myth,myth_label,citation,year,doi,country,iso3,region,group,level,n_sample,n,year_data,sampling,format,fmt_class,wording,pct,ci_lo,ci_hi,pct_reject,pct_dk,where,source_access,computed
ls,Learning styles,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,Netherlands,NLD,Amsterdam area,in-service,primary + secondary,105,105,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",96.0,90.4,98.4,3,1,"Table 1 (Incorrect %, NL)",primary,False
ls,Learning styles,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,United Kingdom,GBR,Dorset (England),in-service,primary + secondary,137,137,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",93.0,87.5,96.2,4,3,"Table 1 (Incorrect %, UK)",primary,False
ls,Learning styles,Deligiannidi & Howard-Jones (2015),2015,10.1016/j.sbspro.2015.01.1133,Greece,GRC,,in-service,primary and secondary,217,217,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",97.0,93.8,98.6,,,"Ferrero et al. 2016, Table S2, column Greece",secondary,False
ls,Learning styles,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Argentina,ARG,,in-service,all levels,551,551,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",85.8,82.6,88.5,,,"Ferrero et al. 2016, Table S2, column Argentina",secondary,False
ls,Learning styles,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Chile,CHL,,in-service,all levels,598,598,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",95.2,93.2,96.6,,,"Ferrero et al. 2016, Table S2, column Chile",secondary,False
ls,Learning styles,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Other Latin America,LAT,,in-service,all levels,80,80,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",86.2,77.0,92.1,,,"Ferrero et al. 2016, Table S2, column Other Latin America",secondary,False
ls,Learning styles,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Peru,PER,,in-service,all levels,2222,2222,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",90.6,89.3,91.7,,,"Ferrero et al. 2016, Table S2, column Peru",secondary,False
ls,Learning styles,"Karakus, Howard-Jones & Jay (2015)",2015,10.1016/j.sbspro.2015.01.858,Turkey,TUR,,in-service,primary and secondary,278,278,,unknown (two-stage mixed methods),as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",97.1,94.4,98.5,,,"Ferrero et al. 2016, Table S2, column Turkey",secondary,False
ls,Learning styles,"Pei, Howard-Jones, Zhang, Liu & Jin (2015)",2015,10.1016/j.sbspro.2015.01.1091,China,CHN,East China (more developed eastern part),in-service,primary and secondary,238,238,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",97.0,94.0,98.5,,,"Ferrero et al. 2016, Table S2, column China",secondary,False
ls,Learning styles,"Ferrero, Garaizar & Vadillo (2016)",2016,10.3389/fnhum.2016.00496,Spain,ESP,15 of 19 regions,in-service,kindergarten to vocational,284,284,,"self-selected (school databases, personal invitation, Twitter and Facebook)",3 options: correct / incorrect / do not know,3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, and kinesthetic).",91.1,87.2,93.9,4.9,3.8,Table 1,primary,False
ls,Learning styles,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,Individuals learn better when they receive information in their preferred learning style,76.0,72.4,79.3,,,"Table 5, Educator column",primary,False
ls,Learning styles,"Papadatou-Pastou, Haliou & Vlachos (2017)",2017,10.3389/fpsyg.2017.00804,Greece,GRC,Athens (NKUA) and Thessaly (UoT),pre-service,undergraduate + postgraduate education students,573,571,,"students in education departments of two universities (questionnaire, voluntary)",3 options: true / false / do not know,3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",94.4,92.2,96.0,3.7,1.9,"Table 1, Incorrect (%)",primary,False
ls,Learning styles,Varas-Genestier & Ferreira (2017),2017,10.4067/s0718-07052017000300020,Chile,CHL,"not stated (teachers who graduated from Chilean regional universities, per the Discussion: 'profesores chilenos en ejercicio egresados de universidades de regiones'; authors at Universidad Católica de la Santísima Concepción)",in-service,"mixed (early childhood 16.4%, basic 36.3%, secondary 38.5%, higher education 8.8%)",91,91,,convenience (e-mail invitation through universities and schools),"Spanish translation of Dekker et al. (2012), 12 neuromyths + 20 general statements; response options only 'Si' / 'No' estoy de acuerdo (NO don't-know option); analysis focuses on the 7 most popular Dekker myths",2opt,"Los estudiantes aprenden mejor cuando reciben información a través de su estilo de aprendizaje dominante (ej.: auditivo, visual, kinestésico).",91.0,83.3,95.3,,,Tabla 2 (Porcentaje de respuestas incorrectas de los profesores chilenos en los 7 neuromitos más populares),primary,False
ls,Learning styles,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,"Los estudiantes aprenden mejor cuando reciben información a través de su estilo de aprendizaje dominante (ej. auditivo, visual, kinestésico)",93.0,89.7,95.3,4.0,2.0,Table 2,primary,False
ls,Learning styles,"Blanchette Sarrasin, Riopel & Masson (2019)",2019,10.1111/mbe.12193,Canada (Quebec),CAN,Quebec,in-service,"mixed (primary and secondary teachers, not specified in abstract)",972,972,,online questionnaire (recruitment details not available),5-point agreement scale (as described by Torrijos-Muelas et al. 2021),likert,Learning styles (Voulgari et al. 2025 Table 3 label),74.0,71.2,76.7,,,"Voulgari et al. 2025, Table 3, column Canada (Quebec)",secondary,False
ls,Learning styles,Grospietsch & Mayer (2019),2019,10.3389/fnhum.2019.00020,Germany,DEU,"Hesse (Kassel, Kiel; Studienseminare in Hesse)",pre-service,"secondary (science/biology student teachers: 69.4% Gymnasium, 30.6% lower-track secondary)",550,550,,convenience (course groups),"4-point Likert (1 strongly disagree ... 4 strongly agree; 'somewhat agree/disagree' in between), no don't-know option; recoded to agree/disagree; 11 neuromyth items, 11 scientific-concept items; items adapted from Dekker et al. 2012 and translated into German, plus new items",likert,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",93.0,90.6,94.8,,,Abstract; Results 'Endorsement of Misconceptions and Scientific Concepts'; Table 3 (Sensory modalities); Appendix,primary,False
ls,Learning styles,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,Individuals learn better when they receive information in their preferred learning style.,92.9,89.1,95.5,6.4,,Table 1 (Percentage of correct neuromyths),primary,True
ls,Learning styles,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",77.4,75.1,79.5,16.9,5.7,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
ls,Learning styles,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,"Los individuos aprenden mejor cuando reciben información según su estilo de aprendizaje preferido (por ej. auditivo, visual, kinestésico)",93.2,90.5,95.2,2.7,4.1,Tabla 2 (Verdadero / Falso / No lo sé; counts and %),primary,False
ls,Learning styles,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Chile,CHL,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",57,57,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,"Los individuos aprenden mejor cuando reciben información según su estilo de aprendizaje preferido (por ej. auditivo, visual, kinestésico). [NM7]",98.2,90.6,99.7,,,"Table 4 (row ""Chile"", column NM7; ""% Adhesión"")",primary,False
ls,Learning styles,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Spain,ESP,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",42,42,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,"Los individuos aprenden mejor cuando reciben información según su estilo de aprendizaje preferido (por ej. auditivo, visual, kinestésico). [NM7]",92.9,81.0,97.6,,,"Table 4 (row ""España"", column NM7; ""% Adhesión"")",primary,False
ls,Learning styles,"Jeyavel, Pandey, Rajkumar & Lakshmana (2022)",2022,10.3389/feduc.2022.781735,India,IND,South India (Kerala and Tamil Nadu),in-service,"mixed: primary teachers 63.2%, high school teachers 26.1%, assistant professors (college) 10.7%",503,503,,"purposive / voluntary online survey (authors: ""the purposive sample did not ensure randomization"")","online survey, 7 neuromyth statements; Agree / Not agree / Undecided (counts and %)",3opt,"""Individuals learn better when they receive information in their preferred learning style"" (for example, visual, auditory, or kinesthetic)",84.0,80.5,86.9,11.3,5,Table 2 (columns Agree / Not agree / Undecided),primary,False
ls,Learning styles,Makhlouf (2022; indexed 2024),2022,10.70204/jlt.v2i2.243,Algeria,DZA,"Blida (city, 45 km south of Algiers); 9 lycees in urban, peripheral and rural zones",in-service,"secondary (lycee), all subjects",221,221,,convenience: nine lycees chosen for ease of access ('nous avons des collegues qui y travaillent'),3 options per assertion: oui / non / je ne sais pas (7 neuromyths only),3opt,Les apprenants apprennent mieux quand ils reçoivent les informations dans leur style d'apprentissage préféré (Learners learn better when they receive information in their preferred learning style),92.3,88.0,95.1,5.88,1.8,"III. Resultats, Tableau 1",primary,False
ls,Learning styles,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic). [Item 15]",98.6,92.5,99.8,1.4,0.0,"Table 4, Item 15 (Israel counts: 71 / 1 / 0)",primary,True
ls,Learning styles,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic). [Item 15]",97.3,92.4,99.1,0.0,2.7,"Table 4, Item 15 (Turkey counts: 109 / 0 / 3)",primary,True
ls,Learning styles,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,"Individu belajar lebih baik ketika mereka menerima informasi dalam gaya belajar pilihan mereka (misalnya auditori, visual, kinestetik)",100.0,96.4,100.0,0.0,0.0,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
ls,Learning styles,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,Students learn better when information is presented according to their learning type. [NM9],97.0,95.4,98.1,1.0,2.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
ls,Learning styles,"Sandoval Grajeda, Oros Macías & Delgado Valles (2023)",2023,10.33010/recie.v7i0.1754,Mexico,MEX,Chihuahua (Escuela Normal del Estado de Chihuahua),pre-service,"eighth-semester students of the Primary Education (51.9%), Preschool Education (37.7%) and Inclusive Education (10.4%) degrees",77,77,,non-probabilistic (one cohort of one normal school),"Dekker-based items validated by expert judgement (Delphi); each myth statement scored Incorrecto / Correcto (no ""don't know"" column printed)",2opt,"Las personas aprenden mejor cuando reciben información en su estilo de aprendizaje preferido (por ejemplo, auditivo, visual, cinestésico)",97.4,91.0,99.3,2.6,,"Table 2, item 6 (the PDF text lists the whole ""Incorrecto %"" column, then the whole ""Correcto %"" column; item 6 = entry 6 of each list; also stated in the Results text)",primary,False
ls,Learning styles,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).",97.4,96.0,98.3,0.96,1.64,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
ls,Learning styles,"Vig, Révész, Kaj, Kälbli, Svraka, Révész-Kiszela & Csányi (2023)",2023,10.3390/jintelligence11020031,Hungary,HUN,"12 teacher-training universities, all 7 regions",pre-service,"pre-school (17.5%), primary (14.4%), special-needs (40.5%), physical-education (13.6%), other (14.0%) teacher programmes",822,822,February-March 2022 (academic year 2021-22),online open link via lecturers (12 of 16 contacted universities) - convenience,"4-point Likert (strongly/somewhat agree/disagree) + ""I don't know"", recoded to agree / disagree / don't know; 10 neuromyth + 13 general-knowledge statements",likert_dk,Children have learning styles that are dominated by particular senses.,82.1,79.3,84.6,7.0,10.9,Table 4,primary,False
ls,Learning styles,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,"People learn better when they receive information in their preferred learning style (e.g. auditory, visual, kinesthetic).",93.0,85.6,96.7,4.7,2.3,Table 4,primary,False
ls,Learning styles,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,"People learn better when they receive information in their preferred learning style (e.g. auditory, visual, kinesthetic).",98.8,93.6,99.8,0.0,1.2,Table 4,primary,False
ls,Learning styles,"Tinterri, Zarrilli Affaitati, Basta & Dipace (2024)",2024,,Italy,ITA,,in-service,teachers enrolled in the 30-CFU qualification programme at Pegaso Telematic University,6679,6679,,whole programme cohort / self-selected online-programme teachers (abstract does not say how many of the cohort replied),structured anonymous survey modelled on Dekker and Jolles (2012); 7 neuromyths,other,learning styles neuromyth (abstract paraphrase),89.7,88.9,90.4,,,Abstract (institutional repository record; no full text),abstract,False
ls,Learning styles,"Tsang, Francis & Pavlidou (2024)",2024,10.1016/j.tine.2024.100221,Hong Kong,HKG,,in-service,"mixed: inclusive-education teachers with SEN experience (kindergarten, primary, secondary, tertiary)",64,64,,"online open link promoted on social media (Facebook, WhatsApp)","3 options: true / false / do not know (10 neuromyth + 15 brain-knowledge statements from Dekker et al. 2012), Chinese with English back-translation",3opt,Individuals learn better when they receive information in their preferred learning style. (F),90.6,81.0,95.6,6.3,3.1,Table 1,primary,False
ls,Learning styles,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,"Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic). (I)",93.2,90.5,95.2,3.7,3.1,Table 1,primary,False
ls,Learning styles,"Voulgari, Potvin & Adiguzel (2025)",2025,10.26220/rev.5248,Greece,GRC,,in-service,primary,82,82,2024,"volunteers (principals' contacts, social media groups; prize draw)","3 options: correct / incorrect / I can't answer (Multilingual Neuromyths Identification Questionnaire, MNIQ)",3opt,"Individuals learn better when they receive information in alignment within their dominant learning styles (examples: visual, auditory, kinesthetic etc.)",99.0,93.8,99.8,,,"Table 4, 2024 column",primary,False
ls,Learning styles,"Teixeira, Oliveira, Sabino-Carvalho & de Almeida (2026)",2026,10.1186/s12909-026-09601-0,Brazil,BRA,"Tocantins state (federal vocational-technical network, 12 cities)",in-service,vocational-technical high school (many also teach higher education / postgraduate),130,130,2024 (online questionnaire available 12 August to 8 September 2024),"voluntary response, online (Google Forms)","32 true-or-false statements (2 options, no 'don't know' option mentioned); 7 neuromyths, 18 brain-knowledge, 5 teaching/learning, 2 learning-disorder items",2opt,"Individuals learn best when they receive information in their preferred learning style (e.g., visual, Auditory, or kinesthetic) (F).",86.92,80.1,91.7,13.08,,Table 2 (Neuromyths block),primary,False
mi,Multiple intelligences,Makhlouf (2022; indexed 2024),2022,10.70204/jlt.v2i2.243,Algeria,DZA,"Blida (city, 45 km south of Algiers); 9 lycees in urban, peripheral and rural zones",in-service,"secondary (lycee), all subjects",221,221,,convenience: nine lycees chosen for ease of access ('nous avons des collegues qui y travaillent'),3 options per assertion: oui / non / je ne sais pas (7 neuromyths only),3opt,Les intelligences multiples,95.95,92.5,97.9,0.9,4.07,"III. Resultats, Tableau 1",primary,False
mi,Multiple intelligences,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,There is not just one but several independent intelligences localized in different brain regions. [NM17],61.0,57.2,64.7,7.0,32.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
mi,Multiple intelligences,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,"There are different types of intelligence such as verbal, mathematical, spatial, rhythmic, kinesthetic, introvert, and extrovert.",96.3,94.7,97.4,2.06,1.65,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
mi,Multiple intelligences,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Children have many types of intelligence.,95.3,88.6,98.1,0.0,4.7,Table 4,primary,False
mi,Multiple intelligences,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Children have many types of intelligence.,91.8,84.0,96.0,1.2,7.1,Table 4,primary,False
braingym,Brain Gym,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,Netherlands,NLD,Amsterdam area,in-service,primary + secondary,105,105,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,82.0,73.6,88.2,5,13,"Table 1 (Incorrect %, NL)",primary,False
braingym,Brain Gym,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,United Kingdom,GBR,Dorset (England),in-service,primary + secondary,137,137,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,88.0,81.5,92.4,0,12,"Table 1 (Incorrect %, UK)",primary,False
braingym,Brain Gym,Deligiannidi & Howard-Jones (2015),2015,10.1016/j.sbspro.2015.01.1133,Greece,GRC,,in-service,primary and secondary,217,217,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,56.0,49.3,62.4,,,"Ferrero et al. 2016, Table S2, column Greece",secondary,False
braingym,Brain Gym,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Argentina,ARG,,in-service,all levels,551,551,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,73.0,69.1,76.5,,,"Ferrero et al. 2016, Table S2, column Argentina",secondary,False
braingym,Brain Gym,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Chile,CHL,,in-service,all levels,598,598,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,81.3,78.0,84.2,,,"Ferrero et al. 2016, Table S2, column Chile",secondary,False
braingym,Brain Gym,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Other Latin America,LAT,,in-service,all levels,80,80,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,87.5,78.5,93.1,,,"Ferrero et al. 2016, Table S2, column Other Latin America",secondary,False
braingym,Brain Gym,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Peru,PER,,in-service,all levels,2222,2222,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,77.8,76.0,79.5,,,"Ferrero et al. 2016, Table S2, column Peru",secondary,False
braingym,Brain Gym,"Karakus, Howard-Jones & Jay (2015)",2015,10.1016/j.sbspro.2015.01.858,Turkey,TUR,,in-service,primary and secondary,278,278,,unknown (two-stage mixed methods),as Dekker et al. 2012 (correct / incorrect / do not know),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,72.3,66.8,77.2,,,"Ferrero et al. 2016, Table S2, column Turkey",secondary,False
braingym,Brain Gym,"Pei, Howard-Jones, Zhang, Liu & Jin (2015)",2015,10.1016/j.sbspro.2015.01.1091,China,CHN,East China (more developed eastern part),in-service,primary and secondary,238,238,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,84.0,78.8,88.1,,,"Ferrero et al. 2016, Table S2, column China",secondary,False
braingym,Brain Gym,"Ferrero, Garaizar & Vadillo (2016)",2016,10.3389/fnhum.2016.00496,Spain,ESP,15 of 19 regions,in-service,kindergarten to vocational,284,284,,"self-selected (school databases, personal invitation, Twitter and Facebook)",3 options: correct / incorrect / do not know,3opt,Short bouts of coordination exercises can improve integration of left and right hemispheric brain function.,77.1,71.9,81.6,1.7,21.1,Table 1,primary,False
braingym,Brain Gym,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,Short bouts of motor coordination exercises can improve the integration of right and left hemispheres,89.0,86.2,91.3,,,"Table 6, Educator column",primary,False
braingym,Brain Gym,"Papadatou-Pastou, Haliou & Vlachos (2017)",2017,10.3389/fpsyg.2017.00804,Greece,GRC,Athens (NKUA) and Thessaly (UoT),pre-service,undergraduate + postgraduate education students,573,566,,"students in education departments of two universities (questionnaire, voluntary)",3 options: true / false / do not know,3opt,Short bouts of coordination exercises can improve integration of left and right hemispheric brain function.,36.7,32.8,40.7,7.8,55.5,"Table 1, Incorrect (%)",primary,False
braingym,Brain Gym,Varas-Genestier & Ferreira (2017),2017,10.4067/s0718-07052017000300020,Chile,CHL,"not stated (teachers who graduated from Chilean regional universities, per the Discussion: 'profesores chilenos en ejercicio egresados de universidades de regiones'; authors at Universidad Católica de la Santísima Concepción)",in-service,"mixed (early childhood 16.4%, basic 36.3%, secondary 38.5%, higher education 8.8%)",91,91,,convenience (e-mail invitation through universities and schools),"Spanish translation of Dekker et al. (2012), 12 neuromyths + 20 general statements; response options only 'Si' / 'No' estoy de acuerdo (NO don't-know option); analysis focuses on the 7 most popular Dekker myths",2opt,Sesiones cortas de ejercicios de coordinación pueden mejorar la integración de la función cerebral de los hemisferios (izquierdo y derecho).,90.0,82.1,94.6,,,Tabla 2 (Porcentaje de respuestas incorrectas de los profesores chilenos en los 7 neuromitos más populares),primary,False
braingym,Brain Gym,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,Sesiones cortas de ejercicios de coordinación pueden mejorar la integración de la función cerebral de los hemisferios (izquierdo y derecho),76.0,71.1,80.3,6.0,18.0,Table 2,primary,False
braingym,Brain Gym,Grospietsch & Mayer (2019),2019,10.3389/fnhum.2019.00020,Germany,DEU,"Hesse (Kassel, Kiel; Studienseminare in Hesse)",pre-service,"secondary (science/biology student teachers: 69.4% Gymnasium, 30.6% lower-track secondary)",550,550,,convenience (course groups),"4-point Likert (1 strongly disagree ... 4 strongly agree; 'somewhat agree/disagree' in between), no don't-know option; recoded to agree/disagree; 11 neuromyth items, 11 scientific-concept items; items adapted from Dekker et al. 2012 and translated into German, plus new items",likert,Short bouts of co-ordination exercises can improve the interaction between the left and right hemispheres. (the paper labels this 'the effectiveness of Brain Gym'),92.0,89.4,94.0,,,Abstract; Results 'Endorsement of Misconceptions and Scientific Concepts'; Appendix,primary,False
braingym,Brain Gym,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,79.4,74.0,83.9,19.4,,Table 1 (Percentage of correct neuromyths),primary,True
braingym,Brain Gym,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,56.6,53.9,59.2,5.1,38.3,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
braingym,Brain Gym,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,Breves episodios de ejercicios de coordinación pueden mejorar la integración de la función cerebral hemisférica izquierda y derecha,78.2,74.1,81.8,2.3,19.5,Tabla 2 (Verdadero / Falso / No lo sé; counts and %),primary,False
