Abstract
In recent years, promoted social attention to neuroscience also enhanced the spreading of neuromyths: falsely hypothesized neuroscientific items. The public belief in neuromyths would enhance the difficulties of teaching and wrongly delivering professional knowledge. Although most of the previous studies have identified the prevalence of neuromyths among educator groups in western countries, it still requires a deep investigation of neuromyths prevalence among public groups in the eastern background. This research conducted an online questionnaire to identify the Chinese adult groups' accuracy in clarifying neuromyths and examined the possible contributors and knowledge sources. The results indicated the wide spreading of neuromyths in China, and age, gender, and educational levels are the possible influencers of individuals' neuroscientific knowledge. Meanwhile, participants also recognized neuroscientific items as common sense or content learned from educational books or teachers. Therefore, it suggests society revise scientific popularization programs and school education to enhance knowledge levels and decrease the promotion of neuromyths.
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