25837
2022
eng
117–133
1
93
article
1
--
--
--
The role of metacognitive competences in the development of school achievement among gifted adolescents
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.
Child Development
10.1111/cdev.13640
urn:nbn:de:bvb:20-opus-258376
publish
Child Development 2022, 93(1):117–133. DOI: 10.1111/cdev.13640
false
true
CC BY-NC-ND: Creative-Commons-Lizenz: Namensnennung, Nicht kommerziell, Keine Bearbeitungen 4.0 International
Catharina Tibken
Tobias Richter
Nicole von der Linden
Sandra Schmiedeler
Wolfgang Schneider
eng
uncontrolled
metacognitive competences
eng
uncontrolled
high intelligence
eng
uncontrolled
school
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/25837/Tibken_Child.pdf
19800
2017
eng
26
2
5
article
1
--
2017-06-16
--
Intelligence and verbal short-term memory/working memory: their interrelationships from childhood to young adulthood and their impact on academic achievement
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.
Journal of Intelligence
2079-3200
10.3390/jintelligence5020026
urn:nbn:de:bvb:20-opus-198004
Journal of Intelligence 2017, 5(2), 26; https://doi.org/10.3390/jintelligence5020026
false
true
CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International
Wolfgang Schneider
Frank Niklas
eng
uncontrolled
intelligence
eng
uncontrolled
short-term memory
eng
uncontrolled
working memory
eng
uncontrolled
academic achievement
eng
uncontrolled
domain knowledge
eng
uncontrolled
LOGIC study
Psychologie
open_access
Institut für Psychologie
Import
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/19800/jintelligence-05-00026-v2.pdf
16527
2016
eng
1803
7
article
1
2018-07-20
--
--
Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?
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.
Frontiers in Psychology
10.3389/fpsyg.2016.01803
urn:nbn:de:bvb:20-opus-165272
Front. Psychol. 7:1803.
false
true
Sebastian Kempert
Regina Götz
Kristine Blatter
Catharina Tibken
Cordula Artelt
Wolfgang Schneider
Petra Stanat
eng
uncontrolled
phonological awareness
eng
uncontrolled
musical training
eng
uncontrolled
phonological training
eng
uncontrolled
preschool children
eng
uncontrolled
early literacy
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/16527/063_Kempert_FRONTIERS IN PSYCHOLOGY.pdf
6953
1993
eng
bookpart
1
2013-09-16
--
--
Cognitive, social and emotional development
No abstract available.
8170
urn:nbn:de:bvb:20-opus-87448
In: Longitudinal research on individual development: Present Status and future perspectives/ D. Magnusson & P. Casaer. - Cambridge: Cambridge Univ. Press, 1993. - S. 75-94
Deutsches Urheberrecht
Franz E. Weinert
Wolfgang Schneider
deu
swd
Identitätsentwicklung
deu
swd
Längsschnittuntersuchung
deu
swd
Persönlichkeitsentwicklung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6953/Schneider_W_OPUS_6953.pdf
7144
1993
eng
review
1
2013-09-16
--
--
Gifted children: How different are they? Review of: Lebensumweltanalyse hochbegabter Kinder - Das Marburger Hochbegabtenprojekt
Rezension zu: Detlef H. Rost: Lebensumweltanalyse hochbegabter Kinder - das Marburger Hochbegabtenprojekt. - Seattle, WA: Hogrefe, 1993. - 261 S. - ISBN 3-8017-0479-3
8169
urn:nbn:de:bvb:20-opus-87438
In: Contemporary Psychology, 1993, 38, S. 1086-1087
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7144/Schneider_W_OPUS_7144.pdf
7143
1993
eng
article
1
2013-09-16
--
--
The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC)
This paper reports on a longitudinal study dealing with the development of literacy in young children. A total of 163 children were first tested during their last year in kindergarten using a variety of tasks that tapped phonological processing, memory capacity, early literacy, and intelligence. Children's ward decoding, reading comprehension, and spelling skills were assessed in elementary school several years later. As a main result, all of the predictor domains had a significant impact on the acquisition of literacy in elementary school, although the contribution of each domain differed as a function of the criterion measure. An attempt to identify children-at-risk using a kindergarten screening test provided encouraging results. Nonetheless, it was shown that whereas group predictions of reading and spelling performance can be quite accurate, the individual prognosis of school problems is far from perfect.