braingym,Brain Gym,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Chile,CHL,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",57,57,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Breves episodios de ejercicios de coordinación pueden mejorar la integración de la función cerebral hemisférica izquierda y derecha. [NM12],75.4,62.9,84.7,,,"Table 4 (row ""Chile"", column NM12; ""% Adhesión"")",primary,False
braingym,Brain Gym,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Spain,ESP,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",42,42,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Breves episodios de ejercicios de coordinación pueden mejorar la integración de la función cerebral hemisférica izquierda y derecha. [NM12],54.8,40.0,68.8,,,"Table 4 (row ""España"", column NM12; ""% Adhesión"")",primary,False
braingym,Brain Gym,"Jeyavel, Pandey, Rajkumar & Lakshmana (2022)",2022,10.3389/feduc.2022.781735,India,IND,South India (Kerala and Tamil Nadu),in-service,"mixed: primary teachers 63.2%, high school teachers 26.1%, assistant professors (college) 10.7%",503,503,,"purposive / voluntary online survey (authors: ""the purposive sample did not ensure randomization"")","online survey, 7 neuromyth statements; Agree / Not agree / Undecided (counts and %)",3opt,"""Short bouts of coordination exercises can improve integration of left and right hemispheric brain function""",61.0,56.7,65.2,8.5,31,Table 2 (columns Agree / Not agree / Undecided),primary,False
braingym,Brain Gym,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function. [Item 30],84.7,74.7,91.2,1.4,13.9,"Table 4, Item 30 (Israel counts: 61 / 1 / 10)",primary,True
braingym,Brain Gym,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function. [Item 30],83.0,75.0,88.8,0.0,17.0,"Table 4, Item 30 (Turkey counts: 93 / 0 / 19)",primary,True
braingym,Brain Gym,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,Latihan koordinasi yang singkat dapat meningkatkan integrasi otak kiri dan fungsi otak kanan,81.4,72.8,87.8,9.8,8.8,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
braingym,Brain Gym,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,Short-term coordination exercises help to better integrate the left and right hemispheres. [NM15],88.0,85.3,90.3,4.0,7.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
braingym,Brain Gym,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,83.56,80.7,86.1,1.1,15.34,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
braingym,Brain Gym,"Vig, Révész, Kaj, Kälbli, Svraka, Révész-Kiszela & Csányi (2023)",2023,10.3390/jintelligence11020031,Hungary,HUN,"12 teacher-training universities, all 7 regions",pre-service,"pre-school (17.5%), primary (14.4%), special-needs (40.5%), physical-education (13.6%), other (14.0%) teacher programmes",822,822,February-March 2022 (academic year 2021-22),online open link via lecturers (12 of 16 contacted universities) - convenience,"4-point Likert (strongly/somewhat agree/disagree) + ""I don't know"", recoded to agree / disagree / don't know; 10 neuromyth + 13 general-knowledge statements",likert_dk,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.,81.4,78.6,83.9,3.5,15.1,Table 4,primary,False
braingym,Brain Gym,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Short exercises in educational kinesiology can improve the integration of the left and right hemispheres of the brain.,60.5,49.9,70.2,0.0,39.5,Table 4,primary,False
braingym,Brain Gym,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Short exercises in educational kinesiology can improve the integration of the left and right hemispheres of the brain.,94.1,86.9,97.5,0.0,5.9,Table 4,primary,False
braingym,Brain Gym,"Tinterri, Zarrilli Affaitati, Basta & Dipace (2024)",2024,,Italy,ITA,,in-service,teachers enrolled in the 30-CFU qualification programme at Pegaso Telematic University,6679,6679,,whole programme cohort / self-selected online-programme teachers (abstract does not say how many of the cohort replied),structured anonymous survey modelled on Dekker and Jolles (2012); 7 neuromyths,other,specific exercises could facilitate interhemispheric integration (abstract paraphrase),65.9,64.8,67.0,,,Abstract (institutional repository record; no full text),abstract,False
braingym,Brain Gym,"Tsang, Francis & Pavlidou (2024)",2024,10.1016/j.tine.2024.100221,Hong Kong,HKG,,in-service,"mixed: inclusive-education teachers with SEN experience (kindergarten, primary, secondary, tertiary)",64,64,,"online open link promoted on social media (Facebook, WhatsApp)","3 options: true / false / do not know (10 neuromyth + 15 brain-knowledge statements from Dekker et al. 2012), Chinese with English back-translation",3opt,Short bouts of coordination exercises can improve integration of left and right hemispheric brain function. (F),68.8,56.7,78.8,23.4,7.8,Table 1,primary,False
braingym,Brain Gym,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function. (I),79.7,75.8,83.1,3.3,17.0,Table 1,primary,False
braingym,Brain Gym,"Voulgari, Potvin & Adiguzel (2025)",2025,10.26220/rev.5248,Greece,GRC,,in-service,primary,82,82,2024,"volunteers (principals' contacts, social media groups; prize draw)","3 options: correct / incorrect / I can't answer (Multilingual Neuromyths Identification Questionnaire, MNIQ)",3opt,"Short periods of coordination exercises can improve brain function (for example, touching your right ankle with your left hand and vice versa)",72.0,61.5,80.6,1.2,26.8,"Results text, Q19",primary,False
braingym,Brain Gym,"Kälbli, Vig, Kaj, Kas, Berki, Tóth & Csányi (2026)",2026,10.3389/feduc.2026.1971180,Hungary,HUN,,in-service,mixed (60.6% special-needs / conductive-education teachers),734,734,2022 (February and March 2022),"online open link, volunteer","4-point agreement scale (strongly/somewhat agree, somewhat/strongly disagree) plus 'I don't know'; collapsed to agree / disagree / uncertain",likert_dk,"Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain functions. (Dekker item, F)",92.9,90.8,94.5,,,Table 3,primary,False
braingym,Brain Gym,"Teixeira, Oliveira, Sabino-Carvalho & de Almeida (2026)",2026,10.1186/s12909-026-09601-0,Brazil,BRA,"Tocantins state (federal vocational-technical network, 12 cities)",in-service,vocational-technical high school (many also teach higher education / postgraduate),130,130,2024 (online questionnaire available 12 August to 8 September 2024),"voluntary response, online (Google Forms)","32 true-or-false statements (2 options, no 'don't know' option mentioned); 7 neuromyths, 18 brain-knowledge, 5 teaching/learning, 2 learning-disorder items",2opt,Short coordination exercises can improve the integration of left and right hemisphere brain function (F).,84.62,77.4,89.8,15.38,,Table 2 (Neuromyths block),primary,False
lr,Left/right brain,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,Netherlands,NLD,Amsterdam area,in-service,primary + secondary,105,105,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",86.0,78.1,91.4,4,11,"Table 1 (Incorrect %, NL)",primary,False
lr,Left/right brain,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,United Kingdom,GBR,Dorset (England),in-service,primary + secondary,137,137,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",91.0,85.0,94.7,3,6,"Table 1 (Incorrect %, UK)",primary,False
lr,Left/right brain,Deligiannidi & Howard-Jones (2015),2015,10.1016/j.sbspro.2015.01.1133,Greece,GRC,,in-service,primary and secondary,217,217,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",71.0,64.6,76.6,,,"Ferrero et al. 2016, Table S2, column Greece",secondary,False
lr,Left/right brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Argentina,ARG,,in-service,all levels,551,551,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",57.9,53.7,62.0,,,"Ferrero et al. 2016, Table S2, column Argentina",secondary,False
lr,Left/right brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Chile,CHL,,in-service,all levels,598,598,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",81.3,78.0,84.2,,,"Ferrero et al. 2016, Table S2, column Chile",secondary,False
lr,Left/right brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Other Latin America,LAT,,in-service,all levels,80,80,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",73.3,62.7,81.8,,,"Ferrero et al. 2016, Table S2, column Other Latin America",secondary,False
lr,Left/right brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Peru,PER,,in-service,all levels,2222,2222,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",74.7,72.9,76.5,,,"Ferrero et al. 2016, Table S2, column Peru",secondary,False
lr,Left/right brain,"Karakus, Howard-Jones & Jay (2015)",2015,10.1016/j.sbspro.2015.01.858,Turkey,TUR,,in-service,primary and secondary,278,278,,unknown (two-stage mixed methods),as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",78.8,73.6,83.2,,,"Ferrero et al. 2016, Table S2, column Turkey",secondary,False
lr,Left/right brain,"Pei, Howard-Jones, Zhang, Liu & Jin (2015)",2015,10.1016/j.sbspro.2015.01.1091,China,CHN,East China (more developed eastern part),in-service,primary and secondary,238,238,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",71.0,64.9,76.4,,,"Ferrero et al. 2016, Table S2, column China",secondary,False
lr,Left/right brain,"Ferrero, Garaizar & Vadillo (2016)",2016,10.3389/fnhum.2016.00496,Spain,ESP,15 of 19 regions,in-service,kindergarten to vocational,284,284,,"self-selected (school databases, personal invitation, Twitter and Facebook)",3 options: correct / incorrect / do not know,3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences among learners.",67.2,61.5,72.4,10.2,22.5,Table 1,primary,False
lr,Left/right brain,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,"Some of us are ""left-brained"" and some are ""right-brained,"" and this helps explain differences in learning",49.0,45.0,53.0,,,"Table 5, Educator column",primary,False
lr,Left/right brain,"Papadatou-Pastou, Haliou & Vlachos (2017)",2017,10.3389/fpsyg.2017.00804,Greece,GRC,Athens (NKUA) and Thessaly (UoT),pre-service,undergraduate + postgraduate education students,573,573,,"students in education departments of two universities (questionnaire, voluntary)",3 options: true / false / do not know,3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",55.0,50.9,59.0,7.9,37.1,"Table 1, Incorrect (%)",primary,False
lr,Left/right brain,Varas-Genestier & Ferreira (2017),2017,10.4067/s0718-07052017000300020,Chile,CHL,"not stated (teachers who graduated from Chilean regional universities, per the Discussion: 'profesores chilenos en ejercicio egresados de universidades de regiones'; authors at Universidad Católica de la Santísima Concepción)",in-service,"mixed (early childhood 16.4%, basic 36.3%, secondary 38.5%, higher education 8.8%)",91,91,,convenience (e-mail invitation through universities and schools),"Spanish translation of Dekker et al. (2012), 12 neuromyths + 20 general statements; response options only 'Si' / 'No' estoy de acuerdo (NO don't-know option); analysis focuses on the 7 most popular Dekker myths",2opt,"La diferencia en la dominancia hemisférica (cerebro izquierdo, cerebro derecho) puede explicar en parte las diferencias individuales entre aprendices.",86.0,77.4,91.7,,,Tabla 2 (Porcentaje de respuestas incorrectas de los profesores chilenos en los 7 neuromitos más populares),primary,False
