2011 年 9 巻 1 号 p. 41-46
The present study examined whether false beliefs on neuroscience among college students can be corrected by the class lecture of neuropsychology. On the basis of a within subjects experimental design, a 21-item questionnaire was administered to 30 female students from a school of psychology during the first class meeting in a semester as the pre-test and at the final class meeting as the post-test. The participants were asked to judge whether each statement was correct or wrong and evaluate the confidence in their response on a 5-point Likert-type scale. The comparison between the pre- and post-tests with respect to the overall correct response rate showed a significant effect. However, further analyses for separate questionnaire items showed that the majority of items did not show any significant change individually between the pre- and post-tests, with only two exceptional items showing the effect. Therefore, it seems reasonable to conclude that the present results suggest the following. That is, although the class lecture of neuro-psychology discussed issues such as the methodology in scientific research, limitations of brain imaging, and refutation of false information in textbooks concerning the right versus left brains, it nevertheless remained to be a difficult task to reduce the misconception of false scientific information among students by lectures in classrooms. We also emphasized the responsibility that mass media is a powerful source of misunderstanding in the scientific knowledge among the general public.