@article{TibkenRichterLindenetal.2022,
  author    = {Tibken, Catharina and Richter, Tobias and Linden, Nicole von der and Schmiedeler, Sandra and Schneider, Wolfgang},
  title     = {The role of metacognitive competences in the development of school achievement among gifted adolescents},
  series = {Child Development},
  volume    = {93},
  journal   = {Child Development},
  number    = {1},
  doi       = {10.1111/cdev.13640},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-258376},
  pages     = {117-133},
  year      = {2022},
  abstract  = {Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.},
  language  = {en}
}
@article{SchneiderNiklas2017,
  author    = {Schneider, Wolfgang and Niklas, Frank},
  title     = {Intelligence and verbal short-term memory/working memory: their interrelationships from childhood to young adulthood and their impact on academic achievement},
  series = {Journal of Intelligence},
  volume    = {5},
  journal   = {Journal of Intelligence},
  number    = {2},
  issn      = {2079-3200},
  doi       = {10.3390/jintelligence5020026},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-198004},
  pages     = {26},
  year      = {2017},
  abstract  = {Although recent developmental studies exploring the predictive power of intelligence and working memory (WM) for educational achievement in children have provided evidence for the importance of both variables, findings concerning the relative impact of IQ and WM on achievement have been inconsistent. Whereas IQ has been identified as the major predictor variable in a few studies, results from several other developmental investigations suggest that WM may be the stronger predictor of academic achievement. In the present study, data from the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC) were used to explore this issue further. The secondary data analysis included data from about 200 participants whose IQ and WM was first assessed at the age of six and repeatedly measured until the ages of 18 and 23. Measures of reading, spelling, and math were also repeatedly assessed for this age range. Both regression analyses based on observed variables and latent variable structural equation modeling (SEM) were carried out to explore whether the predictive power of IQ and WM would differ as a function of time point of measurement (i.e., early vs. late assessment). As a main result of various regression analyses, IQ and WM turned out to be reliable predictors of academic achievement, both in early and later developmental stages, when previous domain knowledge was not included as additional predictor. The latter variable accounted for most of the variance in more comprehensive regression models, reducing the impact of both IQ and WM considerably. Findings from SEM analyses basically confirmed this outcome, indicating IQ impacts on educational achievement in the early phase, and illustrating the strong additional impact of previous domain knowledge on achievement at later stages of development.},
  language  = {en}
}
@article{KempertGoetzBlatteretal.2016,
  author    = {Kempert, Sebastian and G{\"o}tz, Regina and Blatter, Kristine and Tibken, Catharina and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra},
  title     = {Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?},
  series = {Frontiers in Psychology},
  volume    = {7},
  journal   = {Frontiers in Psychology},
  number    = {1803},
  doi       = {10.3389/fpsyg.2016.01803},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165272},
  year      = {2016},
  abstract  = {Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4-5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.},
  language  = {en}
}
@inproceedings{WeinertKnopfSchneider1987,
  author    = {Weinert, Franz E. and Knopf, Monika and Schneider, Wolfgang},
  title     = {Von allgemeinen Theorien der Ged{\"a}chtnisentwicklung zur Analyse spezifischer Lern- und Erinnerungsvorg{\"a}nge},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87578},
  year      = {1987},
  abstract  = {No abstract available.},
  subject      = {Lernen},
  language  = {de}
}
@incollection{SodianSchneider1990,
  author    = {Sodian, Beate and Schneider, Wolfgang},
  title     = {Ged{\"a}chtnisentwicklung im Vorschulalter: "Theoriewandel" im kindlichen Verst{\"a}ndnis des Lernens und Erinnerns?},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87505},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1990},
  abstract  = {No abstract available.},
  subject      = {Ged{\"a}chtnis},
  language  = {de}
}
@article{SchneiderViseReimersetal.1994,
