Who Believes the “50 Great Myths of Psychology”?

Abstract

Background Furnham and Hughes (2014) previously reported that a sample of adults was only able to recognize 37% of 249 myths based on those presented in Lilienfeld et al.’s (2009) Great Myths of Popular Psychology. Objective We sought to replicate these findings and to investigate predictors (e.g., education, cognitive ability, and personality) of beliefs in these myths in both lower- and upper-division courses. Method Over 150 psychology students completed a test of psychomythological beliefs, demographics, tests of cognitive ability, and measures of personality. Results Our sample identified a similar, but slightly higher percentage of the myths than those recognized by Furnham and Hughes’ sample. Myth acceptance was high among both introductory- and senior-level psychology students, but seniors believed significantly fewer myths, and the number of psychology courses taken was negatively related to false beliefs in the full sample. A larger general knowledge base and high intellectual openness predicted myth rejection; group membership did not moderate these effects. Conclusion Education and some individual differences variables likely play a role in psychomythological beliefs. Teaching Implications Psychology faculty should continue working to dispel psychological myths, and also redouble their efforts to enhance students’ core knowledge base, critical thinking, and intellectual curiosity.