@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}
}
@incollection{WeinertSchneider1993,
  author    = {Weinert, Franz E. and Schneider, Wolfgang},
  title     = {Cognitive, social and emotional development},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87448},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1993},
  abstract  = {No abstract available.},
  subject      = {Identit{\"a}tsentwicklung},
  language  = {en}
}
@misc{Schneider1993,
  author    = {Schneider, Wolfgang},
  title     = {Gifted children: How different are they? Review of: Lebensumweltanalyse hochbegabter Kinder - Das Marburger Hochbegabtenprojekt},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87438},
  year      = {1993},
  abstract  = {Rezension zu: Detlef H. Rost: Lebensumweltanalyse hochbegabter Kinder - das Marburger Hochbegabtenprojekt. - Seattle, WA: Hogrefe, 1993. - 261 S. - ISBN 3-8017-0479-3},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderNaeslund1993,
  author    = {Schneider, Wolfgang and N{\"a}slund, Jan Carol},
  title     = {The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC)},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87421},
  year      = {1993},
  abstract  = {This paper reports on a longitudinal study dealing with the development of literacy in young children. A total of 163 children were first tested during their last year in kindergarten using a variety of tasks that tapped phonological processing, memory capacity, early literacy, and intelligence. Children's ward decoding, reading comprehension, and spelling skills were assessed in elementary school several years later. As a main result, all of the predictor domains had a significant impact on the acquisition of literacy in elementary school, although the contribution of each domain differed as a function of the criterion measure. An attempt to identify children-at-risk using a kindergarten screening test provided encouraging results. Nonetheless, it was shown that whereas group predictions of reading and spelling performance can be quite accurate, the individual prognosis of school problems is far from perfect.},
  subject      = {Lese- und Schreibf{\"a}higkeit},
  language  = {en}
}
@article{Schneider1993,
  author    = {Schneider, Wolfgang},
  title     = {Introduction: The early prediction of reading and spelling},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87418},
  year      = {1993},
  abstract  = {No abstract available.},
  subject      = {Prognose},
  language  = {en}
}
@article{KurtzSchneider1988,
  author    = {Kurtz, Beth E. and Schneider, Wolfgang},
  title     = {The effects of age, study time, and importance of text units on strategy use and memory for texts},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87408},
  year      = {1988},
  abstract  = {This study investigated study behavior and recall of a narrative text as a function of the reader's age, study time, and importance level of text units. Fifth graders, seventh graders, young- and older adults were asked to read a fairy tale, and do anything they liked to prepare for verbatim recall. Half of the subjects in each age group were assigned to an immediate recall condition; half were given additional study time. Examination of recall data showed that all subjects showed higher recall of important units in the text than unimportant units. This effect was independent of age and study time condition. Study behaviors varied significantly across age groups and study conditions: while adults underlined or took notes with equal frequency, children preferred note-taking as a study strategy. With additional study time, fifth graders, seventh graders, and older adults increased their strategic behavior; young adults did not.},
  subject      = {Studienzeit},
  language  = {en}
}
@incollection{KnopfKoerkelSchneideretal.1986,
  author    = {Knopf, Monika and K{\"o}rkel, Joachim and Schneider, Wolfgang and Weinert, Franz E.},
  title     = {Human memory as a faculty versus human memory as a set of specific abilities: Evidence from a life-span approach},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87394},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1986},
  abstract  = {No abstract available.},
  subject      = {Ged{\"a}chtnis},
  language  = {en}
}
@article{SchneiderHelmke1986,
  author    = {Schneider, Wolfgang and Helmke, Andreas},
  title     = {The role of classroom differences in achievement changes},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87356},
  year      = {1986},
  abstract  = {A combined criterion involving the regression slopes of pretest-posttest achievement scores and achievement gain scores was used to classify similar types of classrooms. Mathematics achievement differences among 632 fifth graders were analysed in a longitudinal design and explained in a structural equation framework provided by LISREL, separately for four types of classrooms. The results replicated the findings of an earlier study (Schneider \& Treiber, 1984) in that the local nature of achievement models could be demonstrated. That is, the structural components of the causal models could not be generalized across the four groups of classrooms. The inclusion of a second grouping criterion (i. e., achievement gainJ proved useful in that a better model fit was always obtained for classrooms with high achievement gains. As a global model test ignoring group and classroom membership did mask the differential validity of the achievement model in the various subgro.ups, the need for multilevel approaches was emphasized.},
  subject      = {Schulleistung},
  language  = {en}
}