Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators (N = 598), high neuroscience exposure (N = 234), and the general public (N = 3,045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 “classic” neuromyths factored together (items related to learning styles, dyslexia, the Mozart effect, the impact of sugar on attention, right-brain/left-brain learners, and using 10% of the brain). The general public endorsed the greatest number of neuromyths (M = 68%), with significantly fewer endorsed by educators (M = 56%), and still fewer endorsed by the high neuroscience exposure group (M = 46%). The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia. More accurate performance on neuromyths was predicted by age (being younger), education (having a graduate degree), exposure to neuroscience courses, and exposure to peer-reviewed science. These findings suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths. We discuss the possible underlying roots of the most prevalent neuromyths and implications for classroom practice. These empirical results can be useful for developing comprehensive training modules for educators that target general misconceptions about the brain and learning.

Objective A growing body of evidence suggests that individuals with eating disorders (EDs) have experienced deteriorating symptoms, increased isolation, and an increase in hospital admissions as a result of the COVID‐19 pandemic. Despite this, no systematic reviews have been conducted examining the COVID‐19 and ED peer‐reviewed literature. Therefore, this systematic review aimed to synthesize the impact of the COVID‐19 pandemic on individuals with EDs. Method Database searches of the peer‐reviewed literature were completed in the subsequent databases: CINAHL, Embase, MEDLINE, and PsycINFO (from November 2019 to October 20, 2021). All research reporting on the relationship between the COVID‐19 pandemic on individuals with EDs were included. Results Fifty‐three studies met the inclusion criteria, including 36,485 individuals with EDs. The pooled hospital admissions across the studies demonstrated on average a 48% (pre = 591, post = 876, n = 10 studies) increase in admissions during the pandemic compared to previous pre‐pandemic timepoints. In this review, 36% of studies ( n = 19) documented increases in eating disorder symptoms during the pandemic, this increase in eating disorder symptoms were documented in AN, BED, BN, and OFSED patients. Studies also demonstrated increases in anxiety ( n = 9) and depression ( n = 8), however patterns of change appeared to be diagnostic and timing specific (e.g., lockdowns). Discussion We found a large increase in the number of hospitalizations and an increase in ED symptoms, anxiety, depression, and changes to BMI in ED patients during the pandemic. However, these changes appeared to be diagnostic and timing specific. Many qualitative studies described deterioration in ED symptomatology due to decreased access to care and treatment, changes to routine and loss of structure, negative influence of the media, and social isolation. Future studies are needed to focus on pediatric populations, new ED diagnoses, and severity of illness at presentation. Public Significance The scientific literature suggests that individuals with eating disorders have experienced deteriorating symptoms, increased isolation, and an increase in hospital admissions as a result of the COVID‐19 pandemic. This study synthesized 53 articles and explored the impact of the COVID‐19 pandemic on patients with eating disorders. We found increases in eating disorder symptoms during the pandemic; this increase in eating disorder symptoms was documented in patients with common eating disorders including anorexia nervosa, binge‐eating disorder, bulimia nervosa, and other specified feeding and eating disorders. This review also demonstrated changes in body mass index (an index used to classify underweight, overweight, and obesity in adults) and increas...

In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing, on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are discussed in terms of the impact of cross-language differences in bilingual reading acquisition.

This article describes the influence of process drama on fourth grade students' written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school. The influence of process drama on students' written language was compared across contextualized and decontextualized activities to identify associations between activities and language outcomes. Significant increases in students' written language productivity and specificity were observed in contextualized dramatic arts activities, as compared to decontextualized language arts activities. Implications and directions for future research in arts integration within content area instruction for students in inclusive settings are discussed.

Objective: Eating disorders (ED) may be associated with an increased prevalence of non-suicidal self-injury (NSSI) and suicidal thoughts and behaviors (STBs) relative to healthy (HC) and psychiatric (PC) controls. However, precise estimates of differences in prevalence between individuals with EDs and controls are unclear. We compared the prevalence of NSSI, suicidal ideation (SI), suicide attempts (SA), and deaths by suicide in controls and individuals with EDs.Method: We searched MEDLINE, PsycINFO, EMBASE, and CINAHL for peerreviewed publications reporting the prevalence of NSSI and/or STBs in EDs and HC or PC group (PROSPERO: CRD42021286754). A series of random-effects metaanalyses were conducted to estimate pooled odds ratios (ORs) for NSSI, SI, SA, and death by suicide in EDs.Results: Across 32 studies, individuals with an ED had a significantly increased preva-