Readings: Cognitive studies meet education / Neuromyths & other epistemological, ethical issues




  • Aamodt, S.,  Wang, S. (2008). Welcome to Your BrainWhy You Lose Your Car Keys but Never Forget How to Drive and Other Puzzles of Everyday Life. New York, NY: Bloomsbury USA.
  • Brunvald, J.H. (1981). The Vanishing Hitchhiker. New York: W. W. Norton & Company.
  • Chabris, C.F, Simons, D.J. (2009). The Invisible Gorilla. How Our Intuitions Deceive Us. New York, NY: Broadway Paperbacks.
  • Della Sala, S. (1999). Mind Myths. Chichester: Wiley.
  • Della Sala, S. (2007). Tall Tales about the Mind and Brain. Separating Facts from Fiction. Oxford: Oxford University Press.
  • Heath, C., Heath, D. (2007). Made to stick. Why Some Ideas Survive and Other Die. New York, NY: Random House.
  • Goldacre, B. (2008). Bad Science. London: Fourth Estate.
  • OECD (2002). Understanding the Brain: Towards a New Learning Science. Paris: OECD.

  • Dubinski, J.M. (2010). Neuroscience Education for Prekindergarten-12 Teachers, Journal of Neuroscience, 30, 24, 8057-8060.
  • Geake, J. (2008). Neuromythologies in Education, Educational Research 50, 2, 123-133.
  • Goswami, U (2006). "Neuroscience and education: from research to practice?". Nature Reviews Neuroscience (Nature Publishing Group) 7 (5): 406–411.
  • Howard-Jones, P. Franey, L., Mashmoushi, R. Liao, Y.-C. (2009). The Neuroscience Literacy of Trainee Teachers. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009. Retrieved at:
  • Howard-Jones, P., Pickering, S., Diack, A. (2007). Perceptions of the Role of Neuroscience in Education. The Innovation Unit, University of Bristol. Retrieved at:
  • Kowalski, P.,  Taylor, A.K. (2009). The Effect of Refuting Misconceptions in the Introductory Psychology Class. Teaching of Psychology, 36, 153-159.
  • Lilienfeld, S., Linn, S.J., Ruscio, J., Beyerstein, B.L. (2010), 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior. Malden, MA: Wiley-Blackwell.
  • Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning Styles: Concepts and Evidence, Psychological Science in the Public Interest, 9, 3, 105-118.
  • Pasquinelli, E. (2012). Neuromyths. why do they exist and persist? Mind, Brain, and Education, 6, 2, 89-96. 
  • Standing, LG., Huber, H. (2003). Do Psychology Courses Reduce Belief in Psychology Myths?, Social Behavior and Personality, 31, 585-592.
Specific myths
  • Bruer, J. (1997). A Bridge Too Far, Educational Researcher, 26, 8, 4-16.
  • Bangarter, A., Heath, C. (2004). The Mozart Effect: Tracking the Evolution of a Scientific Legend, British Journal of Social Psychology, 43, 4, 605-623.
  • Caine, R., Caine, G., McClintick, C., Klimek, K. (2008). 12 Brain/Mind principles in action. Corvin Press.
  • Chabris, C.F. (1999). Prelude or Requiem for the “Mozart Effect”? Nature, 400, 826-827.
  • Dennison, P., Dennison, G. (2010). Brain Gym. Teacher’s Edition. Ventura, CA: Hearths at Play.
  • Dunn, R., Dunn, K. (1978). Teaching Students through Their Individual Learning Styles. Reston, VA: Reston.
  • Hyatt, K.J. (2007). Brain Gym: Building Stronger Brains or Wishful Thinking? Remedial and Special Education, 28, 2, 117-124.
  • Jensen, E. (1995). Brain-Based Learning and Teaching. San Diego, CA: Brain Store Inc.
  • Krieger, D. (2010). Mozart’s Growing Influence on Food: Can Fruit, Vegetables, and other Foods Really Benefit fro Daily Doses of Classical Music? The Japan Times Online. Retrieved at:
  • Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning Styles: Concepts and Evidence, Psychological Science in the Public Interest, 9, 3, 105-118.
  • Rauscher, F., Shaw, G., Ky, K. (1993). Music and Spatial Task Performance, Nature, 365, 611.
  • Spaulding, L.S., Mostert, M. P.,  Beam, A. P. (2010). Is Brain Gym® an effective educational intervention? Exceptionality, 18, 1, 18-30.