lr,Left/right brain,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,"La diferencia en la dominancia hemisférica (cerebro izquierdo, cerebro derecho) puede explicar en parte las diferencias individuales entre estudiantes",48.0,42.6,53.4,10.0,42.0,Table 2,primary,False
lr,Left/right brain,"Blanchette Sarrasin, Riopel & Masson (2019)",2019,10.1111/mbe.12193,Canada (Quebec),CAN,Quebec,in-service,"mixed (primary and secondary teachers, not specified in abstract)",972,972,,online questionnaire (recruitment details not available),5-point agreement scale (as described by Torrijos-Muelas et al. 2021),likert,Left-brain or right-brain dominance can help explain individual differences among students (wording quoted by Voulgari et al. 2025),57.0,53.9,60.1,,,"Voulgari et al. 2025, Table 3, column Canada (Quebec)",secondary,False
lr,Left/right brain,Grospietsch & Mayer (2019),2019,10.3389/fnhum.2019.00020,Germany,DEU,"Hesse (Kassel, Kiel; Studienseminare in Hesse)",pre-service,"secondary (science/biology student teachers: 69.4% Gymnasium, 30.6% lower-track secondary)",550,550,,convenience (course groups),"4-point Likert (1 strongly disagree ... 4 strongly agree; 'somewhat agree/disagree' in between), no don't-know option; recoded to agree/disagree; 11 neuromyth items, 11 scientific-concept items; items adapted from Dekker et al. 2012 and translated into German, plus new items",likert,Every person uses the right and left hemispheres to a different extent. This can explain differences amongst learners.,82.0,78.6,85.0,,,"Discussion (comparison with Papadatou-Pastou et al. 2017), 'Pre-service Science Teachers' Misconceptions'",primary,False
lr,Left/right brain,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences among learners.",85.8,81.0,89.6,13.4,,Table 1 (Percentage of correct neuromyths),primary,True
lr,Left/right brain,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",45.9,43.3,48.6,17.8,36.3,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
lr,Left/right brain,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,"Las diferencias en el dominio hemisférico (cerebro izquierdo, cerebro derecho) pueden ayudar a explicar diferencias individuales entre aprendices",66.6,62.1,70.8,6.1,27.3,Tabla 2 (Verdadero / Falso / No lo sé; counts and %),primary,False
lr,Left/right brain,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Chile,CHL,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",57,57,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,"Las diferencias en el dominio hemisférico (cerebro izquierdo, cerebro derecho) pueden ayudar a explicar diferencias individuales entre aprendices. [NM5]",70.2,57.4,80.5,,,"Table 4 (row ""Chile"", column NM5; ""% Adhesión"")",primary,False
lr,Left/right brain,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Spain,ESP,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",42,42,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,"Las diferencias en el dominio hemisférico (cerebro izquierdo, cerebro derecho) pueden ayudar a explicar diferencias individuales entre aprendices. [NM5]",59.5,44.5,72.9,,,"Table 4 (row ""España"", column NM5; ""% Adhesión"")",primary,False
lr,Left/right brain,"Jeyavel, Pandey, Rajkumar & Lakshmana (2022)",2022,10.3389/feduc.2022.781735,India,IND,South India (Kerala and Tamil Nadu),in-service,"mixed: primary teachers 63.2%, high school teachers 26.1%, assistant professors (college) 10.7%",503,503,,"purposive / voluntary online survey (authors: ""the purposive sample did not ensure randomization"")","online survey, 7 neuromyth statements; Agree / Not agree / Undecided (counts and %)",3opt,"""Differences in hemispheric dominance (left brain or right brain) can help to explain individual differences amongst learners""",54.0,49.6,58.3,13.7,32,Table 2 (columns Agree / Not agree / Undecided),primary,False
lr,Left/right brain,Makhlouf (2022; indexed 2024),2022,10.70204/jlt.v2i2.243,Algeria,DZA,"Blida (city, 45 km south of Algiers); 9 lycees in urban, peripheral and rural zones",in-service,"secondary (lycee), all subjects",221,221,,convenience: nine lycees chosen for ease of access ('nous avons des collegues qui y travaillent'),3 options per assertion: oui / non / je ne sais pas (7 neuromyths only),3opt,La dominance hémisphérique (cerveau gauche / cerveau droit) peut aider à expliquer les différences individuelles entre les apprenants,77.82,71.9,82.8,4.52,17.19,"III. Resultats, Tableau 1",primary,False
lr,Left/right brain,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners. [Item 9]",52.8,41.4,63.9,12.5,34.7,"Table 4, Item 9 (Israel counts: 38 / 9 / 25)",primary,True
lr,Left/right brain,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners. [Item 9]",85.7,78.0,91.0,5.4,8.9,"Table 4, Item 9 (Turkey counts: 96 / 6 / 10)",primary,True
lr,Left/right brain,"Simoes, Foz, Petinati, Marques, Sato, Lepski & Arévalo (2022)",2022,10.3390/brainsci12060734,Brazil,BRA,"all 5 regions (71% Southeast, 13% South, 10% Northeast, 4% Midwest, 2% North)",mixed,"educators from pre-school to college/university, public and private schools (teaching levels analysed separately)",1634,1634,27 February - 13 May 2020,"online open link shared via colleagues, contacts and educational groups (self-selected, convenience)","28 statements (about half false, half true) about the brain and learning; agree / disagree plus confidence 1-5; items are NOT the Dekker list",2opt,Teachers should employ teaching methods that stimulate the right side (creative) or the left side (rational) depending on the type of student (8).,36.0,33.7,38.4,64.0,,Table 1 (Correct (%) / Incorrect (%); correct answer = False),primary,False
lr,Left/right brain,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,"Perbedaan dominasi belahan otak (otak kiri, otak kanan) dapat membantu menjelaskan perbedaan individu pada peserta didik",84.3,76.0,90.1,4.9,10.8,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
lr,Left/right brain,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,Brain dominance (left/right) explains individual learning differences. [NM5],82.0,78.9,84.8,3.0,15.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
lr,Left/right brain,"Sandoval Grajeda, Oros Macías & Delgado Valles (2023)",2023,10.33010/recie.v7i0.1754,Mexico,MEX,Chihuahua (Escuela Normal del Estado de Chihuahua),pre-service,"eighth-semester students of the Primary Education (51.9%), Preschool Education (37.7%) and Inclusive Education (10.4%) degrees",77,77,,non-probabilistic (one cohort of one normal school),"Dekker-based items validated by expert judgement (Delphi); each myth statement scored Incorrecto / Correcto (no ""don't know"" column printed)",2opt,Las diferencias en el dominio hemisférico (izquierdo y derecho) pueden ayudar a explicar las diferencias entre los alumnos,84.42,74.7,90.9,15.58,,"Table 2, item 4 (the PDF text lists the whole ""Incorrecto %"" column, then the whole ""Correcto %"" column; item 4 = entry 4 of each list; also stated in the Results text)",primary,False
lr,Left/right brain,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",87.67,85.1,89.9,2.74,9.59,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
lr,Left/right brain,"Vig, Révész, Kaj, Kälbli, Svraka, Révész-Kiszela & Csányi (2023)",2023,10.3390/jintelligence11020031,Hungary,HUN,"12 teacher-training universities, all 7 regions",pre-service,"pre-school (17.5%), primary (14.4%), special-needs (40.5%), physical-education (13.6%), other (14.0%) teacher programmes",822,822,February-March 2022 (academic year 2021-22),online open link via lecturers (12 of 16 contacted universities) - convenience,"4-point Likert (strongly/somewhat agree/disagree) + ""I don't know"", recoded to agree / disagree / don't know; 10 neuromyth + 13 general-knowledge statements",likert_dk,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.",60.0,56.6,63.3,24.8,15.2,Table 4,primary,False
lr,Left/right brain,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Differences in the dominance of the hemisphere (left / right) can help explain individual differences between students.,48.8,38.5,59.2,10.5,40.7,Table 4,primary,False
lr,Left/right brain,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Differences in the dominance of the hemisphere (left / right) can help explain individual differences between students.,78.8,69.0,86.1,5.9,15.3,Table 4,primary,False
lr,Left/right brain,"Tinterri, Zarrilli Affaitati, Basta & Dipace (2024)",2024,,Italy,ITA,,in-service,teachers enrolled in the 30-CFU qualification programme at Pegaso Telematic University,6679,6679,,whole programme cohort / self-selected online-programme teachers (abstract does not say how many of the cohort replied),structured anonymous survey modelled on Dekker and Jolles (2012); 7 neuromyths,other,hemispheric dominance influencing cognition (abstract paraphrase),54.3,53.1,55.5,,,Abstract (institutional repository record; no full text),abstract,False
lr,Left/right brain,"Tsang, Francis & Pavlidou (2024)",2024,10.1016/j.tine.2024.100221,Hong Kong,HKG,,in-service,"mixed: inclusive-education teachers with SEN experience (kindergarten, primary, secondary, tertiary)",64,64,,"online open link promoted on social media (Facebook, WhatsApp)","3 options: true / false / do not know (10 neuromyth + 15 brain-knowledge statements from Dekker et al. 2012), Chinese with English back-translation",3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences among learners. (F)",57.8,45.6,69.1,28.1,14.1,Table 1,primary,False
lr,Left/right brain,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,"Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners. (I)",79.3,75.3,82.8,5.3,15.4,Table 1,primary,False
lr,Left/right brain,"Voulgari, Potvin & Adiguzel (2025)",2025,10.26220/rev.5248,Greece,GRC,,in-service,primary,82,82,2024,"volunteers (principals' contacts, social media groups; prize draw)","3 options: correct / incorrect / I can't answer (Multilingual Neuromyths Identification Questionnaire, MNIQ)",3opt,"The fact that some people are more ""right-brained"" and others are more ""left-brained"", helps explain the differences in how we learn",72.0,61.5,80.6,,,"Table 4, 2024 column",primary,False
lr,Left/right brain,"Teixeira, Oliveira, Sabino-Carvalho & de Almeida (2026)",2026,10.1186/s12909-026-09601-0,Brazil,BRA,"Tocantins state (federal vocational-technical network, 12 cities)",in-service,vocational-technical high school (many also teach higher education / postgraduate),130,130,2024 (online questionnaire available 12 August to 8 September 2024),"voluntary response, online (Google Forms)","32 true-or-false statements (2 options, no 'don't know' option mentioned); 7 neuromyths, 18 brain-knowledge, 5 teaching/learning, 2 learning-disorder items",2opt,Differences in hemispheric dominance (left or right brain) may help explain individual differences among students (F).,61.54,53.0,69.5,38.46,,Table 2 (Neuromyths block),primary,False
