@article{KruegerBoneradDennleretal.1992,
  author    = {Kr{\"u}ger, H.-P. and Bonerad, E. M. and Dennler, H. J. and Dunkl, E. and Friese, H. J. and Hain, C. and Kazenwadel, J. and Kohnen, Ralf and Maier, W. and Menzel, M.},
  title     = {Speech chronemics in drug evaluation},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-41213},
  year      = {1992},
  abstract  = {No abstract available},
  language  = {en}
}
@incollection{KoerkelSchneider1992,
  author    = {K{\"o}rkel, Joachim and Schneider, Wolfgang},
  title     = {Domain-specific versus metacognitive knowledge effects on text recall and comprehension},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-86647},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1992},
  abstract  = {No abstract available.},
  subject      = {Unterricht},
  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}
}
@incollection{HommersAnderson1991,
  author    = {Hommers, Wilfried and Anderson, Norman H.},
  title     = {Moral algebra of harm and recompense},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-44046},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1991},
  abstract  = {No abstract available},
  subject      = {Informationsverarbeitung / Kognition},
  language  = {en}
}
@incollection{Ellgring1991,
  author    = {Ellgring, Johann Heinrich},
  title     = {Introduction. The use of Video for behavior description and intervention},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-42019},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1991},
  abstract  = {No abstract available},
  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{PressleyBorkowskiSchneider1990,
  author    = {Pressley, Michael and Borkowski, John G. and Schneider, Wolfgang},
  title     = {Good information processing: What it is and how education can promote it},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62127},
  year      = {1990},
  abstract  = {The nature of good information processing is outlined as determined by intact neurology, information stored in long-term memory, and general cognitive tendencies, attitudes, and styles. Educators can promote the development of good information processing by promoting what is in long-term memory. This can be accomplished by teaching important literary, scientific, and cultural knowledge; teaching strategies; motivating the acquisition and use of important conceptual knowledge and strategies; and encouraging the general tendencies supporting good information processing. Good information processing can be produced by years of appropriate educational input. Good information processors cannot be produced by short-term interventions.},
  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{Ellgring1989,
  author    = {Ellgring, Johann Heinrich},
  title     = {Facial expression as a behavioral indicator of emotional states},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-58753},
  year      = {1989},
  abstract  = {This article gives an overview of possibilities for the assessment offacial behavior. With regard to validity, results from a longitudinal study of 36 depressed patients and nine controls as weil as often schizophrenic patients and their relatives will be referred to. These results are used to illustrate the following principles which have to be taken into account when studying facial behavior: a) communication strongly facilitates facial expression, b) activation of facial behavior follows the "principle of least effort", and c) the principle of individual specificity applies to the association of nonverbal behavior and mood states. Making allowance for these principles has, among others, consequences a) for situations or conditions under which to asses behavior (specifically conditions of communication), b) for data analysis (e.g., dealing with frequent and rare events), and c) for empirical or experimental strategies (e.g., aggregation of single-case longitudinal comparisons). From the results on facial behavior during depression it can be concluded that the nonverbal reaction tendencies of endogenous and neurotic depressed patients differ. Moreover, the differential behavioral pattems observed cast doubt on the assumption of a homogeneity of affects in depression. Taking into account the conditions which govern it, facial behavior has proved to be a valid and, especially, a differential indicator for pathoIogic affective states and their changes. Given the fact that a psychiatric illness generally incorporates emotional problems it is more than surprising that little attention has been paid to the systematic study of emotional behavior. Some of the reasons for this will be clarified in the following.},
  subject      = {Psychologie},
  language  = {en}
}
@inproceedings{BossertMeilerLaessleetal.1989,
  author    = {Bossert, Sabine and Meiler, Caroline and Laessle, Reinhold and Ellgring, Heiner and Pirke, Karl-Martin},
  title     = {Responses to visual perception of food in eating disorders},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-58762},
  year      = {1989},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}