  • Steele, K., Dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L., Humphrey, G., Shannon, R., Kirby, J. Jr.  Olmstead, C. (1999). Prelude or requiem for "The Mozart effect"? Nature , 400, 827-828.
  • Watherhouse, L. (2006). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review, Educational psychologist, 41, 4, 207-225.
Cognition and myths
  • Bloom, P.,  Weisberg, D.S. (2007). Childhood origins of adult resistance to science. Science, 316, 5827, 996-997.
  • Gilovich, T., Griffin, D., Kahnemann, K. (2002). Heuristics and Biases: The Psychology of Intuitive Judgment. Cambridge, MA: Cambridge University Press.
  • Goswami, U. (2008). Neuroscience and Education: From Research to Practice?, Nature Reviews Neuroscience, 7, 406-413.
  • Kahneman, D., Slovic, P., & Tversky, A. (1982). Judgment Under Uncertainty: Heuristics and Biases. New York: Cambridge University Press. 
  • Kahnemann, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
  • Inbar, Y., Cone, J., & Gilovich, T. (2010). Intuitions about intuitive insight and intuitive choice. Journal of Personality and Social Psychology, 99, 232-247.
  • Langer, E.J., Blank, A. Chanowitz, B. (1978). The Mindlessness of Ostensibly Thoughtful Action: The Role of ‘Placebic’ Information in Interpersonal Interaction, Journal of Personality and Social Psychology36, 6, 635-42.
  • MacKay, R., Dennett, D. (2009). The Evolution of Misbelief, Behavioral and Brain Sciences, 32, 6, 493-510.
  • Rozenblit, L.,  Keil, F. (2002). The misunderstood limits of folk science: an illusion of explanatory depth. Cognitive science, 26, 5, 521–562.
  • Schacter, D.L., et al. (1984). Retrieval without recollection: An experimental analysis of source amnesia. Journal of Verbal Learning & Verbal Behavior, 23(5): 593-61
  • Seifert, C.M. (2002).The Continued Influence of Misinformation in Memory: What Makes a Correction Effective? Psychology of Learning and Motivation: Advances in Research and Theory, 41, 265-292.
  • Sperber (1985). Anthropology and psychology: toward an epistemology of representations. Man, 20, 73-89.
  • Sperber, D. (1996). Explaining culture. Oxford: Blackwell.
  • Sperber, D. (2009). Culturally transmitted misbeliefs. Behavioral and brain sciences, 32, 534-535.
  • Tversky, A.,  Kahneman, D. (1974). Judgment and uncertainty: Heuristics and biases, Science, 185, 4157, 1124-1131.
  • Trivers, R.  (2000).  The elements of a scientific theory of self-deception.  Annals NY Acad Sciences, 907: 114-131.
  • van Veelen M, MA Nowak (2011). Evolution: Selection for positive illusions. Nature 477 (7364): 282-283.
In French
  • Gaussel, M., Reverdy, (2013). Neurosciences et éducation: La bataille des cerveaux. Dossier de veille et analyses, IFE, n° 86.
  • Jeannerod, M. (2007). Nous n'utilisons que 10% de notre cerveau. La Recherche, N° Spécial: Dictionnaire d'idées reçues en science, 412, 48.
  • Lafortune, S. Brault-Foisy, L.M., Masson, S., (2013) Méfiez-vous des neuromythes !. AQUEP Vivre le primaire, 26, 2, 56-58.
  • Le Brun, I. (2011). Le cerveau, qu'en dites-vous? Livret édité pour la Semaine du cerveau 2011 par un groupe d'étudiants-moniteurs encadrés par Isabelle Le Brun.
  • Lorant-Royer, S., Spiess, V. , Goncalves, J. , Lieury, A. (2008). Programmes d’entraînement cérébral et performances cognitives : efficacité, motivation… ou « marketing » ? De la Gym-Cerveau au programme du Dr Kawashima, Bulletin de psychologie, 61, 6, 498, 531-549.
  • Tardif, E., Doudin, P-A. (2010).  Neurosciences, neuromythes et sciences de l'éducation. PRISMES, Révue pédagogique HEPL, 12, 11-14.
  • Tardif, E., Doudin, P.-A. (2011). Neurosciences cognitives et éducation: le début d'une collaboration. Formation et pratiques d'enseignement en questions, 12, 99-120.
  • Elena Pasquinelli: Les neuromythes (enregistrement vidéo d'une conférence donnée à l'Ens Paris lors de la Semaine du cerveau, 2012)
  • Elena Pasquinelli: Les sciences cognitives à la rencontre avec l'éducation (Newsletter Fondation La main à la pâte, n°1, 2013)