mozart,Mozart effect,"Düvel, Wolf & Kopiez (2017)",2017,10.3389/fpsyg.2017.00629,Germany,DEU,,in-service,music teachers (mostly secondary),91,91,,"self-selected online (music teacher associations, forums, social media)",2 options: scientifically substantiated / unsubstantiated,2opt,Those who listen passively to classical music during certain learning phases have advantages over those who do not listen passively to music.,31.9,23.2,42.0,68.1,,"Table 3, thesis 3M (100 - 68.1% correct)",primary,True
mozart,Mozart effect,"Düvel, Wolf & Kopiez (2017)",2017,10.3389/fpsyg.2017.00629,Germany,DEU,,pre-service,music students training to teach,125,125,,self-selected online (German universities),2 options: scientifically substantiated / unsubstantiated,2opt,Those who listen passively to classical music during certain learning phases have advantages over those who do not listen passively to music.,35.2,27.4,43.9,64.8,,"Table 3, thesis 3M (100 - 64.8% correct)",primary,True
mozart,Mozart effect,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,Listening to classical music increases children's reasoning ability,55.0,51.0,58.9,,,"Table 5, Educator column",primary,False
mozart,Mozart effect,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,Listening to classical music increases children's reasoning ability,24.0,21.8,26.3,19.5,56.5,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
mozart,Mozart effect,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,Mendengarkan musik klasikal dapat meningkatkan kemampuan penalaran anak,87.3,79.5,92.4,2.9,9.8,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
mozart,Mozart effect,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,Listening to classical music increases children’s reasoning ability.,64.79,61.3,68.2,4.66,30.55,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
sugar,Sugar and attention,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,Netherlands,NLD,Amsterdam area,in-service,primary + secondary,105,105,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",55.0,45.5,64.2,24,21,"Table 1 (Incorrect %, NL)",primary,False
sugar,Sugar and attention,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,United Kingdom,GBR,Dorset (England),in-service,primary + secondary,137,137,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",57.0,48.6,65.0,24,20,"Table 1 (Incorrect %, UK)",primary,False
sugar,Sugar and attention,Deligiannidi & Howard-Jones (2015),2015,10.1016/j.sbspro.2015.01.1133,Greece,GRC,,in-service,primary and secondary,217,217,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",48.0,41.4,54.6,,,"Ferrero et al. 2016, Table S2, column Greece",secondary,False
sugar,Sugar and attention,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Argentina,ARG,,in-service,all levels,551,551,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",31.0,27.3,35.0,,,"Ferrero et al. 2016, Table S2, column Argentina",secondary,False
sugar,Sugar and attention,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Chile,CHL,,in-service,all levels,598,598,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",51.5,47.5,55.5,,,"Ferrero et al. 2016, Table S2, column Chile",secondary,False
sugar,Sugar and attention,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Other Latin America,LAT,,in-service,all levels,80,80,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",55.0,44.1,65.4,,,"Ferrero et al. 2016, Table S2, column Other Latin America",secondary,False
sugar,Sugar and attention,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Peru,PER,,in-service,all levels,2222,2222,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",56.3,54.2,58.3,,,"Ferrero et al. 2016, Table S2, column Peru",secondary,False
sugar,Sugar and attention,"Karakus, Howard-Jones & Jay (2015)",2015,10.1016/j.sbspro.2015.01.858,Turkey,TUR,,in-service,primary and secondary,278,278,,unknown (two-stage mixed methods),as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",43.9,38.2,49.8,,,"Ferrero et al. 2016, Table S2, column Turkey",secondary,False
sugar,Sugar and attention,"Pei, Howard-Jones, Zhang, Liu & Jin (2015)",2015,10.1016/j.sbspro.2015.01.1091,China,CHN,East China (more developed eastern part),in-service,primary and secondary,238,238,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",62.0,55.7,67.9,,,"Ferrero et al. 2016, Table S2, column China",secondary,False
sugar,Sugar and attention,"Ferrero, Garaizar & Vadillo (2016)",2016,10.3389/fnhum.2016.00496,Spain,ESP,15 of 19 regions,in-service,kindergarten to vocational,284,284,,"self-selected (school databases, personal invitation, Twitter and Facebook)",3 options: correct / incorrect / do not know,3opt,Children are less attentive after consuming sugary drinks and/or snacks.,33.8,28.5,39.5,27.8,38.3,Table 1,primary,False
sugar,Sugar and attention,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,Children are less attentive after consuming sugary drinks and/or snacks,50.0,46.0,54.0,,,"Table 5, Educator column",primary,False
sugar,Sugar and attention,Varas-Genestier & Ferreira (2017),2017,10.4067/s0718-07052017000300020,Chile,CHL,"not stated (teachers who graduated from Chilean regional universities, per the Discussion: 'profesores chilenos en ejercicio egresados de universidades de regiones'; authors at Universidad Católica de la Santísima Concepción)",in-service,"mixed (early childhood 16.4%, basic 36.3%, secondary 38.5%, higher education 8.8%)",91,91,,convenience (e-mail invitation through universities and schools),"Spanish translation of Dekker et al. (2012), 12 neuromyths + 20 general statements; response options only 'Si' / 'No' estoy de acuerdo (NO don't-know option); analysis focuses on the 7 most popular Dekker myths",2opt,Los niños están menos atentos después de consumir bebidas o alimentos azucarados.,58.0,47.7,67.6,,,Tabla 2 (Porcentaje de respuestas incorrectas de los profesores chilenos en los 7 neuromitos más populares),primary,False
sugar,Sugar and attention,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,Los niños están menos atentos después de consumir bebidas o alimentos azucarados,58.0,52.6,63.2,25.0,17.0,Table 2,primary,False
sugar,Sugar and attention,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,Children are less attentive after consuming sugary drinks and/or snacks.,47.8,41.7,53.9,51.0,,Table 1 (Percentage of correct neuromyths),primary,True
sugar,Sugar and attention,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,"Children are less attentive after consuming sugary drinks, and/or snacks.",58.0,55.4,60.6,13.9,28.1,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
sugar,Sugar and attention,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,"Los niños están menos atentos después de consumir bebidas azucaradas y/o dulces, papas fritas, etc.",47.0,42.4,51.7,17.0,35.9,Tabla 2 (Verdadero / Falso / No lo sé; counts and %),primary,False
sugar,Sugar and attention,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Chile,CHL,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",57,57,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Los niños están menos atentos después de consumir bebidas azucaradas o snacks. [NM9],50.9,38.3,63.4,,,"Table 4 (row ""Chile"", column NM9; ""% Adhesión"")",primary,False
sugar,Sugar and attention,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Spain,ESP,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",42,42,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Los niños están menos atentos después de consumir bebidas azucaradas o snacks. [NM9],40.5,27.1,55.5,,,"Table 4 (row ""España"", column NM9; ""% Adhesión"")",primary,False
sugar,Sugar and attention,"Jeyavel, Pandey, Rajkumar & Lakshmana (2022)",2022,10.3389/feduc.2022.781735,India,IND,South India (Kerala and Tamil Nadu),in-service,"mixed: primary teachers 63.2%, high school teachers 26.1%, assistant professors (college) 10.7%",503,503,,"purposive / voluntary online survey (authors: ""the purposive sample did not ensure randomization"")","online survey, 7 neuromyth statements; Agree / Not agree / Undecided (counts and %)",3opt,"""Children are less attentive after sugary drinks and snacks""",60.0,55.7,64.2,27.0,13,Table 2 (columns Agree / Not agree / Undecided),primary,False
sugar,Sugar and attention,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Children are less attentive after consuming sugary drinks and/or snacks. [Item 22],41.7,31.0,53.2,30.6,27.8,"Table 4, Item 22 (Israel counts: 30 / 22 / 20)",primary,True
sugar,Sugar and attention,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Children are less attentive after consuming sugary drinks and/or snacks. [Item 22],58.0,48.7,66.7,8.9,33.0,"Table 4, Item 22 (Turkey counts: 65 / 10 / 37)",primary,True
sugar,Sugar and attention,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,Mengonsumsi minuman manis atau makanan ringan membuat anak kurang perhatian/fokus,78.4,69.5,85.3,11.8,9.8,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
sugar,Sugar and attention,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,Children are less receptive after consuming sugary snacks and/or drinks. [NM11],39.0,35.3,42.8,35.0,26.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
sugar,Sugar and attention,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,Children are less attentive after consuming sugary drinks and/or snacks.,64.1,60.6,67.5,12.52,23.38,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
sugar,Sugar and attention,"Vig, Révész, Kaj, Kälbli, Svraka, Révész-Kiszela & Csányi (2023)",2023,10.3390/jintelligence11020031,Hungary,HUN,"12 teacher-training universities, all 7 regions",pre-service,"pre-school (17.5%), primary (14.4%), special-needs (40.5%), physical-education (13.6%), other (14.0%) teacher programmes",822,822,February-March 2022 (academic year 2021-22),online open link via lecturers (12 of 16 contacted universities) - convenience,"4-point Likert (strongly/somewhat agree/disagree) + ""I don't know"", recoded to agree / disagree / don't know; 10 neuromyth + 13 general-knowledge statements",likert_dk,Children are less attentive after consuming sugary drinks and/or snacks.,62.4,59.0,65.6,27.7,9.9,Table 4,primary,False
sugar,Sugar and attention,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Children are less attentive after eating sweet drinks and / or snacks.,22.1,14.6,32.0,51.2,26.7,Table 4,primary,False
sugar,Sugar and attention,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Children are less attentive after eating sweet drinks and / or snacks.,65.9,55.3,75.1,16.5,17.6,Table 4,primary,False
sugar,Sugar and attention,"Tinterri, Zarrilli Affaitati, Basta & Dipace (2024)",2024,,Italy,ITA,,in-service,teachers enrolled in the 30-CFU qualification programme at Pegaso Telematic University,6679,6679,,whole programme cohort / self-selected online-programme teachers (abstract does not say how many of the cohort replied),structured anonymous survey modelled on Dekker and Jolles (2012); 7 neuromyths,other,sugar intake affecting attention (abstract paraphrase),46.5,45.3,47.7,,,Abstract (institutional repository record; no full text),abstract,False
sugar,Sugar and attention,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,Children are less attentive after consuming sugary drinks and/or snacks. (I),45.8,41.3,50.4,24.2,30.0,Table 1,primary,False
