Other+Important+Terms+or+Vocabulary+from+Information+Processing

Please provide a definition of the term, preferably in your own words, and an applied example.

(Examples- lesson plans, unit planning, daily planning, etc.)
 * 1. Planning**: Thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal. Ex: Systematically looking for a lost object or objects. Cooking a dinner and thinking out what order you will do it in.

(Examples- daily routines, shower before bed, brush teeth in morning. Etc.) 5. **Autobiographical Memory**: representations of personally meaningful, one-time events. Ex: I had a birthday party. I had a pink cake and presents. Other examples could be: a birth, a death, moving to a new place, a trip, etc.. Another example of autobiographical memory could be when children take special trips, ie: My nana and papa took me to Colorado. We wento to Estes Park. 6. **Overlapping Waves Theory**: the theory of problem-solving that states that when given challenging problems, children try various strategies, and gradually select those that are fastest and more accurate. Ex: Counts repeatedly then figures out he can use his fingers to show how high he can count. Another example of the overlapping waves theory would be role playing how to solve problems with friends or how to use words to talk about feelings. 9. **False Beliefs Task-** beliefs that do not represent reality accurately. Example: recognizing that others can have beliefs about the world that are wrong. Also, this can be related to ego centrism. Before children realize there are other people out their they have an image of a false reality. 10. **Production Deficiency-** Preschoolers that rarely engage in attentional strategies, they fail to produce strategies when they could be helpful. Also failure to produce a mental strategy when it could be helpful. An example would be physically sorting the items into categories. 11.**Control Deficiency-** When young elementary school children have the inability to control or execute, a mental strategy consistently. Example of these would be validation approaches may include use of existing program. 12.**Utilization Deficiency-** Slightly older young elementary students have the inability to improve performance despite consistent use of mental strategy. example: When a child has multiple examples around the room that reminds them of a certain rule that is being implemented there. The more times they see it, the more chance they will remember it. Posters of states with capitals included will help them remember. example: When a child groups things by color or by shape may help them remember these colors or these shapes. Making up quizzes, games and phrases for your students to help them remember certain facts will help them organize their thoughts so they will be able to recall more rapidly.
 * 2. Memory Strategies:** Deliberate mental activities that improve the likelihood of remembering and also increase the efficiency and flexibility of thinking. The way of using, storing and retaining information. Transferring and holding information for working(short term) memory. Short Term memory is the work space of the mind and long term memory is a long term storage unit. Ex: You can use some memory strategies that might include singing a song or making up sentences; each word will be the beginning letter of the word you hope to remember. You could also use pictures or images as a memory strategy. People can use **rehearsal** as a memory strategy by repeating information and they can also use **organization** by grouping things alike.
 * 3. Episodic Memory:** Memory for everyday experiences Ex: Children can recall detailed and complex information. examples- routines, home or school)
 * 4. Scripts:** General descriptions of what occurs and when it occurs in a particular situation. This is used to organize and interpret repeated events.
 * 7. Metacognition**-thinking about thought; awareness of mental activities. Ex: Children have their own representation of the world and reflect back on their own thought processes.
 * 7b. Metacognition:** Thinking about thought; awareness of mental activities. **Ex.** Ability to ask oneself questions such as "What do I know about this problem?" "How do I solve this problem?" Also, providing tools or tricks to help the students learn while teaching lessons can be very beneficial. (ie - PEMDAS - Please Excuse My Dear Aunt Sally - Parenthesis, Exponents, Multiply, Divide, Add, Subtract)
 * 8. Theory of Mind**- coherent set of ideas about mental activities. Ex:Children engaged in make-believe play are thinking about the mind.
 * 8b. Theory of Mind:** Set of beliefs about mental activities. **Ex:** Children drawing pretend characters that they come up with in their mind.
 * 13.** **Effective Strategy Use:** Mid- Elementary school aged children have consistent use of a mental strategy, leading to improvement in performance.
 * 14.** **Rehearsal-**a memory strategy that involves repeating information to oneself. Rehearsal includes repeating the state capitals, shapes, and personal information such as phone number and address.
 * 15.** **Organization**-a memory strategy that involves grouping related items, which dramatically improves recall

16. **Elaboration:** creating a relationship, or shared meaning, between two or more pieces of information that are not members of the same category. To help learn the words or get a better understanding you can generate verbal statements or mental images. For example, a doll and spoon, can demonstrate using the spoon to feed the doll. 17. **Cognitive Self-Regulation-**the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts. For example, if a child has a hard time reading and comprehending the meaning, she should carefully listen to the directions, group the items when memorizing, reread the difficult content to make sure she understands, and relate the new content to what she already knows. 18. **Second-Order False Belief Task-**Children are aware that people form beliefs about other people's beliefs-and are aware that it can be wrong. It helps pinpoint reasons as to how another person arrived at a certain belief or can assist them in understanding others' perspective. Assuming thoughts of others also making mental inferences.