8168
urn:nbn:de:bvb:20-opus-87421
In: European Journal of Psychology of Education, 1993, 8, S. 273-288
Deutsches Urheberrecht
Wolfgang Schneider
Jan Carol Näslund
deu
swd
Lese- und Schreibfähigkeit
deu
swd
Gedächtnisleistung
deu
swd
Phonologische Bewusstheit
eng
uncontrolled
Acquisition of literacy
eng
uncontrolled
Children-at-Risk
eng
uncontrolled
Memory capacity
eng
uncontrolled
Phonological awareness
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7143/Schneider_W_OPUS_7143.pdf
7142
1993
eng
article
1
2013-09-16
--
--
Introduction: The early prediction of reading and spelling
No abstract available.
8167
urn:nbn:de:bvb:20-opus-87418
In: European Journal of Psychology of Education, 1993, 8, S. 199-204
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Prognose
deu
swd
Schreiben
deu
swd
Lesen
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7142/Schneider_W_OPUS_7142.pdf
7260
1988
eng
article
1
2013-09-05
--
--
The effects of age, study time, and importance of text units on strategy use and memory for texts
This study investigated study behavior and recall of a narrative text as a function of the reader's age, study time, and importance level of text units. Fifth graders, seventh graders, young- and older adults were asked to read a fairy tale, and do anything they liked to prepare for verbatim recall. Half of the subjects in each age group were assigned to an immediate recall condition; half were given additional study time. Examination of recall data showed that all subjects showed higher recall of important units in the text than unimportant units. This effect was independent of age and study time condition. Study behaviors varied significantly across age groups and study conditions: while adults underlined or took notes with equal frequency, children preferred note-taking as a study strategy. With additional study time, fifth graders, seventh graders, and older adults increased their strategic behavior; young adults did not.
8114
urn:nbn:de:bvb:20-opus-87408
In: European Journal of the Psychology of Education, 1988, 3, 2, S. 191-199
Deutsches Urheberrecht
Beth E. Kurtz
Wolfgang Schneider
deu
swd
Studienzeit
deu
swd
Lebensalter
deu
swd
Gedächtnis
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7260/Schneider_W_7260.pdf
7079
1986
eng
bookpart
1
2013-09-05
--
--
Human memory as a faculty versus human memory as a set of specific abilities: Evidence from a life-span approach
No abstract available.
8106
urn:nbn:de:bvb:20-opus-87394
In: Memory development: universal changes and individual differences / Franz E. Weinert (Hrsg.). - Hillsdale, NJ [u.a.]: Erlbaum, 1988. - S. 331-352
Deutsches Urheberrecht
Monika Knopf
Joachim Körkel
Wolfgang Schneider
Franz E. Weinert
deu
swd
Gedächtnis
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7079/Schneider_W_7079.pdf
7080
1986
eng
article
1
2013-09-05
--
--
The role of classroom differences in achievement changes
A combined criterion involving the regression slopes of pretest-posttest achievement scores and achievement gain scores was used to classify similar types of classrooms. Mathematics achievement differences among 632 fifth graders were analysed in a longitudinal design and explained in a structural equation framework provided by LISREL, separately for four types of classrooms. The results replicated the findings of an earlier study (Schneider & Treiber, 1984) in that the local nature of achievement models could be demonstrated. That is, the structural components of the causal models could not be generalized across the four groups of classrooms. The inclusion of a second grouping criterion (i. e., achievement gainJ proved useful in that a better model fit was always obtained for classrooms with high achievement gains. As a global model test ignoring group and classroom membership did mask the differential validity of the achievement model in the various subgro.ups, the need for multilevel approaches was emphasized.