sugar,Sugar and attention,"Teixeira, Oliveira, Sabino-Carvalho & de Almeida (2026)",2026,10.1186/s12909-026-09601-0,Brazil,BRA,"Tocantins state (federal vocational-technical network, 12 cities)",in-service,vocational-technical high school (many also teach higher education / postgraduate),130,130,2024 (online questionnaire available 12 August to 8 September 2024),"voluntary response, online (Google Forms)","32 true-or-false statements (2 options, no 'don't know' option mentioned); 7 neuromyths, 18 brain-knowledge, 5 teaching/learning, 2 learning-disorder items",2opt,Children are less attentive after consuming sugary drinks and snacks (F).,50.77,42.3,59.2,49.23,,Table 2 (Neuromyths block),primary,False
ten,10% of the brain,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,Netherlands,NLD,Amsterdam area,in-service,primary + secondary,105,105,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,We only use 10% of our brain.,46.0,36.8,55.5,42,12,"Table 1 (Incorrect %, NL)",primary,False
ten,10% of the brain,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,United Kingdom,GBR,Dorset (England),in-service,primary + secondary,137,137,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,We only use 10% of our brain.,48.0,39.8,56.3,26,26,"Table 1 (Incorrect %, UK)",primary,False
ten,10% of the brain,Deligiannidi & Howard-Jones (2015),2015,10.1016/j.sbspro.2015.01.1133,Greece,GRC,,in-service,primary and secondary,217,217,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,We only use 10% of our brain.,45.0,38.5,51.6,,,"Ferrero et al. 2016, Table S2, column Greece",secondary,False
ten,10% of the brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Argentina,ARG,,in-service,all levels,551,551,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,We only use 10% of our brain.,56.1,51.9,60.2,,,"Ferrero et al. 2016, Table S2, column Argentina",secondary,False
ten,10% of the brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Chile,CHL,,in-service,all levels,598,598,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,We only use 10% of our brain.,41.5,37.6,45.5,,,"Ferrero et al. 2016, Table S2, column Chile",secondary,False
ten,10% of the brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Other Latin America,LAT,,in-service,all levels,80,80,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,We only use 10% of our brain.,60.0,49.0,70.0,,,"Ferrero et al. 2016, Table S2, column Other Latin America",secondary,False
ten,10% of the brain,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Peru,PER,,in-service,all levels,2222,2222,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,We only use 10% of our brain.,67.5,65.5,69.4,,,"Ferrero et al. 2016, Table S2, column Peru",secondary,False
ten,10% of the brain,"Karakus, Howard-Jones & Jay (2015)",2015,10.1016/j.sbspro.2015.01.858,Turkey,TUR,,in-service,primary and secondary,278,278,,unknown (two-stage mixed methods),as Dekker et al. 2012 (correct / incorrect / do not know),3opt,We only use 10% of our brain.,50.4,44.6,56.2,,,"Ferrero et al. 2016, Table S2, column Turkey",secondary,False
ten,10% of the brain,"Pei, Howard-Jones, Zhang, Liu & Jin (2015)",2015,10.1016/j.sbspro.2015.01.1091,China,CHN,East China (more developed eastern part),in-service,primary and secondary,238,238,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,We only use 10% of our brain.,59.0,52.7,65.1,,,"Ferrero et al. 2016, Table S2, column China",secondary,False
ten,10% of the brain,"Ferrero, Garaizar & Vadillo (2016)",2016,10.3389/fnhum.2016.00496,Spain,ESP,15 of 19 regions,in-service,kindergarten to vocational,284,284,,"self-selected (school databases, personal invitation, Twitter and Facebook)",3 options: correct / incorrect / do not know,3opt,We only use 10% of our brain.,44.0,38.3,49.8,32.7,23.2,Table 1,primary,False
ten,10% of the brain,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,We only use 10% of our brain,33.0,29.4,36.9,,,"Table 5, Educator column",primary,False
ten,10% of the brain,"Papadatou-Pastou, Haliou & Vlachos (2017)",2017,10.3389/fpsyg.2017.00804,Greece,GRC,Athens (NKUA) and Thessaly (UoT),pre-service,undergraduate + postgraduate education students,573,572,,"students in education departments of two universities (questionnaire, voluntary)",3 options: true / false / do not know,3opt,We only use 10% of our brain.,47.4,43.3,51.5,25.7,26.9,"Table 1, Incorrect (%)",primary,False
ten,10% of the brain,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,Sólo utilizamos 10% de la capacidad cerebral,30.0,25.3,35.2,42.0,28.0,Table 2,primary,False
ten,10% of the brain,"Blanchette Sarrasin, Riopel & Masson (2019)",2019,10.1111/mbe.12193,Canada (Quebec),CAN,Quebec,in-service,"mixed (primary and secondary teachers, not specified in abstract)",972,972,,online questionnaire (recruitment details not available),5-point agreement scale (as described by Torrijos-Muelas et al. 2021),likert,Use of 10% of the brain (Voulgari et al. 2025 Table 3 label),44.0,40.9,47.1,,,"Voulgari et al. 2025, Table 3, column Canada (Quebec)",secondary,False
ten,10% of the brain,Grospietsch & Mayer (2019),2019,10.3389/fnhum.2019.00020,Germany,DEU,"Hesse (Kassel, Kiel; Studienseminare in Hesse)",pre-service,"secondary (science/biology student teachers: 69.4% Gymnasium, 30.6% lower-track secondary)",550,550,,convenience (course groups),"4-point Likert (1 strongly disagree ... 4 strongly agree; 'somewhat agree/disagree' in between), no don't-know option; recoded to agree/disagree; 11 neuromyth items, 11 scientific-concept items; items adapted from Dekker et al. 2012 and translated into German, plus new items",likert,We only use 10% of our brain.,57.0,52.8,61.1,,,"Table 3 (Neuroplasticity row, misconception column) and Discussion",primary,False
ten,10% of the brain,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,We use only 10% of our brain.,52.2,46.1,58.3,47.4,,Table 1 (Percentage of correct neuromyths),primary,True
ten,10% of the brain,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,We only use about 10% of our brain.,27.0,24.7,29.4,45.2,27.8,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
ten,10% of the brain,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,Solo usamos un 10% de nuestro cerebro,41.6,37.1,46.3,43.6,14.8,Tabla 2 (Verdadero / Falso / No lo sé; counts and %),primary,False
ten,10% of the brain,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Chile,CHL,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",57,57,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Solo usamos un 10% de nuestro cerebro. [NM4],56.1,43.2,68.2,,,"Table 4 (row ""Chile"", column NM4; ""% Adhesión"")",primary,False
ten,10% of the brain,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Spain,ESP,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",42,42,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Solo usamos un 10% de nuestro cerebro. [NM4],33.3,21.0,48.4,,,"Table 4 (row ""España"", column NM4; ""% Adhesión"")",primary,False
ten,10% of the brain,"Jeyavel, Pandey, Rajkumar & Lakshmana (2022)",2022,10.3389/feduc.2022.781735,India,IND,South India (Kerala and Tamil Nadu),in-service,"mixed: primary teachers 63.2%, high school teachers 26.1%, assistant professors (college) 10.7%",503,503,,"purposive / voluntary online survey (authors: ""the purposive sample did not ensure randomization"")","online survey, 7 neuromyth statements; Agree / Not agree / Undecided (counts and %)",3opt,We mostly use only 10% of our brain,64.0,59.7,68.1,26.6,9.0,Table 2 (columns Agree / Not agree / Undecided),primary,False
ten,10% of the brain,Makhlouf (2022; indexed 2024),2022,10.70204/jlt.v2i2.243,Algeria,DZA,"Blida (city, 45 km south of Algiers); 9 lycees in urban, peripheral and rural zones",in-service,"secondary (lycee), all subjects",221,221,,convenience: nine lycees chosen for ease of access ('nous avons des collegues qui y travaillent'),3 options per assertion: oui / non / je ne sais pas (7 neuromyths only),3opt,Nous n'utilisons que 10% de notre cerveau,46.15,39.7,52.7,41.17,12.66,"III. Resultats, Tableau 1",primary,False
ten,10% of the brain,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,We only use 10% of our brain. [Item 7],30.6,21.2,42.0,41.7,27.8,"Table 4, Item 7 (Israel counts: 22 / 30 / 20)",primary,True
ten,10% of the brain,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,We only use 10% of our brain. [Item 7],25.9,18.7,34.7,42.0,32.1,"Table 4, Item 7 (Turkey counts: 29 / 47 / 36)",primary,True
ten,10% of the brain,"Simoes, Foz, Petinati, Marques, Sato, Lepski & Arévalo (2022)",2022,10.3390/brainsci12060734,Brazil,BRA,"all 5 regions (71% Southeast, 13% South, 10% Northeast, 4% Midwest, 2% North)",mixed,"educators from pre-school to college/university, public and private schools (teaching levels analysed separately)",1634,1634,27 February - 13 May 2020,"online open link shared via colleagues, contacts and educational groups (self-selected, convenience)","28 statements (about half false, half true) about the brain and learning; agree / disagree plus confidence 1-5; items are NOT the Dekker list",2opt,We only use 10% of our brain’s capacity (1).,47.7,45.3,50.1,52.3,,Table 1 (Correct (%) / Incorrect (%); correct answer = False),primary,False
ten,10% of the brain,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,Kita hanya menggunakan 10% dari otak kita,36.3,27.6,46.0,38.2,25.5,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
ten,10% of the brain,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,We only use 10% of our brain. [NM4],44.0,40.2,47.8,38.0,18.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
ten,10% of the brain,"Sandoval Grajeda, Oros Macías & Delgado Valles (2023)",2023,10.33010/recie.v7i0.1754,Mexico,MEX,Chihuahua (Escuela Normal del Estado de Chihuahua),pre-service,"eighth-semester students of the Primary Education (51.9%), Preschool Education (37.7%) and Inclusive Education (10.4%) degrees",77,77,,non-probabilistic (one cohort of one normal school),"Dekker-based items validated by expert judgement (Delphi); each myth statement scored Incorrecto / Correcto (no ""don't know"" column printed)",2opt,Solo usamos el 10% de nuestro cerebro,44.0,33.5,55.1,55.84,,"Table 2, item 3 (the PDF text lists the whole ""Incorrecto %"" column, then the whole ""Correcto %"" column; item 3 = entry 3 of each list; also stated in the Results text)",primary,False
ten,10% of the brain,"Vig, Révész, Kaj, Kälbli, Svraka, Révész-Kiszela & Csányi (2023)",2023,10.3390/jintelligence11020031,Hungary,HUN,"12 teacher-training universities, all 7 regions",pre-service,"pre-school (17.5%), primary (14.4%), special-needs (40.5%), physical-education (13.6%), other (14.0%) teacher programmes",822,822,February-March 2022 (academic year 2021-22),online open link via lecturers (12 of 16 contacted universities) - convenience,"4-point Likert (strongly/somewhat agree/disagree) + ""I don't know"", recoded to agree / disagree / don't know; 10 neuromyth + 13 general-knowledge statements",likert_dk,We only use 10% of our brain.,48.0,44.6,51.4,33.8,18.2,Table 4,primary,False
ten,10% of the brain,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,We use only 10% of our brain.,44.2,34.2,54.7,16.3,39.5,Table 4,primary,False
ten,10% of the brain,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,We use only 10% of our brain.,36.5,27.1,47.1,35.3,28.2,Table 4,primary,False
