Richmond Aaron S. - Great Myths of Education and Learning

1. Chapter 09

Scott O. Lilienfeld
Steven Jay Lynn

This superb series of books tackles a host of fascinating myths and misconceptions regarding specific domains of psychology, including child development, aging, marriage, brain science, and mental illness, among many others. Each book not only dispels multiple erroneous but widespread psychological beliefs, but provides readers with accurate and up-to-date scientific information to counter them. Written in engaging, upbeat, and user-friendly language, the books in the myths series are replete with scores of intriguing examples drawn from everyday psychology. As a result, readers will emerge from each book entertained and enlightened. These unique volumes will be invaluable additions to the bookshelves of educated laypersons interested in human nature, as well as of students, instructors, researchers, journalists, and mental health professionals of all stripes.

www.wiley.com/go/psychmyths

50 Great Myths of Popular Psychology
Scott O. Lilienfeld, Steven Jay Lynn, John Ruscio, and Barry L. Beyerstein

Great Myths of Aging
Joan T. Erber and Lenore T. Szuchman

Great Myths of the Brain
Christian Jarrett

Great Myths of Child Development
Stephen Hupp and Jeremy Jewell

Great Myths of Intimate Relationships
Matthew D. Johnson

Great Myths of Education and Learning
Jeffrey D. Holmes

Great Myths of Personality
M. Brent Donnellan and Richard E. Lucas

Great Myths of Autism
James D. Herbert

50 Great Myths of Popular Psychology, Second Edition
Scott O. Lilienfeld, Steven Jay Lynn, John Ruscio, and Barry L. Beyerstein

Jeffrey D. Holmes

This edition first published 2016
2016 John Wiley & Sons, Inc.

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Library of Congress Cataloging-in-Publication Data

Names: Holmes, Jeffrey D., author.
Title: Great myths of education and learning / Jeffrey Holmes.
Description: 1 | Hoboken : Wiley-Blackwell, 2016. | Series: Great myths of psychology | Includes bibliographical references and index.

Identifiers: LCCN 2015043943 (print) | LCCN 2016001622 (ebook) | ISBN 9781118709382 (hardback) | ISBN 9781118709399 (paperback) | ISBN 9781118760482 (ePub) | ISBN 9781118760505 (Adobe PDF)
Subjects: LCSH: Learning, Psychology of. | Educational tests and measurements. | BISAC: PSYCHOLOGY / Education & Training.
Classification: LCC LB1060 .H636 2016 (print) | LCC LB1060 (ebook) | DDC 370.15/23dc23
LC record available at http://lccn.loc.gov/2015043943

A catalogue record for this book is available from the British Library.

For Sheila, Lila, Mom, and Dad

Human behavior seldom lends itself to black and white assertions. Learning and education in particular involve countless intersecting influences that are often difficult to study in isolation, and that can seldom be portrayed accurately with brief, simplistic claims. Some of the beliefs presented in this book are completely at odds with scientific evidence, while others contain kernels of truth that provide some validity under limited conditions or in certain contexts. The beliefs as stated in the chapter titles are demonstrably at odds with the bulk of scientific evidence. None of the chapters represent (or could represent) a comprehensive review of every existing study on a particular topic, but I have striven to accurately represent the scientific evidence as it currently stands. Some chapters are longer than others reflecting differences in the amount and complexity of the research on various topics.

Scientifically weak ideas often persist rather than fading over time. One reason for this is confirmation bias, in that once we come to believe something, we tend to notice and remember confirming evidence even against a backdrop of broad contrary evidence. Social influences also play a role in maintaining beliefs. Since many of the beliefs examined in this book are widely shared, they are constantly reinforced and strengthened by those around us. Finally, sheer repetition of the ideas over time makes them seem ever more credible. In preparing this book, I have endeavored to allow the existing published scientific evidence on each topic to speak for itself. All beliefs in this book have wide endorsement, and each is represented by invested proponents who would assert that it is a myth to claim that these claims are myths. Many of the beliefs are repeated over and over without supporting evidence. It is not uncommon to read statements asserting that research supports some claim, with no reference to actual research. Claims of the existence of supporting research are then repeated sometimes giving the impression that there is strong evidence and scientific consensus when in fact there is little actual evidence.

One of the most meaningful insights I acquired while researching and writing this book is that the line of belief between adherents and skeptics is often the same line that separates those who conduct the research in a particular area from those who do not. For example, it is difficult to identify neuroscientists experts who study brain function who agree that people are left- or right-brained, or that education can be tailored to activate one brain hemisphere or the other. It is similarly challenging to identify psychometricians those who study the measurement of psychological characteristics who assert that standardized tests do not predict important outcomes including academic performance, or cognitive scientists who assert that teaching should be matched to student learning styles.