Advances in our understanding of the neurological underpinnings of learning, memory and behavior have the potential to improve education, but findings so far have been extrapolated far beyond the strength of their studies, conclude researchers in the latest edition of Nature Reviews Neuroscience.
In 鈥�,鈥� researchers from the University of Bristol and the University of Oxford in the United Kingdom, the University of Virginia, Charlottesville and Stanford University in Palo Alto, Calif., warn that most brain imaging and other neuroscience studies base their conclusions on too small of samples, leading to a strong risk of results being do to random luck of the draw rather than a real effect. (The satirical went to a great example of the dangers of statistical noise, in which researchers identified 鈥渂rain activity鈥� in a .)
Along the same lines, the authors of the article analyzed the statistical power and potential sampling biases of 48 neuroscience studies published in 2011 (ironically, itself a somewhat small sample). They found studies routinely use sample sizes too small to generate reliable results, and also frequently over-inflate the importance of positive findings, in light of their relatively weak effects.
鈥淲e looked at neuroscience literature and found that, on average, studies had only around a 20 percent chance of detecting the effects they were investigating, even if the effects are real,鈥� said lead author Katherine S. Button, a psychiatrist at the University of Bristol鈥檚 School of Social and Community Medicine, in a statement. 鈥淭his has two important implications鈥攎any studies lack the ability to give definitive answers to the questions they are testing, and many claimed findings are likely to be incorrect or unreliable.鈥�
This can lead to overblown implications of those findings for educators, doctors and other practitioners鈥攁s is often seen in the persistence of educational neuro-myths such as 鈥渓eft-brain鈥� and 鈥渞ight-brain鈥� learners.
Button and her co-authors urged researchers to give clearer disclosures of their research methodology and work to make their experiments easily replicable by other researchers, to build up reliable results. The field does seem to be moving in the direction of using bigger and more collaborative datasets that could help ease the problem. The Roanoke Brain Study, for example, is looking at the brains of 10,000 people, including more than 200 children, with multiple measurements over the course of many years. And President Obama鈥檚 recently launched $20 million is intended to develop more accurate tools to measure neurological processes as well as mapping connections in the brain.
In the mean time, the Cognitive Neuroscience Society鈥檚 annual meeting, which starts this weekend in San Francisco, will feature a on the mixed results and potential future research of one of the most popular鈥攁nd controversial鈥攊nterventions to come out educational neuroscience: training to improve working memory.
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