ten,10% of the brain,"Tinterri, Zarrilli Affaitati, Basta & Dipace (2024)",2024,,Italy,ITA,,in-service,teachers enrolled in the 30-CFU qualification programme at Pegaso Telematic University,6679,6679,,whole programme cohort / self-selected online-programme teachers (abstract does not say how many of the cohort replied),structured anonymous survey modelled on Dekker and Jolles (2012); 7 neuromyths,other,humans use only 10% of their brain (abstract paraphrase),46.7,45.5,47.9,,,Abstract (institutional repository record; no full text),abstract,False
ten,10% of the brain,"Tsang, Francis & Pavlidou (2024)",2024,10.1016/j.tine.2024.100221,Hong Kong,HKG,,in-service,"mixed: inclusive-education teachers with SEN experience (kindergarten, primary, secondary, tertiary)",64,64,,"online open link promoted on social media (Facebook, WhatsApp)","3 options: true / false / do not know (10 neuromyth + 15 brain-knowledge statements from Dekker et al. 2012), Chinese with English back-translation",3opt,We only use 10% of our brain. (F),59.4,47.2,70.6,17.2,23.4,Table 2,primary,False
ten,10% of the brain,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,We only use 10% of our brain. (I),43.4,38.9,48.0,46.5,10.1,Table 1,primary,False
ten,10% of the brain,"Voulgari, Potvin & Adiguzel (2025)",2025,10.26220/rev.5248,Greece,GRC,,in-service,primary,82,82,2024,"volunteers (principals' contacts, social media groups; prize draw)","3 options: correct / incorrect / I can't answer (Multilingual Neuromyths Identification Questionnaire, MNIQ)",3opt,We use only 10% of our brain,50.0,39.4,60.6,,,"Table 4, 2024 column",primary,False
ten,10% of the brain,"Teixeira, Oliveira, Sabino-Carvalho & de Almeida (2026)",2026,10.1186/s12909-026-09601-0,Brazil,BRA,"Tocantins state (federal vocational-technical network, 12 cities)",in-service,vocational-technical high school (many also teach higher education / postgraduate),130,130,2024 (online questionnaire available 12 August to 8 September 2024),"voluntary response, online (Google Forms)","32 true-or-false statements (2 options, no 'don't know' option mentioned); 7 neuromyths, 18 brain-knowledge, 5 teaching/learning, 2 learning-disorder items",2opt,"Despite weighing approximately 1.2 kg and having between 80 and 100 billion neurons, we only use 10% of our brain's capacity (F).",49.23,40.8,57.7,50.77,,Table 2 (Neuromyths block),primary,False
fixed,Fixed intelligence,"Macdonald, Germine, Anderson, Christodoulou & McGrath (2017)",2017,10.3389/fpsyg.2017.01314,United States,USA,,in-service,self-identified educators (all levels),598,598,2014-2015,"self-selected online (TestMyBrain.org, listservs, snowball)",2 options: true / false,2opt,Mental capacity is genetic and cannot be changed by environment or experience,3.0,1.9,4.7,,,"Table 6, Educator column",primary,False
fixed,Fixed intelligence,Varas-Genestier & Ferreira (2017),2017,10.4067/s0718-07052017000300020,Chile,CHL,"not stated (teachers who graduated from Chilean regional universities, per the Discussion: 'profesores chilenos en ejercicio egresados de universidades de regiones'; authors at Universidad Católica de la Santísima Concepción)",in-service,"mixed (early childhood 16.4%, basic 36.3%, secondary 38.5%, higher education 8.8%)",91,91,,convenience (e-mail invitation through universities and schools),"Spanish translation of Dekker et al. (2012), 12 neuromyths + 20 general statements; response options only 'Si' / 'No' estoy de acuerdo (NO don't-know option); analysis focuses on the 7 most popular Dekker myths",2opt,La capacidad mental es hereditaria y no puede modificarse por influencia del ambiente ni de la experiencia.,4.4,1.7,10.8,95.6,,Tabla 4 (Número de respuestas correctas e incorrectas para afirmaciones acerca del cerebro y su funcionamiento),primary,True
fixed,Fixed intelligence,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,La capacidad mental es hereditaria y no puede modificarse por influencia del ambiente ni de la experiencia,16.0,12.4,20.4,66.0,17.0,Table 3 (general-knowledge statements),primary,False
fixed,Fixed intelligence,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,Mental capacity is hereditary and cannot be changed by the environment or experience.,18.9,14.6,24.2,81.1,,"Results, General Knowledge of Neuroscience (p. 4)",primary,True
fixed,Fixed intelligence,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,La capacidad mental es hereditaria y no puede modificarse por influencia del ambiente ni de la experiencia,4.8,3.2,7.2,82.5,12.7,"Tabla 1 (general-knowledge block, item 19; false statement; Verdadero / Falso / No lo sé)",primary,False
fixed,Fixed intelligence,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Mental capacity is hereditary and cannot be changed by the environment or experience. [Item 19],12.5,6.7,22.1,80.6,6.9,"Table 4, Item 19 (Israel counts: 9 / 58 / 5)",primary,True
fixed,Fixed intelligence,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Mental capacity is hereditary and cannot be changed by the environment or experience. [Item 19],6.2,3.0,12.3,88.4,5.4,"Table 4, Item 19 (Turkey counts: 7 / 99 / 6)",primary,True
fixed,Fixed intelligence,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,Kapasitas mental bersifat turun temurun dan tidak dapat diubah oleh lingkungan atau pengalaman,21.6,14.7,30.5,72.5,5.9,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
fixed,Fixed intelligence,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,Intelligence is inherited and not changeable by the environment. [NM13],7.0,5.3,9.2,85.0,8.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
fixed,Fixed intelligence,"Sandoval Grajeda, Oros Macías & Delgado Valles (2023)",2023,10.33010/recie.v7i0.1754,Mexico,MEX,Chihuahua (Escuela Normal del Estado de Chihuahua),pre-service,"eighth-semester students of the Primary Education (51.9%), Preschool Education (37.7%) and Inclusive Education (10.4%) degrees",77,77,,non-probabilistic (one cohort of one normal school),"Dekker-based items validated by expert judgement (Delphi); each myth statement scored Incorrecto / Correcto (no ""don't know"" column printed)",2opt,La capacidad mental es hereditaria y no puede ser modificada por el entorno o la experiencia,10.39,5.4,19.2,89.61,,"Table 2, item 11 (the PDF text lists the whole ""Incorrecto %"" column, then the whole ""Correcto %"" column; item 11 = entry 11 of each list; also stated in the Results text) - this is Table 3 (general knowledge), item 11; same layout (Incorrecto column then Correcto column)",primary,False
fixed,Fixed intelligence,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,Mental capacity is completely hereditary and cannot be changed by the environment or experience.,2.47,1.6,3.9,93.56,3.97,Table 3 (general brain knowledge block; Correct f/% | Incorrect f/% | Do not know f/%),primary,False
fixed,Fixed intelligence,"Vig, Révész, Kaj, Kälbli, Svraka, Révész-Kiszela & Csányi (2023)",2023,10.3390/jintelligence11020031,Hungary,HUN,"12 teacher-training universities, all 7 regions",pre-service,"pre-school (17.5%), primary (14.4%), special-needs (40.5%), physical-education (13.6%), other (14.0%) teacher programmes",822,822,February-March 2022 (academic year 2021-22),online open link via lecturers (12 of 16 contacted universities) - convenience,"4-point Likert (strongly/somewhat agree/disagree) + ""I don't know"", recoded to agree / disagree / don't know; 10 neuromyth + 13 general-knowledge statements",likert_dk,Mental capacity is hereditary and cannot be changed by the environment or experience.,18.7,16.2,21.5,80.2,1.1,Table 5 (general-knowledge block; false statement; Correct / Incorrect / Uncertain),primary,False
fixed,Fixed intelligence,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Mental abilities are hereditary and cannot be changed by the environment or experience.,5.8,2.5,12.9,77.9,16.3,Table 4,primary,False
fixed,Fixed intelligence,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Mental abilities are hereditary and cannot be changed by the environment or experience.,8.2,4.0,16.0,82.4,9.4,Table 4,primary,False
fixed,Fixed intelligence,"Tsang, Francis & Pavlidou (2024)",2024,10.1016/j.tine.2024.100221,Hong Kong,HKG,,in-service,"mixed: inclusive-education teachers with SEN experience (kindergarten, primary, secondary, tertiary)",64,64,,"online open link promoted on social media (Facebook, WhatsApp)","3 options: true / false / do not know (10 neuromyth + 15 brain-knowledge statements from Dekker et al. 2012), Chinese with English back-translation",3opt,Mental capacity is hereditary and cannot be changed by the environment or experience. (F),6.3,2.5,15.1,89.1,4.7,Table 2,primary,False
fixed,Fixed intelligence,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,Mental capacity is hereditary and cannot be changed by the environment or experience. (I),6.6,4.7,9.3,87.7,5.7,Table 2,primary,False
enriched,Enriched environments,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,Netherlands,NLD,Amsterdam area,in-service,primary + secondary,105,105,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,Environments that are rich in stimulus improve the brains of pre-school children.,56.0,46.5,65.1,29,15,"Table 1 (Incorrect %, NL)",primary,False
enriched,Enriched environments,"Dekker, Lee, Howard-Jones & Jolles (2012)",2012,10.3389/fpsyg.2012.00429,United Kingdom,GBR,Dorset (England),in-service,primary + secondary,137,137,,"self-selected (school email, online link)",3 options: incorrect / correct / do not know,3opt,Environments that are rich in stimulus improve the brains of pre-school children.,95.0,90.0,97.6,1,4,"Table 1 (Incorrect %, UK)",primary,False
enriched,Enriched environments,Deligiannidi & Howard-Jones (2015),2015,10.1016/j.sbspro.2015.01.1133,Greece,GRC,,in-service,primary and secondary,217,217,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,97.0,93.8,98.6,,,"Ferrero et al. 2016, Table S2, column Greece",secondary,False
enriched,Enriched environments,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Argentina,ARG,,in-service,all levels,551,551,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,87.8,84.8,90.3,,,"Ferrero et al. 2016, Table S2, column Argentina",secondary,False
enriched,Enriched environments,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Chile,CHL,,in-service,all levels,598,598,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,98.5,97.2,99.2,,,"Ferrero et al. 2016, Table S2, column Chile",secondary,False
enriched,Enriched environments,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Other Latin America,LAT,,in-service,all levels,80,80,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,97.5,91.3,99.3,,,"Ferrero et al. 2016, Table S2, column Other Latin America",secondary,False
enriched,Enriched environments,"Gleichgerrcht, Lira Luttges, Salvarezza & Campos (2015)",2015,10.1111/mbe.12086,Peru,PER,,in-service,all levels,2222,2222,,self-selected (online),3 options: correct / incorrect / do not know (Spanish adaptation of Dekker et al. 2012),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,91.4,90.2,92.5,,,"Ferrero et al. 2016, Table S2, column Peru",secondary,False
