反馈也提高了学生（而非教师）的推理准确性。结果表明，反馈可用于更新对神经神话的信念，但即使在纠正之后，这些信念仍可能影响推理。