8107
urn:nbn:de:bvb:20-opus-87356
In: European Journal of the Psychology of Education, 1986, 1, 3, S. 81-91
Deutsches Urheberrecht
Wolfgang Schneider
Andreas Helmke
deu
swd
Schulleistung
deu
swd
Schulklasse
deu
swd
Unterschied
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7080/Schneider_W_7080.pdf
7078
1986
eng
review
1
2013-09-04
--
--
How to avoid traps and fallacies: The multilevel issue in educational research
Review of "Hans Oosthoek and Pieter van den Eeden (Eds.) Education From the Multi-Level Perspective: Models, Methodology and Empirical Findings. - London: Gordon & Breach Science, 1984. 295 pp."
8105
urn:nbn:de:bvb:20-opus-87336
In: Contemporary Psychology, 1986, 31, 9, S. 698-699
Deutsches Urheberrecht
Wolfgang Schneider
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7078/Schneider_W_7078.pdf
6978
1985
eng
bookpart
1
2013-09-04
--
--
Developmental trends in the metamemory-memory behavior relationship: An integrative review
No abstract available.
8101
urn:nbn:de:bvb:20-opus-87301
In: Metacognition, cognition, and human performance. 1. Theoretical Perspectives / Donna-Lynn Forrest-Pressley. - Orlando [u.a.]: Acad. Press, 1985. - S. 57 - 109
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Metagedächtnis
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6978/Schneider_W_6978.pdf
6951
1979
eng
article
1
2013-09-04
--
--
Educational psychology
This is a report on the more recent developments and the present state of research into educational psychology in German speaking countries. Particular emphasis is given to research on: parental upbringing and its effects on child development; the examination of socialization effects within and across different scbool systems; studies on teaching-leaming processes and on social interaction in the classroom; the systematic promotion of the development of cognitive abilities and motives in students; and, finally, the design of improved instruments in methods of describing, explaining and predicting school success. Subsequently, the report will look into problems in tbe practical application of research findings in educational psychology. Finally, there follows a sbort discussion of various metatheoretical positions in educational psycbology in German speaking countries and their possible effects on the future development of the field.
8091
urn:nbn:de:bvb:20-opus-87234
In: The German Journal of Psychology, 1979, 3, S. 236-266
Deutsches Urheberrecht
Franz E. Weinert
Bernhard Treiber
Wolfgang Schneider
deu
swd
Pädagogische Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6951/Schneider_W_6951.pdf
6960
1990
eng
conferenceobject
1
2013-09-04
--
--
The role of knowledge, strategies, and aptitudes in cognitive Performance: Concluding Comments
No abstract available.
8082
urn:nbn:de:bvb:20-opus-87190
In: Interactions among aptitudes, strategies, and knowledge in cognitive performance : [papers presented at a conference held at the Max-Planck-Institut für Psychologische Forschung, Munich, July 6-8, 1988] / Wolfgang Schneider ..., eds. - New York [u.a.]: Springer, 1990. - S. 286-302
Deutsches Urheberrecht
Wolfgang Schneider
Franz E. Weinert
deu
swd
Kognitive Entwicklung
deu
swd
Begabung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6960/Schneider_W_6960.pdf
6940
1990
eng
conferenceobject
1
2013-09-12
--
--
Expert knowledge, general abilities, and text processing
No abstract available.
8138
urn:nbn:de:bvb:20-opus-87175
In: Interactions among aptitudes, strategies, and knowledge in cognitive performance : [papers presented at a conference held at the Max-Planck-Institut für Psychologische Forschung, Munich, July 6-8, 1988] / Wolfgang Schneider ..., eds. - New York [u.a.]: Springer, 1990. - S. 235-251
Deutsches Urheberrecht
Wolfgang Schneider
Joachim Körkel
Franz E. Weinert
deu
swd
Kognitive Entwicklung
deu
swd
Begabung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6940/Schneider_W_6940.pdf
6933
1994
eng
bookpart
1
2013-09-16
--
--
Memory development
No abstract available.
8171
urn:nbn:de:bvb:20-opus-69331
In: International Encyclopedia of Education. Vol. 7/ T. Husen & N. Postlethwaite (Eds. in chief). - Amsterdam [u.a.]: Elsevier, 1994. -S. 3760-3763
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Pädagogik
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6933/Schneider_W_OPUS_6933.pdf
7140
1993
eng
bookpart
1
2013-09-16
--
--
Acquiring expertise: determinants of exceptional performance
No abstract available.
8165
urn:nbn:de:bvb:20-opus-86652
In: International handbook of research and development of giftedness and talent / K.A. Heller... - Oxford [u.a.]: Pergamon, 1993. - S. 311-324
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Hochbegabung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7140/Schneider_W_OPUS_7140.pdf
7136
1992
eng
bookpart
1
2013-09-16
--
--
Domain-specific versus metacognitive knowledge effects on text recall and comprehension
No abstract available.
8161
urn:nbn:de:bvb:20-opus-86647
In: Learning and instruction - European Research in an international context. Vol. 3 / M. Carretero... - Oxford [u.a.]: Leuven Univ. Press, 1992. - S. 311-323
Deutsches Urheberrecht
Joachim Körkel
Wolfgang Schneider
deu
swd
Unterricht
deu
swd
Lerntheorie
deu
swd
Unterrichtspsychologie
deu
swd
Lernpsychologie
deu
swd
Pädagogische Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7136/Schneider_W_OPUS_7136.pdf
7135
1992
eng
conferenceobject
1
2013-09-16
--
--
The "what" and "how" of development: Really two separate research agendas?
No abstract available.
8160
urn:nbn:de:bvb:20-opus-86630
In: Stability and change in development - A study of methodological reasoning / J. Asendorpf & J. Valsiner. - Newbury Park: Sage Publ., 1992. - S. 229-239
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Entwicklungspsychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7135/Schneider_W_OPUS_7135.pdf
7204
1991
eng
article
1
2013-09-12
--
--
Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance
This study addresses the longitudinal relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Data from 92 German children were used to explore the exact relation among these variables. Indicators of verbal ability, memory capacity, and phonological awareness were assessed in kindergarten and again after the first grade. The interrelationships among these factors, and the subsequent influence they have on decoding speed and reading comprehension during the second grade were examined via structural equation modefing procedures. Overall, the results of the longitudinal analyses show that the relationship of memory capacity and phonological awareness remains stable over time, and that memory capacity predicts performance on phonological awareness tasks in both kindergarten and second grade. Phonological awareness proved to be a significant predictor of decoding speed, which in turn considerably influenced reading comprehension.
8148
urn:nbn:de:bvb:20-opus-86606
In: European Journal of Psychology of Education, 1991, 6, 4, S. 375-392
Deutsches Urheberrecht
Jan Carol Näslund
Wolfgang Schneider
deu
swd
Lesefähigkeit
deu
swd
Sprachfertigkeit
deu
swd
Gedächtnisleistung
deu
swd
Phonologische Bewusstheit
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7204/Schneider_W_OPUS_7204.pdf
7093
1990
eng
conferenceobject
1
2013-09-12
--
--
The role of knowledge, strategies, and aptitudes in cognitive performance : concluding comments
No abstract available.
8142
urn:nbn:de:bvb:20-opus-86554
In: Interactions among aptitudes, strategies, and knowledge in cognitive Performance / W. Schneider & F.E. Weinert. - New York [u.a.]: Springer, 1990. - S. 286-302
Deutsches Urheberrecht
Wolfgang Schneider
Franz E. Weinert
deu
swd
Intelligenzleistung
deu
swd
Wissen
deu
swd
Begabung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7093/Schneider_W_OPUS_7093.pdf
7229
1990
eng
bookpart
1
2013-09-04
--
--
Expert Knowledge, General Abilities, and Text Processing
No abstract available.
8081
urn:nbn:de:bvb:20-opus-86548
In: Interactions among aptitudes, strategies, and knowledge in cognitive Performance / Wolfgang Schneider (Hrsg.). - New York [u.a.]: Springer, 1990. - S. 235-251
Deutsches Urheberrecht
Wolfgang Schneider
Joachim Körkel
Franz E. Weinert
deu
swd
Textverarbeitung <Psycholinguistik>
deu
swd
Wissen
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7229/Schneider_W_7229.pdf
7122
1990
eng
bookpart
1
2013-09-12
--
--
The role of knowledge in the development of strategies
No abstract available.
8137
urn:nbn:de:bvb:20-opus-86538
In: Children's strategies: Contemporary views of cognitive development / D.F. Bjorklund. - Hillsdale, NJ [u.a.]: Erlbaum, 1990. - S. 93-128
Deutsches Urheberrecht
David F. Bjorklund
Jacqueline E. Muir-Broaddus
Wolfgang Schneider
deu
swd
Wissen
deu
swd
Strategie
deu
swd
Entwicklung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7122/Schneider_W_7122.pdf
7120
1989
eng
conferenceobject
1
2013-09-12
--
--
Problems of longitudinal studies with young children: Practical, conceptual, and methodological issues
No abstract available.
8135
urn:nbn:de:bvb:20-opus-86521
In: Children at risk: Assessment, longitudinal research, and intervention / M. Brambring, F. Lösel, & H. Skowronek (eds.). - Berlin: de Gruyter, 1989. - S. 313-335
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Längsschnittuntersuchung
deu
swd
Kind
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7120/Schneider_W_7120.pdf
7119
1989
eng
conferenceobject
1
2013-09-12
--
--
Universal trends and individual differences in memory development
No abstract available.
8134
urn:nbn:de:bvb:20-opus-86518
In: Transition mechanisms in child development: The longitudinal perspective / A. de Ribaupierre (ed.). - Cambridge [u.a.]: Cambridge Univ. Press, 1989. - S. 68-106. - (European Network on Longitudinal Studies on Individual Development: European Network on Longitudinal Studies on Individual Development ; 2 )
Deutsches Urheberrecht
Wolfgang Schneider
Franz E. Weinert
deu
swd
Gedächtnisbildung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7119/Schneider_W_7119.pdf
7139
1993
eng
bookpart
1
2013-09-16
--
--
The longitudinal study of motor development: methodological issues
No abstract available.
8164
urn:nbn:de:bvb:20-opus-71393
In: Motor development in early and later childhood: Longitudinal approaches / A.F. Kaiverboer ... - Cambridge [u.a.]: Cambridge Univ. Press, 1993. - S. 318-342
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Motorische Entwicklung
deu
swd
Längsschnittuntersuchung
deu
swd
Methode
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7139/Schneider_W_OPUS_7139.pdf
7138
1992
eng
conferenceobject
1
2013-09-16
--
--
Cognitive prerequisites of reading and spelling: A longitudinal approach
No abstract available.
8163
urn:nbn:de:bvb:20-opus-71388
In: Neo-Piagetian theories of cognitive development : [chiefly papers presented at three symposia held at the 3. European Conference for Research on Learning and Instruction, held in Madrid, in September 1989] / A. Demetriou... - London [u.a.]: Routledge, 1992. - S. 256-274
Deutsches Urheberrecht
Wolfgang Schneider
Jan Carol Näslund
deu
swd
Lesen
deu
swd
Schreiben
deu
swd
Längsschnittuntersuchung
deu
swd
Kognitive Kompetenz
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7138/Schneider_W_OPUS_7138.pdf
7121
1990
eng
bookpart
1
2013-09-12
--
--
Individual differences in learning Performance and in school achievement: Plausible parallels and some unexplained discrepancies
No abstract available.