  author    = {Schneider, Wolfgang and Vis{\´e}, Mechthild and Reimers, Petra and Blaesser, Barbara},
  title     = {Auswirkungen eines Trainings der sprachlichen Bewußtheit auf den Schriftspracherwerb in der Schule},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87491},
  year      = {1994},
  abstract  = {Mit der vorliegenden Trainingsstudie wird der Versuch unternommen, Ergebni e eines F{\"o}rderprograrnms zur sprachlichen Bewußtheit (Lundberg, Frost \& Petersen 1988) im deutschsprachigen Raum zu validieren. An unserer Replikationsstudie nahmen insgesamt 371 Kinder teil, von denen 205 Kinder einer Trainingsgruppe und 166 Kinder einer Kontrollgruppe zugewiesen wurden. Das F{\"o}rderprograrnm bestand aus Sprachspielen, die {\"u}ber einen Zeitraum von zirka 6 Monaten t{\"a}glich 15 Minuten in den Kindergartengruppen durchgef{\"u}hrt wurden. Die Kontrollgruppe erhielt keine spezielle F{\"o}rderung, sondern nahm am regul{\"a}ren Kindergartenprogramm teil. Indikatoren der sprachlichen Bewußtheit und weitere metalinguistische und kognitive Variablen wurden unmittelbar vor und nach der F{\"o}rderung erhoben. Zu Beginn des ersten Schuljahres wurde ein metalinguistischer Transfertest, gegen Ende dann ein Rechtschreibtest durchgef{\"u}hrt. Die Befunde replizieren die Ergebnisse der d{\"a}nischen Ausgangsstudie insofern, als kurz- und langfristige Trainingseffekte gesichert werden konnten. Sie verdeutlichen jedoch zus{\"a}tzlich, daß die Qualit{\"a}t der F{\"o}rderung f{\"u}r die Langzeitwirkung entscheidend war.},
  subject      = {phonologische Bewusstheit},
  language  = {de}
}
@article{Schneider1994,
  author    = {Schneider, Wolfgang},
  title     = {Lese-Rechtschreib-Forschung heute: Einf{\"u}hrung},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87489},
  year      = {1994},
  abstract  = {Es wird eine Kurz{\"u}bersicht {\"u}ber relevante Str{\"o}mungen der Lese-Recht chreib-Forschung gegeben. Nachdem die sog. Legasthenieforschung aufgrund konzeptueller und methodologischer Probleme in die Kritik geraten war, treten gegenw{\"a}rtig eher theorieorientierte An {\"a}tze in den Vordergrund. euere Modelle zum Schriftspracherwerb haben zahlreiche L{\"a}ngsschnittstudien stimuliert, die die Relevanz metalinguistischer F{\"a}higkeiten f{\"u}r den p{\"a}teren Schriftspracherwerb dokumentieren.},
  subject      = {Leseforschung},
  language  = {de}
}
@article{GruberRenklSchneider1994,
  author    = {Gruber, Hans and Renkl, Alexander and Schneider, Wolfgang},
  title     = {Expertise und Ged{\"a}chtnisentwicklung: L{\"a}ngsschnittliche Befunde aus der Dom{\"a}ne Schach},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87473},
  year      = {1994},
  abstract  = {Die vorliegende Arbeit ging zwei Hauptfragestellungen nach: (I) Inwiefern unterscheiden sich Experten in der Dom{\"a}ne Schach von Aussteigern aus der Expertisekarriere? (2) Wie ver{\"a}ndern sich schachspezifische und generelle Ged{\"a}chtnisparameter {\"u}ber einen Zeitraum von mehreren Jahren? Es wurden 27 Experten und Novizen mit einem durchschnittlichen Alter von knapp 12 Jahren zum ersten Meßzeitpunkt und von 16 Jahren zum zweiten Meßzeitpunkt untersucht. Die Aussteiger aus der Expertisekarriere zeigten bereits bei der Erstmessung schlechtere schachspezifische Ged{\"a}chtnisleistungen als die {\"u}brigen Experten; die Annahme selektiver Aussteiger, die die Aussagekraft querschnittlicher Experten-Novizen-Vergleiche in Frage stellt, wird damit best{\"a}tigt. Sowohl f{\"u}r die Experten als auch f{\"u}r die Novizen zeigte sich ein Anstieg der schachspezifischen Ged{\"a}chtnisleistung von der Erst- zur Zweitmessung. W{\"a}hrend daf{\"u}r bei Experten dom{\"a}nenspezifische Faktoren verantwortlich sein d{\"u}rften, scheint dies bei Novizen auf die Entwicklung allgemeiner Ged{\"a}chtnisparameter zur{\"u}ckzugehen.},
  subject      = {Expertise},
  language  = {de}
}
@article{Schneider1994,
  author    = {Schneider, Wolfgang},
  title     = {Der {\"U}bergang in weiterf{\"u}hrende Schulen nach dem 4. oder 6. Grundschuljahr? Theoretische Analysen und empirische Befunde zur Prognose des Schulerfolgs},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87465},
  year      = {1994},
  abstract  = {No abstract available.},
  subject      = {Grundschule},
  language  = {de}
}
@incollection{Schneider1994,
  author    = {Schneider, Wolfgang},
  title     = {Methodische Ans{\"a}tze der empirischen Erziehungs- und Sozialisationsforschung},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87454},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1994},
  abstract  = {No abstract available.},
  subject      = {Methode},
  language  = {de}
}