@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}
}
@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{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{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{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{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{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{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}
}