Journal ArticleDOI
College students' beliefs in the ten-percent myth
Kenneth L. Higbee,Samuel L. Clay +1 more
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This paper found that psychology majors were more optimistic than control students in their beliefs regarding how much brain power people are capable of using, and the sources of the students' beliefs in the ten-percent myth were also investigated.Abstract:
A widespread misconception that has not been studied in previous research on misconceptions is the claim that most people use only about 10% of their potential brain power. We hypothesized that psychology majors would be less likely to believe in this ten-percent myth than would control students with no training in psychology. The hypothesis was not supported, but psychology majors were more optimistic than control students in their beliefs regarding how much brain power people are capable of using. The sources of the students' beliefs in the ten-percent myth were also investigated. It is suggested that direct treatment of misconceptions might be necessary to dispel them and that future research might explore the sources of students' misconceptions.read more
Citations
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The Effect of Refuting Misconceptions in the Introductory Psychology Class
TL;DR: Whether refutational lecture and text are effective in dispelling student misconceptions is determined and students showed significant changes in their beliefs when they were used, suggestingRefutational pedagogies are best for changing students' misconceptions.
TOPICAL ARTICLES The Effect of Refuting Misconceptions in the Introductory Psychology Class
TL;DR: This paper found that refutational pedagogies are best for changing students' misconceptions and showed significant changes in their beliefs when they used refUTational approaches, suggesting refutonomic pedagogys are best This paper.
Journal ArticleDOI
Naive Psychological Science: The Prevalence, Strength, and Sources of Misconceptions.
TL;DR: The authors examined how the strength of prior beliefs and the sources of misinformation relate to conceptual change following an introductory psychology course and found that personal experience and media are important sources of information but do not promote strongly held beliefs.
Journal ArticleDOI
Misconceptions about Psychological Science: A Review
TL;DR: In this paper, an overview of the available evidence on psychological misconceptions, including key findings, current directions and emerging issues for investigation, is provided, along with potential strategies to eliminate or reduce their influence.
Journal Article
Ability and Critical Thinking as Predictors of Change in Students' Psychological Misconceptions.
TL;DR: Guzzetti et al. as discussed by the authors assessed factors influencing change in students' misconceptions about psychology and found that critical thinking made a unique contribution to the prediction of change in student misconceptions but that the effect of GPA was accounted for by its relation with critical thinking.
References
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Journal ArticleDOI
Misconceptions about Psychology among Introductory Psychology Students
TL;DR: This article found that common misconceptions about behavior are distressingly resistant to change by text reading and class discussion, and proposed a method to change these misconceptions through text reading, discussion and discussion.
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Misconceptions About Psychology Among College Students
Rick M. Gardner,Suzanne Dalsing +1 more
TL;DR: A questionnaire consisting of 60 false statements related to psychology was administered to 531 students at two universities as discussed by the authors, where students marked each statement as true, false, or don't know/no opinion.
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College Students' Common Beliefs about Psychology.
TL;DR: An extension of Vaughan's study verifies that student beliefs change very little even those teachers believe they have corrected as discussed by the authors, even when they have not corrected the incorrect beliefs of the students.
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Misconceptions of Psychology and Performance in the Introductory Course
TL;DR: The authors found that misbeliefs change little by course exposure, but there is an intriguing relationship with student performance, finding that students are more likely to be misbelieved when exposed to course exposure.