enriched,Enriched environments,"Karakus, Howard-Jones & Jay (2015)",2015,10.1016/j.sbspro.2015.01.858,Turkey,TUR,,in-service,primary and secondary,278,278,,unknown (two-stage mixed methods),as Dekker et al. 2012 (correct / incorrect / do not know),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,86.7,82.2,90.2,,,"Ferrero et al. 2016, Table S2, column Turkey",secondary,False
enriched,Enriched environments,"Pei, Howard-Jones, Zhang, Liu & Jin (2015)",2015,10.1016/j.sbspro.2015.01.1091,China,CHN,East China (more developed eastern part),in-service,primary and secondary,238,238,,unknown,as Dekker et al. 2012 (correct / incorrect / do not know),3opt,Environments that are rich in stimulus improve the brains of pre-school children.,89.0,84.4,92.4,,,"Ferrero et al. 2016, Table S2, column China",secondary,False
enriched,Enriched environments,"Ferrero, Garaizar & Vadillo (2016)",2016,10.3389/fnhum.2016.00496,Spain,ESP,15 of 19 regions,in-service,kindergarten to vocational,284,284,,"self-selected (school databases, personal invitation, Twitter and Facebook)",3 options: correct / incorrect / do not know,3opt,Environments that are rich in stimulus improve the brains of pre-school children.,94.0,90.6,96.2,2.8,3.1,Table 1,primary,False
enriched,Enriched environments,"Papadatou-Pastou, Haliou & Vlachos (2017)",2017,10.3389/fpsyg.2017.00804,Greece,GRC,Athens (NKUA) and Thessaly (UoT),pre-service,undergraduate + postgraduate education students,573,568,,"students in education departments of two universities (questionnaire, voluntary)",3 options: true / false / do not know,3opt,Environments that are rich in stimuli improve the brains of pre-school children.,90.3,87.6,92.5,3.9,5.8,"Table 1, Incorrect (%)",primary,False
enriched,Enriched environments,Varas-Genestier & Ferreira (2017),2017,10.4067/s0718-07052017000300020,Chile,CHL,"not stated (teachers who graduated from Chilean regional universities, per the Discussion: 'profesores chilenos en ejercicio egresados de universidades de regiones'; authors at Universidad Católica de la Santísima Concepción)",in-service,"mixed (early childhood 16.4%, basic 36.3%, secondary 38.5%, higher education 8.8%)",91,91,,convenience (e-mail invitation through universities and schools),"Spanish translation of Dekker et al. (2012), 12 neuromyths + 20 general statements; response options only 'Si' / 'No' estoy de acuerdo (NO don't-know option); analysis focuses on the 7 most popular Dekker myths",2opt,Un ambiente con mucha estimulación mejora el desarrollo del cerebro de los preescolares.,91.0,83.3,95.3,,,Tabla 2 (Porcentaje de respuestas incorrectas de los profesores chilenos en los 7 neuromitos más populares),primary,False
enriched,Enriched environments,Falquez Torres & Ocampo Alvarado (2018),2018,10.35362/rie7813241,Ecuador,ECU,"three universities: Universidad de Guayaquil 71.6%, Universidad Católica de Santiago de Guayaquil 19.2%, Universidad Central del Ecuador 9.1% (Table 1)",pre-service,"mixed (students of five education-related undergraduate degrees: basic education 48.2%, early childhood 23.5%, education 10.4%, history and social-science pedagogy 9.1%, pedagogy 8.8%)",328,328,,convenience,"Spanish version of the Dekker et al. (2012) questionnaire, 3 options: correcto / incorrecto / no se; 12 neuromyths + 20 general-knowledge statements (3 of Dekker's 15 'neuromyths' were re-classified as true general-knowledge items)",3opt,Un ambiente con mucha estimulación mejora el desarrollo del cerebro de los preescolares,93.0,89.7,95.3,4.0,3.0,Table 2,primary,False
enriched,Enriched environments,"Zhang, Jiang, Dang & Zhou (2019)",2019,10.3389/feduc.2019.00008,China,CHN,"Gansu province (north-west, underdeveloped)",headteachers,"preschool (43), primary (140), secondary (70) headmasters",253,253,,whole attendance at a meeting (convenience),4-point Likert: strongly agree / agree / disagree / strongly disagree (no don't-know option); 40 statements (15 'neuromyth' items + 25 general knowledge); translated into Chinese with back-translation; based on Dekker et al. 2012 and Howard-Jones et al. 2009,likert,Environments that are rich in stimuli improve the brains of pre-school children.,84.6,79.6,88.5,12.7,,Table 1 (Percentage of correct neuromyths),primary,True
enriched,Enriched environments,"Carter, Van Bergen, Stephenson, Newall & Sweller (2020)",2020,10.14221/ajte.2020v45n10.6,Australia,AUS,New South Wales (Macquarie University),pre-service,"undergraduate teacher education (early childhood, primary, secondary)",1359,1359,,whole cohort of mandatory units (online surveys; consent for research use),"15 neuromyth statements + 17 general brain-knowledge statements (Dekker-based, Macdonald et al. adaptations); answers Correct / Incorrect / Do not know",3opt,Environments that are rich in stimulus improve the brains of pre-school children.,80.5,78.3,82.5,5.7,13.8,Table 2 (row of the statement; columns Accurate / Inaccurate / Do Not Know),primary,False
enriched,Enriched environments,"Maureira Cid, Flores Ferro, Castillo-Retamal, Cortés Cortés, Peña-Troncoso, Bahamondes Acevedo, Hadweh Briceño, Cárdenas Begazo, Escobar Ruiz & Cortes Escaffi (2021)",2021,10.47197/retos.v42i0.88204,Chile,CHL,five universities,pre-service,Physical Education pedagogy students (1st to 5th year; 67.5% men),440,440,,"non-random purposive (""no aleatorio intencional"")",Spanish version of Dekker et al. questionnaire (Falquez & Ocampo 2018): 32 statements; verdadero / falso / no lo sé; paper-style in class (10:00-13:30),3opt,Los entornos que son ricos en estímulos mejoran el cerebro de los niños en edad preescolar,93.4,90.7,95.4,1.1,5.5,Tabla 2 (Verdadero / Falso / No lo sé; counts and %),primary,False
enriched,Enriched environments,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Chile,CHL,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",57,57,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Los entornos que son ricos en estímulos mejoran el cerebro de los niños en edad preescolar. [NM8],87.7,76.7,93.9,,,"Table 4 (row ""Chile"", column NM8; ""% Adhesión"")",primary,False
enriched,Enriched environments,"Painemil, Manquenahuel, Biso & Muñoz (2021)",2021,10.15359/ree.25-1.13,Spain,ESP,,pre-service,"early childhood / early childhood-primary teacher-education students (educación infantil, infantil-primaria)",42,42,,convenience (volunteers recruited through classes),"12 Dekker myths, Spanish translation, Google Forms; answers: adhiere (agree) / no adhiere / no sabe",3opt,Los entornos que son ricos en estímulos mejoran el cerebro de los niños en edad preescolar. [NM8],83.3,69.4,91.7,,,"Table 4 (row ""España"", column NM8; ""% Adhesión"")",primary,False
enriched,Enriched environments,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Israel,ISR,,in-service,high school (secondary) teachers,72,72,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Environments that are rich in stimulus improve the brains of pre-school children. [Item 21],97.2,90.4,99.2,1.4,1.4,"Table 4, Item 21 (Israel counts: 70 / 1 / 1)",primary,True
enriched,Enriched environments,"Mercan, Tibi, Altun & Köseoğlu (2022)",2022,10.47157/jietp.1141184,Turkey,TUR,,in-service,high school (secondary) teachers,112,112,June 2019 - December 2020 (both countries pooled),"volunteers, online Google form (convenience)",32-item Dekker-based scale (15 neuromyth items) adapted into Turkish by Gulsun & Koseoglu (2020); answers Correct / Incorrect / I do not know; table gives counts (f),3opt,Environments that are rich in stimulus improve the brains of pre-school children. [Item 21],92.9,86.6,96.4,1.8,5.4,"Table 4, Item 21 (Turkey counts: 104 / 2 / 6)",primary,True
enriched,Enriched environments,"Fatmawati, Swastini & Cahyani (2023)",2023,10.70115/cahaya.v1i2.42,Indonesia,IDN,Lombok (51) and Bali (51),in-service,early childhood education (PAUD) teachers,102,102,,online convenience (Google Form shared via WhatsApp); paper says population = all PAUD teachers of Bali and Lombok,"Google Form (Williams et al. 2023 questionnaire translated); Benar (true) / Salah (false) / Tidak tahu (don't know), % of respondents; 16 myth + 11 fact statements",3opt,Lingkungan yang kaya rangsangan dapat meningkatkan kemampuan otak anak pra-sekolah,98.0,93.1,99.4,1.0,1.0,"Tabel 1 (Benar / Salah / Tidak tahu; the word ""Salah"" before the figures is the truth value of the statement)",primary,False
enriched,Enriched environments,Novak-Geiger (2023),2023,10.3389/fpsyg.2023.1139911,Austria,AUT,,pre-service,"teacher-training students, 613 of 648 in their first semester (data of Krammer et al. 2019)",648,648,,"secondary data (Krammer, Vogel, Yardimci & Grabner 2019, OSF osf.io/5tsfv/), first-semester teacher-training students","20 neuromyths + 20 neurofacts (Dekker and Krammer based); right / wrong / do not know (R, W, DK)",3opt,Sensory-rich environments improve brain development in kindergarten children. [NM10],57.0,53.2,60.8,15.0,28.0,Table 2 (teacher-training students: columns R / W / DK; R = right = judged the false statement true = endorsement),primary,False
enriched,Enriched environments,Tunga & Çağıltay (2023),2023,10.15390/EB.2023.12089,Turkey,TUR,15 cities,in-service,"primary and secondary (public schools, Ministry of Education; 60.1% primary school teachers, 85.5% women)",730,730,spring semester of the 2020-2021 academic year,electronic survey (recruitment not described in detail; no random sampling stated),"40 statements (21 ""neuromyth"", 19 general brain knowledge); options true / false / I don't know; Table 5 shows Incorrect / Correct / Do not know (f and %)",3opt,Environments that are rich in stimulus improve the brains of pre-school children.,90.55,88.2,92.5,4.79,4.66,Table 5 (Incorrect f/% | Correct f/% | Do not know f/%),primary,False
enriched,Enriched environments,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Israel,ISR,schools near Tel Aviv and Kfar Saba,in-service,not specified,86,86,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Children from stimulus-rich environments have a better developed nervous system. (closest to Dekker 'Environments that are rich in stimulus improve the brains of pre-school children'),60.5,49.9,70.2,16.3,23.3,Table 4,primary,False
enriched,Enriched environments,"Luria, Chojak & Shalom (2024)",2024,10.15804/em.2024.04.04,Poland,POL,schools near Lublin and Warsaw,in-service,not specified,85,85,,convenience: online questionnaire e-mailed to school management with a request to forward it to employed teachers,"3 options: correct / incorrect / I don't know (27 statements: 20 neuromyths, 7 neurofacts; the text also says 21 myths)",3opt,Children from stimulus-rich environments have a better developed nervous system. (closest to Dekker 'Environments that are rich in stimulus improve the brains of pre-school children'),38.8,29.1,49.4,37.6,23.5,Table 4,primary,False
enriched,Enriched environments,Kanlı (2025),2025,,Turkey,TUR,various regions across Turkey,in-service,"teachers at state-funded Science and Art Centers (BILSEM, after-school programmes for gifted learners)",454,454,,"online open link, self-selected volunteers","3 options: correct / incorrect / do not know (Dekker et al. 2012 items, translated and back-translated into Turkish; 15 myths, 17 general assertions)",3opt,Environments that are rich in stimulus improve the brains of pre-school children. (I),90.7,87.7,93.0,5.7,3.5,Table 1,primary,False