@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}
}
@article{SodianSchneiderPerlmutter1986,
  author    = {Sodian, Beate and Schneider, Wolfgang and Perlmutter, Marion},
  title     = {Recall, clustering, and metamemory in young children},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62014},
  year      = {1986},
  abstract  = {Thirty-two 4-year-olds and thirty-two 6-year-olds were tested for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed for their metamemory of the efficacy of conceptual and perceptual sorting strategies. The younger children recalled significantly more items under sort-and-remember than under play-and-remember instructions, whereas no significant recall differences between instructional conditions were found for the older children. However, 6-year-olds showed higher levels of recall than 4-year-olds in both instructional conditions. Category cues were much more effective than color cues, regardless of age. In addition, clustering scores indicated that conceptual organization at both encoding and retrieval increased with age and with instruction. These results show that from 4 to 6 years of age children are learning to spontaneously employ memory strategies. In addition, they highlight the increasing importance of conceptual organization to retention of young children. Finally, the metamemory data suggest that there may be a lag between children's articulated declarative knowledge about the usefulness of conceptual organization and their procedural use of it.},
  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{KohnenKrueger1986,
  author    = {Kohnen, Ralf and Kr{\"u}ger, Hans-Peter},
  title     = {Drug Effects on Human Social Behavior: Chances in Talking Activities Induced by CGP 361/A, a Beta-blocking Agent},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-41228},
  year      = {1986},
  abstract  = {No abstract available},
  language  = {en}
}