@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{TibkenRichterLindenetal.2022,
  author    = {Tibken, Catharina and Richter, Tobias and Linden, Nicole von der and Schmiedeler, Sandra and Schneider, Wolfgang},
  title     = {The role of metacognitive competences in the development of school achievement among gifted adolescents},
  series = {Child Development},
  volume    = {93},
  journal   = {Child Development},
  number    = {1},
  doi       = {10.1111/cdev.13640},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-258376},
  pages     = {117-133},
  year      = {2022},
  abstract  = {Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.},
  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{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{SchneiderTreiber1984,
  author    = {Schneider, Wolfgang and Treiber, Bernhard},
  title     = {Classroom differences in the determination of achievement changes},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-61991},
  year      = {1984},
  abstract  = {This study addresses three themes that recur in the research on student achievement: (a) developmental modeling ofintraindividual changes in achievement over time; (b) examination of the differences among subgroups within a classroom in the determinants of achievement; (c) description of the interactions among instructional variables in determining achievement differences. Eight classrooms were preselected on the basis of their widely differing slopes obtained in a regression analysis of pre- and posttest achievement scores. Mathematics achievement differences among sixth graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework provided by LISREL. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across both groups of classrooms. Mention is also made, however, of technical problems and analytical ambiguities in the interpretation of these results.},
  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}
}
@book{SchneiderPressley1989,
  author    = {Schneider, Wolfgang and Pressley, Michael},
  title     = {Memory development between 2 and 20},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-69977},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  year      = {1989},
  abstract  = {No abstract available.},
  subject      = {Kind},
  language  = {en}
}
@article{SchneiderNiklas2017,
  author    = {Schneider, Wolfgang and Niklas, Frank},
  title     = {Intelligence and verbal short-term memory/working memory: their interrelationships from childhood to young adulthood and their impact on academic achievement},
  series = {Journal of Intelligence},
  volume    = {5},
  journal   = {Journal of Intelligence},
  number    = {2},
  issn      = {2079-3200},
  doi       = {10.3390/jintelligence5020026},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-198004},
  pages     = {26},
  year      = {2017},
  abstract  = {Although recent developmental studies exploring the predictive power of intelligence and working memory (WM) for educational achievement in children have provided evidence for the importance of both variables, findings concerning the relative impact of IQ and WM on achievement have been inconsistent. Whereas IQ has been identified as the major predictor variable in a few studies, results from several other developmental investigations suggest that WM may be the stronger predictor of academic achievement. In the present study, data from the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC) were used to explore this issue further. The secondary data analysis included data from about 200 participants whose IQ and WM was first assessed at the age of six and repeatedly measured until the ages of 18 and 23. Measures of reading, spelling, and math were also repeatedly assessed for this age range. Both regression analyses based on observed variables and latent variable structural equation modeling (SEM) were carried out to explore whether the predictive power of IQ and WM would differ as a function of time point of measurement (i.e., early vs. late assessment). As a main result of various regression analyses, IQ and WM turned out to be reliable predictors of academic achievement, both in early and later developmental stages, when previous domain knowledge was not included as additional predictor. The latter variable accounted for most of the variance in more comprehensive regression models, reducing the impact of both IQ and WM considerably. Findings from SEM analyses basically confirmed this outcome, indicating IQ impacts on educational achievement in the early phase, and illustrating the strong additional impact of previous domain knowledge on achievement at later stages of development.},
  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}
}
@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{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{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}
}
@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{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}
}
@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{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{ScheiblerSchneider1985,
  author    = {Scheibler, Dieter and Schneider, Wolfgang},
  title     = {Monte Carlo Tests of the accuracy of Cluster analysis algorithms: A comparison of hierarchical and nonhierarchical methods},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62000},
  year      = {1985},
  abstract  = {Nine hierarchical and four nonhierarchical clustering algorithms were compared on their ability to resolve 200 multivariate normal mixtures. The effects of coverage, similarity measures, and cluster overlap were studied by including different levels of coverage for the hierarchical algorithms, Euclidean distances and Pearson correlation coefficients, and truncated multivariate normal mixtures in the analysis. The results confirmed the findings of previous Monte Carlo studies on clustering procedures in that accuracy was inversely related to coverage, and that algorithms using correlation as the similarity measure were significantly more accurate than those using Euclidean distances. No evidence was found for the assumption that the positive effects of the use of correlation coefficients are confined to unconstrained mixture models.},
  subject      = {Psychologie},
  language  = {en}
}
@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{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{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}
}
@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{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{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{KempertGoetzBlatteretal.2016,
  author    = {Kempert, Sebastian and G{\"o}tz, Regina and Blatter, Kristine and Tibken, Catharina and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra},
  title     = {Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?},
  series = {Frontiers in Psychology},
  volume    = {7},
  journal   = {Frontiers in Psychology},
  number    = {1803},
  doi       = {10.3389/fpsyg.2016.01803},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165272},
  year      = {2016},
  abstract  = {Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4-5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.},
  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{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{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{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{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{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}
}