Applications to Theories to Substantive Topics
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TAQ1 Part A2 Key concepts for Cognitive DevelopmentConceptExplanationZone of proximal development (ZPD): Vygotsky’s idea of the difference between a child’s independent problem solving ability compared with support from a more able peer or adult (Craig & Bellur 2012).There are two levels of attainment for the zone of proximal development.  Level 1 is the present level of development, this describes what a child is able to achieve without any help or assistance from others.  Level 2 is the potential level of development; this describes what a child can potentially achieve with the assistance from a more knowledgeable adult.  The gap between the two levels is what Vygotsky (1978) called the zone of proximal development (Gross 2015).  Vygotsky believed that if a more knowledgeable individual, usually a teacher provided guidance and instruction to a child the child would then be able to complete a task that they would not have been able to complete by themselves (Gross 2015).SchemaA schema is a cognitive concept that helps us to organise and interpret information (Craig & Bellur 2012).In Piaget’s theory of cognitive development he described a schema as both the category of knowledge as well as the process used to acquire that knowledge.  As new experiences happen and new information is available new schemas are developed and old ones are changed or modified (Gross 2015).  A child is able to learn by acquiring new information that will build onto their existing schemas.Word count: 234TAQ1 Part B2 Key concepts associated with defining abnormalityConceptExplanationFailure to function adequately.Key points to be addressed: What is failure to function adequately? How does it affect the individual and what are the implications?Failure to function adequately is a psychological abnormality where an individual is unable to function within everyday life.  Rosehan & Seligman (1995) defined the concept into seven characteristics: irrational behaviour, unpredictability, personal distress, maladaptive behaviour, discomfort from observers, violation of moral standards and unconventionality (Willard 2015).  Different levels of functioning can be assessed using the Global Assessment of Functioning.  Scores range from 10-100, a low score indicates poor functioning therefore these individuals are deemed abnormal (AS Psychology 2015).Deviation from social norms.Key points to be addressed: What does it mean? How does it affect the individual and what are the implications?Abnormality can be defined as a deviation from social norms.  If individuals behaviour is different from what society accepts and is incomprehensible to others or makes others feel uncomfortable or threatened, then they are labeled as abnormal. There are unspoken rules in society such as dressing to a particular dress code that if people break the rule then they are deviating away from social norms.  There are also social norms that are legal written laws that if broken lead to criminal behaviour.  This definition suggests that anyone who breaks a social norm is abnormal (AS Psychology 2015).
Word Count: 226ReferencesAS Psychology. 2015. Three definitions of abnormality. [ONLINE] Available at: