@article{WoloshynPressleySchneider1992,
  author    = {Woloshyn, Vera E. and Pressley, Michael and Schneider, Wolfgang},
  title     = {Elaborative interrogation as a function of prior knowledge},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62187},
  year      = {1992},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderBjorklund1992,
  author    = {Schneider, Wolfgang and Bjorklund, David F.},
  title     = {Expertise, aptitude, and strategic remembering},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62175},
  year      = {1992},
  abstract  = {Second- and fourth-grade children were classified according to their knowledge of soccer (experts vs. novices) and IQ (high vs. low), and given 2 sort-recall tasks. One task included items related to the game of soccer and the other included items from familiar natural language categories. Previous research has shown that expertise in a snbject can compensate for low levels of performance on text comprehension tasks. Our results, the flrst examing the effects of both expertise and intelligence on a strategic memory task, were that soccer expert children recalled more items on the soccer list bnt not on the nonsoccer list than soccer novice children. However, soccer expertise did not modify a significant effect of IQ level, with high-IQ children recalling more than low-IQ children for all contrasts. Interest in soccer was found to be related to expertise but did not contribute to differences in memory performance. The results demonstrate that the knowledge base plays an important role in children's memory, but that domain knowledge cannot fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. That is, although rich domain knowledge seemed to compensate for low aptitude, in that low-aptitude experts performed at the level of high-aptitude novices, its effects were not strong enough to eliminate performance differences between highand low-aptitude soccer experts.},
  subject      = {Psychologie},
  language  = {en}
}
@article{CarrSchneider1991,
  author    = {Carr, Martha and Schneider, Wolfgang},
  title     = {Long-term maintenance of organizational strategies in kindergarten children},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62157},
  year      = {1991},
  abstract  = {The goal of the present study was to determine whether 4- and 5-year-old kindergarten children could be trained to maintain an organizational strategy over 2- and 8 week periods through an elaborate training program. A second goal was to assess the effects of the training program on strategy awareness. Twenty-eight kindergarten children were pretested on two sort-recall tasks and their awareness of the use of the clustering strategy was assessed through a protocol type procedure. Half the children received seven half-hour sessions of individual training in the clustering strategy and half the children participated in a control group. Both groups were post-tested on two sort-recall tasks 2 weeks following training and again 8 weeks following training. Strategy awareness, as measured by verbal protocol, was assessed at both post-test points. The elaborate strategy training program was successful in inducing short- and long-term strategy maintenance of the clustering strategy. Trained children's clustering during sorting and clustering during recall was consistently related to the amount of items correctly recalled. No differences in strategy awareness were found. These findings demonstrate that the elaborate training procedure used in this study can be a very effective memory technique for young kindergarten children.},
  subject      = {Psychologie},
  language  = {en}
}
@article{KurtzSchneiderCarretal.1990,
  author    = {Kurtz, Beth E. and Schneider, Wolfgang and Carr, Martha and Borkowski, John G. and Rellinger, Elizabeth},
  title     = {Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62145},
  year      = {1990},
  abstract  = {Previous research has shown German children to be more strategic on sort-recall memory tasks than their American age-mates, and to show fewer effort-related attributions. We conducted this study to determine if those differences are due to systematic differences in the strategy instruction and attributional beliefs of German and U.S. teachers, and to explore metacognitive instructional practices in the two countries. Teachers responded to a questionnaire that inquired about their use of strategy instructions, fostering of reflective thinking in pupils, sources of children's learning problems, and modeling of metacognitive skills such as monitoring. The second part of the questionnaire asked about the reasons underlying children's academic successes and failures. German teachers reported more instruction of task-specific strategies, while American teachers showed more effort-related attributions. The types of strategies instructed and types of learning problems most frequently described varied across the two countries, and also according to how many years the teachers had taught. Results were discussed regarding their implications for metacognitive developmental theory, particularly regarding culture and other environmental influences on the development of controlled processing.},
  subject      = {Psychologie},
  language  = {en}
}
@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}
}
@phdthesis{Haefner2011,
  author    = {H{\"a}fner, Alexander},
  title     = {Zeitmanagement und seine Wirkung auf Leistung und Befinden},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-70784},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2011},
  abstract  = {Die Arbeit gliedert sich in drei Schwerpunkte. Zun{\"a}chst wird Zeitmanagement aus psychologischer Perspektive genauer betrachtet. W{\"a}hrend Zeitmanagement bislang, auch in der Forschung, vor allem vor dem Hintergrund popul{\"a}rer Ratgeberliteratur beschrieben wurde (z.B. Macan, Shahani, Dipboye \& Phillips, 1990, S. 761ff; Orpen, 1994, S. 394) ist es ein besonderes Anliegen im Rahmen dieser Arbeit gutes Zeitmanagement aus psychologischer Perspektive zu diskutieren: Was kann vor dem Hintergrund psychologischer Theorien und Forschungsbefunde unter gutem Zeitmanagement verstanden werden? Welche konkreten Verhaltensweisen zeichnen gutes Zeitmanagement aus? Verschiedene Zeitmanagementtechniken werden hierzu m{\"o}glichst verhaltensnah expliziert. Das so beschriebene Zeitmanagementverhalten diente als Grundlage f{\"u}r die korrelativen Studien sowie die Interventionsstudien zur Evaluation von Zeitmanagementtrainings. Koch und Kleinmann (2002, S. 212) verwiesen auf das Problem der unklaren theoretischen Fundierung von Zeitmanagementtrainings und sahen darin eine Ursache f{\"u}r die uneinheitliche Befundlage zur Wirksamkeit solcher Trainings. F{\"u}r den zweiten Teil der Arbeit wurde in drei korrelativen Studien untersucht, ob die Nutzung von Zeitmanagementtechniken mit Befinden und Leistung dergestalt assoziiert ist, dass sich Leistung und Befinden mit zunehmender Nutzungsh{\"a}ufigkeit von Zeitmanagementtechniken verbessern. Zu diesem Zweck wurden korrelative Studien mit Auszubildenden, Sachbearbeitern und F{\"u}hrungskr{\"a}ften durchgef{\"u}hrt. Ein besonderes Anliegen ist in diesem Kontext auch die Diskussion von gefundenen Unterschieden bez{\"u}glich der Zusammenh{\"a}nge zwischen Zeitmanagementverhalten, Leistung und Befinden zwischen den drei Zielgruppen. Im dritten Teil werden die Ergebnisse dreier Evaluationsstudien berichtet, in denen die Wirkung von Zeitmanagementtrainings auf Leistung und Befinden untersucht wurde. Im Mittelpunkt steht dabei eine Interventionsstudie mit Sachbearbeitern (kaufm{\"a}nnischen Angestellten), die um zwei weitere Interventionsstudien mit Studierenden erg{\"a}nzt wurde. Als wichtige Ergebnisse der Studien k{\"o}nnen festgehalten werden, dass (a) gutes Zeitmanagementverhalten insbesondere bei F{\"u}hrungskr{\"a}ften und Sachbearbeitern in Zusammenhang mit Befinden, weniger mit Leistung, steht, (b) Zeitmanagementtrainings geeignet sind, die erlebte Zeitkontrolle zu steigern und das Stresserleben zu reduzieren, (c), Zeitmanagementtrainings auch eine pr{\"a}ventive Wirkung in Bezug auf das Stresserleben bei steigenden Anforderungen haben k{\"o}nnen, (d) einem wesentlichen Zeitmanagementproblem, dem Aufschieben der Bearbeitung von Aufgaben bis kurz vor eine deadline, durch ein Zeitmanagementtraining erfolgreich begegnet und (e) lediglich eine tendenzielle Wirkung eines Zeitmanagementtrainings auf Leistungsvariablen nachgewiesen werden konnte.},
  subject      = {Terminplanung},
  language  = {de}
}