It may be uncomfortable to think about, but there are plenty of things we all believe that simply aren’t true. Thankfully, most of these ideas are innocuous, like the old wives’ tale that adding salt helps a pot of water to boil faster (fact check: it's true, but makes such a small difference it isn’t really noticeable). Or, the schoolyard idea that swallowed gum stays in your digestive system for seven years (it doesn’t).
However, there are plenty of false beliefs that can change our behaviors in ways that don’t help produce good outcomes, particularly in the world of learning. These are sometimes labeled “neuromyths”—misconceptions about how humans' brains and minds work. These can lead people down the wrong path, where they engage in learning activities that are unlikely to help. Like most false ideas that spread, these are based on a kernel of truth but taken to conclusions that are not warranted. Let’s dive into a few of these and see how avoiding them can help you be a better learner.
Myth #1: You use only 10% of your brain
This popular idea has long been used as a way of suggesting people have lots of untapped potential. While it is true that humans are capable of amazing mental feats, these don't happen because we unlock dormant brain regions. In fact, neuroscience research shows that our brains are constantly active, with continuous engagement across all regions throughout the day. There are countless functions, including processing sensory information, thinking deeply, regulating emotions, changing our attention and many more that our brains are continuously doing, and all the different areas of our brains are activated to do so. Believing in the 10% brain myth can lead people to think that improvement mostly comes from unlocking untapped capabilities, when, in reality, all it takes is a committed focus on learning and practicing new skills by using effective methods (we’ll talk about some, below).
Myth #2: People are either right-brained or left-brained
Another brain-based myth is the idea that people are either right-brained or left-brained. This takes some fundamental truths and misinterprets what they mean. Human brains do indeed have two hemispheres, and they develop in ways where certain areas specialize in performing specific tasks. For example, language centers are primarily located in the left hemisphere, while visual and spatial processing tend to be more dominant in the right hemisphere. However, believing the idea that one is predisposed only to a particular kind of activity or another can limit a person from exploring other options or using different “mental muscles.” Just because you feel like a creative person doesn’t mean you are somehow favoring one side of your brain, or that you are fundamentally incapable of excelling at other tasks.
Myth #3: We have one particular learning style
Similarly, many people come to believe that they have a particular “learning style,” a mode in which it is better for them to receive or process information. For this to be true, there would need to be evidence that matching a person with their preferred learning style results in better learning than giving that person the same information in another format. Reviews of research find that there is no evidence to support that idea, and, in fact, this idea contrasts with lots of research on how people do learn best, which often involves learning in multiple modalities.
This myth remains popular due to its apparent simplicity and the desire for individualized learning experiences. The notion that each person has a unique learning style offers a sense of control and customization over the learning process. Additionally, the idea resonates with educators and learners alike, providing a framework for understanding differences in learning preferences and strategies. And, once the idea spread, many educational institutions and training programs started embracing the concept, offering assessments and resources tailored to different learning styles. Relatedly, the commercialization of learning style assessments and materials has contributed to the perpetuation of the myth, creating a profitable industry that leverages the idea of “personalized learning” to sell something that doesn’t reliably help individuals.
The learning styles myth can have detrimental effects on education. For one thing, people who are labeled “hands-on” learners can be stereotyped as being less intelligent than “visual” learners (who learn from more traditional forms of instruction, like reading). And, by promoting the idea that individuals have fixed learning preferences, the myth discourages learners from engaging with diverse learning experiences and modalities. It can also lead training programs to invest time and resources into ineffective instructional methods based on unsupported beliefs. What research really finds is that people learn best from carefully constructed instructional materials that leverage multiple modalities; connecting the same kind of information across different kinds of presentations is helpful for all learners.
Myth #4: Passive learning is ineffective
Another idea that is often shared, particularly online, is the "learning pyramid," as pictured below.
According to this model, different learning activities yield varying retention rates, with more "active" forms of learning purportedly leading to higher levels of knowledge retention. For example, teaching someone else or using information immediately is said to result in a retention rate of 90%, while listening to a lecture has a retention rate of only 5%.
Like with the other neuromyths, there is a kernel of truth here. Research does find that processing information more actively is associated with better learning, generally speaking. But the numbers aren’t accurate, and they’re not tied to any specific measures or studies (pro tip: if you see a graph that says you only remember 10% of what you read, you should be skeptical). It makes it seem like spending any time reading or listening is a waste of time, particularly when you could be learning by doing. But, people need to have a base of knowledge and skills to be able to productively engage in things like simulations or presentations. Fundamental knowledge is necessary to be able to perform more complex tasks. Said differently, you must have already learned pretty well to be able to do more complicated activities.
By itself, passively reading or listening isn’t the most effective way to retain information, but it can be a great way to start getting that information into your mind. What you then do with that information is critical; if you dive in and take notes, ask yourself questions, and otherwise engage deeply, you can learn a lot. More broadly, don’t rigidly stick to prescribed hierarchies like this. Use a balanced approach that incorporates a variety of instructional methods and modalities tailored to individual needs and learning objectives. If your ultimate goal is to be able to use what you are learning to do something new, definitely find ways to apply what you are learning, but don’t discount the benefit of actively reading, listening, taking notes, and doing other “basic” ways of learning.
The next time someone tells you they are a left-brained, kinesthetic learner, treat it for what it is: the person describing their preferences, not someone giving an accurate diagnosis of the prescription for learning. And, if you notice yourself gravitating toward exclusively using certain approaches or modes of learning, consider how you can integrate opportunities to step outside that comfort zone and try to integrate some additional kinds of activities.