  • Dumit, J. (2004). Picturing Personhood: Brain Scans and Biomedical Identity. Princeton, NJ: Princeton University Press.
  • Legrenzi, P., Umiltà, C., Anderson, F. (2011). Neuromania. On the Limits of Brain Science.  New York: Oxford University Press. 


  • Abi-Rached, J. (2008). The Implications of the New Brain Sciences. The ‘Decade of the Brain’ is Over but Its Effects Are Now Becoming Visible as Neuropolitics and Neuroethics, and in the Emergence of Neuroeconomies. EMBO Reports9, 12. Retrieved at:
  • Dana Foundation: Neuroethics: mapping the field (2002)
  • Farah, M. (2002). Emerging Ethical Issues in Neuroscience, Nature Neuroscience, 5, 11, 1123-1129.
  • Farah M. J. (2005) Neuroethics: the practical and the philosophical. Trends in Cognitive Sciences, Vol. 9, No.1, s. 34-40.
  • Farah, M., Hook, C.J. (2012). The Seductive Allure of ''Seductive Allure''. Perspectives on Psychological Science,  8, 88.
  • Gazzaniga, M. S. (2004). Facts, fictions and the future of neuroethics, in J. Illes Neuroethics, Oxford University Press.
  • Greely, H., Sahakian, B. Harris, J., et al. (2008). Towards responsible use of cognitive enhancing drugs by the healthy. Nature, 456, 7223:702-705
  •  Illes et al., (2010). Neurotalk: improving the communication of neuroscience. Nat Rev Neurosci 2010; 11: 1-69.
  • Ioannidis, J.P.A. (2005). Why Most Published Research Findings Are False, PLoS Medicine, 2, 8, e124. doi:10.1371/journal.pmed.0020124
  • Lehrer, J. (2010). The Truth Wears Off, The New Yorker, December 3. Retrieved at: ttp://
  • Lehrer, J. (2011). More Thoughts on the Decline Effect, The New Yorker, January 3. Retrieved at:
  • Racine, E., Bar Ilan, O, Illes, J. (2006). Brain Imaging: A Decade of Coverage in the Print Media. Science Communication, 28, 1, 122-143.
  • Racine, E., Waidman, S., Rosenberg, J., Illes, J. (2006). Contemporary Neuroscience in the Media, Social Science & Medicine, 71, 4, 725-733.Racine, E., Bar-Ilan O, Illes J. (2005). fMRI in the public eye. Nature Reviews Neuroscience, 6(2):159-64
  • Roskies, A.L. (2007). Are neuroimages like photographs of the brain? Philosophy of Science, 74, 860-872
  • Stein, Z., della Chiesa, B. Hinton, C., Fischer, K.W. (2010). Ethical issues in Educational Neuroscience: Raising Children in a Brave New World. Oxford Handbook of Neuroethics. (Illes & Sahakian, eds.) Oxford University Press.
  • Weisberg, D.S. (2008). Caveat lector: The presentation of neuroscience information in the popular media. The Scientific Review of Mental Health Practice, 6, 1, 51-56.
  • Weisberg, D. S., Keil, F. C., Goodstein, J., Rawson, E., Gray, J. (2008). The seductive allure of neuroscience explanations. Journal of Cognitive Neuroscience20, 3, 470-477.


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