Option 1 common mistakes

Common mistakes

• Confusing gender schema theory with gender role theory

  Assuming that gender schemas are the same as gender roles.

  Fix itGender schemas are cognitive structures that guide processing of gender information, whereas gender roles are socially defined expectations about behaviour.

• Overemphasising biological determinism

  Assuming that gender differences are solely due to biology and ignoring social learning processes.

  Fix itClarify that social learning theory emphasises the role of observation, imitation, and reinforcement in shaping gender roles, and that biological factors are not the sole determinants.

• Overgeneralising biological explanations

  Claiming that hormones or genetics alone determine gender identity, ignoring social and cultural influences.

  Fix itExplain that biological factors interact with social and cultural contexts, and that evidence for a sole biological cause is limited and contested.

• Confusing Assimilation and Accommodation

  Students often describe assimilation as changing schemas to fit new information, and accommodation as adding new information to existing schemas.

  Fix itAssimilation involves adding new information to existing schemas without changing them, whereas accommodation involves modifying schemas or creating new ones to fit new information.

• Confusing Object Permanence with Conservation

  Students often confuse the concepts of object permanence and conservation, thinking they are the same.

  Fix itRemember that object permanence is about understanding that objects exist when not seen, while conservation is about understanding that quantity remains the same despite changes in form.

• Confusing ZPD with actual performance

  Stating that the ZPD is the level a child can already perform without help.

  Fix itClarify that the ZPD is the potential level achievable with assistance, not the current independent level.

• Misinterpreting Looking Time

  Assuming that longer looking always means infants have explicit knowledge of the concept.

  Fix itLonger looking indicates surprise or violation of expectation; it reflects implicit knowledge, not explicit understanding.

• Confusing Theory of Mind with Empathy

  Students often equate theory of mind with empathy, suggesting that understanding another’s feelings automatically means one can empathise.

  Fix itClarify that theory of mind involves cognitive attribution of beliefs, whereas empathy is an affective response to another’s emotional state.

• Overgeneralising the role of mirror neurons

  Assuming that mirror neurons explain all aspects of social cognition, including complex mental state attribution.

  Fix itClarify that mirror neurons primarily support action understanding and basic empathic responses, while other neural systems (e.g., theory of mind networks) contribute to higher‑level social cognition.