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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.