@article{SodianSchneider1990,
  author    = {Sodian, Beate and Schneider, Wolfgang},
  title     = {Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62132},
  year      = {1990},
  abstract  = {4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Ghildren could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-year-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing.},
  subject      = {Psychologie},
  language  = {en}
}
@article{BorkowskiSchneiderPressley1989,
  author    = {Borkowski, John G. and Schneider, Wolfgang and Pressley, Michael},
  title     = {The challenges of teaching good information processing to learning disabled students},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62117},
  year      = {1989},
  abstract  = {A MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self-efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain-specific) knowledge and teaches positive beliefs about learning potential is essential in promoting metacognitively-oriented instruction.},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderKoerkel1989,
  author    = {Schneider, Wolfgang and K{\"o}rkel, Joachim},
  title     = {The knowledge base and text recall: Evidence from a short-term longitudinal study},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62093},
  year      = {1989},
  abstract  = {In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.},
  subject      = {Psychologie},
  language  = {en}
}
@article{CarrKurtzSchneideretal.1989,
  author    = {Carr, Martha and Kurtz, Beth E. and Schneider, Wolfgang and Turner, Lisa A. and Borkowski, John G.},
  title     = {Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62082},
  year      = {1989},
  abstract  = {This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.},
  subject      = {Psychologie},
  language  = {en}
}
@misc{Schneider1988,
  author    = {Schneider, Wolfgang},
  title     = {Book Reviews: Cognition, Metacognition, and Reading},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62079},
  year      = {1988},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderSodian1988,
  author    = {Schneider, Wolfgang and Sodian, Beate},
  title     = {Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62062},
  year      = {1988},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderKoerkelWeinert1987,
  author    = {Schneider, Wolfgang and K{\"o}rkel, Joachim and Weinert, Franz E.},
  title     = {The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62050},
  year      = {1987},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{PressleyCarigliaBullDeaneetal.1987,
  author    = {Pressley, Michael and Cariglia-Bull, Teresa and Deane, Shelley and Schneider, Wolfgang},
  title     = {Short-term memory, verbal competence, and age as predictors of imagery instructional effectiveness},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62046},
  year      = {1987},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderBorkowskiKurtzetal.1986,
  author    = {Schneider, Wolfgang and Borkowski, John G. and Kurtz, Beth E. and Kerwin, Kathleen},
  title     = {Metamemory and motivation: a comparison of strategy use and Performance in German and American children},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62031},
  year      = {1986},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{Schneider1986,
  author    = {Schneider, Wolfgang},
  title     = {The role of conceptual knowledge and metamemory in the development of organizational processes in memory},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62022},
  year      = {1986},
  abstract  = {The present study investigated the relationshtp between developmental shifts in the organization of materials and developmental changes in deliberate strategy use. Second and fourth grade children were presented with clusterable sort/recall lists representing the factorial combinations of high and low interitem association, and high and low category relatedness. Strategy use in the task was rated by the experimenter and also assessed via self reports. General and task-related strategy knowledge tmetamemoryt was also examined. Second graders displayed more category clustering during recall for highly associated items than for weakly associated items. whereas older children's recall organization (but not recall) was unaffected by this organizational dimension. Correlations among measures of metamemory and organizational behavior indicated that second graders in general were unaware of the importance of categorization strategies for facilitation of recall. On the other hand. sorting during study and task-related metamemory were the most important predictors of fourth graders' recall performance, thus indicating that most fourth graders used categorization strategies deliberately.},
  subject      = {Psychologie},
  language  = {en}
}