@article{RabinowitzOrnsteinFoldsBennettetal.1994,
  author    = {Rabinowitz, Mitchell and Ornstein, Peter A. and Folds-Bennett, Trisha H. and Schneider, Wolfgang},
  title     = {Age-related differences in speed of processing: Unconfounding age and experience},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62223},
  year      = {1994},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{BjorklundSchneiderCasseletal.1994,
  author    = {Bjorklund, David F. and Schneider, Wolfgang and Cassel, William S. and Ashley, Elizabeth},
  title     = {Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High- and Low-IQ Children},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62234},
  year      = {1994},
  abstract  = {143 9- and 10-year-oId children were classified into high- and Jow-IQ groups and given 4 different sort/recall lists (baseline, training, near [immediate] extension, far [l-week] extension) to assess training and extension of an organizational memory strategy. All children received categorized items of moderate typicality for Phases 1, 3, and 4. For Phase 2, children were assigned to either a training or control group, with half of the children in each group receiving category typical items and the others category atypical items. Levels of recall, sorting, and clustering were greater in Phase 2 for high-IQ children, for the typical lists, and for trained children. Both the high- and low-IQ children trained with typical items continued to show high levels of recall on the near extension phase. No group of subjects maintained high levels of recall after 1 week, although levels of sorting and/or clustering on the extension trials remained high for all groups of subjects except the low-IQ control children. This latter pattern (elevated sorting/clustering with low levels of recall) is an indication of a utilization deficiency, a phase in strategy development when children use a strategy but gain little or no benefit n performance. The results provide evidence for IQ, training, and material effects in the demonstration of a utilization deficiency.},
  subject      = {Psychologie},
  language  = {en}
}
@article{KurtzCostesSchneider1994,
  author    = {Kurtz-Costes, Beth E. and Schneider, Wolfgang},
  title     = {Self-concept, attributional beliefs, and school achievement: A longitudinal analysis},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62245},
  year      = {1994},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{WimmerLanderlSchneider1994,
  author    = {Wimmer, Heinz and Landerl, Karin and Schneider, Wolfgang},
  title     = {The role of rhyme awareness in learning to read a regular orthography},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50508},
  year      = {1994},
  abstract  = {The present research examined whether children's awareness of phonological similarities between words with respect to rhyme and consonantal word onset is of the same importance for learning to read German as it was found to be for learning to read English. In two longitudinal studies differences in phonological sensitivity among children before learning to read (at age 6 to 7) were tested with versions of Bradley \& Bryant's (1985) oddity detection task. Children's reading and spelling achievements were tested about one year later at the end of grade one, and again at around the age of 10. The main finding was a developmental change in the predictive relationship of rhyme and word-onset awareness. Rhyme awareness was only minimally predictive for reading and spelling achievement at the end of grade one, but gained substantially in predictive importance for reading and spelling achievement in grades three and four. No such predictive improvement was observed for word-onset awareness. It is proposed that rhyme awareness is initially of little importance, because in the first phase of learning to read German children rely heavily on indirect word recognition via grapheme--phoneme translation and blending. The gain in the predictive importance of rhyme awareness is explained by its helpful effect on the establishment of mental representations of written words. Such mental representations allow fast, direct word recognition and orthographically correct spellings. A wareness of larger phonological units is helpful for the efficient establishment of such representations, by allowing connections of recurring grapheme clusters in written words with phonology.},
  subject      = {Psychologie},
  language  = {en}
}
@incollection{SchneiderHasselhorn1994,
  author    = {Schneider, Wolfgang and Hasselhorn, Marcus},
  title     = {Situational context features and memory development : insights from replications of Istomina's experiment},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50397},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1994},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{SchneiderGruberGoldetal.1993,
  author    = {Schneider, Wolfgang and Gruber, Hans and Gold, Andreas and Opwis, Klaus},
  title     = {Chess expertise and memory for chess positions in children and adults},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62211},
  year      = {1993},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  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}
}
@incollection{NaeslungSchneider1993,
  author    = {N{\"a}slung, J. C. and Schneider, Wolfgang},
  title     = {Emerging literacy from kindergarten to second grade: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50513},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1993},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{GaultneyBjorklundSchneider1992,
  author    = {Gaultney, Jane F. and Bjorklund, David F. and Schneider, Wolfgang},
  title     = {The role of children's expertise in a Strategie memory task},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62190},
  year      = {1992},
  abstract  = {In a study intended to replicate and extend the findings from a recent experiment by Schneider and Bjorklund (1992), the expert/novice paradigm was used with second- and fourth-grade children in a sort/recall task. Children were classified as experts or novices for their knowledge of baseball, then given two sort/recall tasks, with a list consisting of either baseball or nonbaseball terms. Experts recalled more than novices on the baseball list only. While both groups used organizational strategies at sorting on the nonbaseball list, experts were marginally more strategic than novices on the baseball list, and no differences were found between the groups on either list for clustering. Baseball experts used more adultlike categories, suggesting that their enhanced levels of recall were attributed in part to strategy use, although there was also evidence that most of the substantial recall difference between the groups was attributed to item-specific effects associated with a more elaborated knowledge base. A second experiment using fifth-grade children on a multitrial sort/recall task using the baseball list also found increased recall by experts, and also found evidence of strategic behavior at the sort phase for trials 3 and 4.},
  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{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{BjorklundSchneiderHarnishfegeretal.1992,
  author    = {Bjorklund, David F. and Schneider, Wolfgang and Harnishfeger, Katherine Kipp and Cassel, William S. and Bjorklund, Barbara R. and Bernholtz, Jean E.},
  title     = {The role of IQ, expertise, and motivation in the recall of familiar Information},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62204},
  year      = {1992},
  abstract  = {High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.},
  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{SchneiderSodian1991,
  author    = {Schneider, Wolfgang and Sodian, Beate},
  title     = {A longitudinal study of young children's memory behavior and Performance in a sort-recall task},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62169},
  year      = {1991},
  abstract  = {No abstract available},
  subject      = {Psychologie},
  language  = {en}
}
@article{Schneider1991,
  author    = {Schneider, Wolfgang},
  title     = {Domain-specific knowledge and memory Performance},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50494},
  year      = {1991},
  abstract  = {No abstract available},
  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{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{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}
}
@article{SchneiderKoerkelWeinert1989,
  author    = {Schneider, Wolfgang and K{\"o}rkel, Joachim and Weinert, Franz E.},
  title     = {Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62107},
  year      = {1989},
  abstract  = {Two studies compared memory performance and text comprehension of groups that were equivalent on domain-specific knowledge but differed in overall aptitude, to investigate whether prior knowledge about a particular domain or overall aptitude level was more important when the task was to acquire and use new information in the domain of interest. Both studies dealt with third-, fifth-, and seventh-grade soccer experts' and novices' memory and comprehension of a story dealing with a soccer game. Several measures of memory performance, memory monitoring, and text comprehension were used. Levels of soccer knowledge and of overall aptitude were varied in a factorial design. Neither study detected significant differences between high-aptitude and low-aptitude experts, regardless of their ages. Low aptitude experts outperformed high-aptitude novices on all memory and comprehension measures. The results indicate that domain-specific knowledge can compensate for low overall aptitude on domain-related cognitive tasks.},
  subject      = {Psychologie},
  language  = {en}
}