8136
urn:nbn:de:bvb:20-opus-71210
In: Learning and instruction. 2.1 Social and cognitive aspects of learning and instruction / Eric de Corte ...(ed.). - Oxford [u.a.]: Leuven Univ. Press, 1990. - S. 461-479
Deutsches Urheberrecht
Franz E. Weinert
Andreas Helmke
Wolfgang Schneider
deu
swd
Lernerfolg
deu
swd
Schulleistung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7121/Schneider_W_7121.pdf
7066
1988
eng
bookpart
1
2013-09-12
--
--
Individual differences in memory development across the life-span
Experimental research on memory development has typically focused on the description of universal development trends across the life span and the identification of major sources of development within this domain. However, there is a lack of studies investigating the preconditions and effects of interindividual variability within age groups across different memory tasks. Similarly, our knowledge about the stability of interindividual differences across the life span as well as the sources and the amount of intraindividual variability across memory tasks is scarce. In the present chapter, we concentrate on these neglected issues. First, theoretical assumptions concerning the interindividual and intraindividual variability of memory development are discussed. Next, empirical evidence is presented that seems suited to document the importance of these neglected issues. While we try to give a representative account of the literature, the emphasis is on more recent studies of memory development in children and elderly adults conducted in our laboratory. The results demonstrate that age-related changes and individual differences in the knowledge base are particularly important for describing and explaining individual differences in memory develoment. In comparison, the rote of stable individual differences in basic memory capacities in explaining variations in memory development is less clear given tbe conflicting empirical evidence. In the final section of the chapter consequences for future research are discussed.
8129
urn:nbn:de:bvb:20-opus-70666
In: Life-span development and behavior. Vol. 9 / ed. by Paul B. Bates... - New York [u.a.]: Acad. Press, 1988. - S.39-85
Deutsches Urheberrecht
Franz E. Weinert
Wolfgang Schneider
Monika Knopf
deu
swd
Gedächtnisbildung
deu
swd
Lebensalter
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/7066/Schneider_W_7066.pdf
6997
1989
eng
book
1
2013-09-04
--
--
Memory development between 2 and 20
No abstract available.
8084
urn:nbn:de:bvb:20-opus-69977
Memory development between 2 and 20 / Wolfgang Schneider ; Michael Pressley. - New York [u.a.]: Springer,1989. - 274 S.
Deutsches Urheberrecht
Wolfgang Schneider
Michael Pressley
deu
swd
Kind
deu
swd
Gedächtnisleistung
deu
swd
Entwicklung
deu
swd
Jugend
deu
swd
Gedächtnisbildung
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6997/Schneider_W_6997.pdf
6113
1990
eng
article
1
2012-08-10
--
--
Good information processing: What it is and how education can promote it
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.
urn:nbn:de:bvb:20-opus-62127
6212
In: International Journal of Educational Research (1990) 13, S. 857 - 867.
Deutsches Urheberrecht
Michael Pressley
John G. Borkowski
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6113/Schneider_W69.pdf
6089
1989
eng
article
1
2012-08-02
--
--
Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children
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.
urn:nbn:de:bvb:20-opus-62107
6210
In: Journal of Educational Psychology (1989) 81, 3, S. 306 - 312.
Deutsches Urheberrecht
Wolfgang Schneider
Joachim Körkel
Franz E. Weinert
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6089/Schneider_W65.pdf
6074
1994
eng
article
1
2012-07-30
--
--
Self-concept, attributional beliefs, and school achievement: A longitudinal analysis
No abstract available
urn:nbn:de:bvb:20-opus-62245
6224
In: Contemporary Educational Psychology (1994) 19, S. 199 - 216.
Deutsches Urheberrecht
Beth E. Kurtz-Costes
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6074/Schneider_W117_Archiv.pdf
6073
1994
eng
article
1
2012-07-30
--
--
Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High- and Low-IQ Children
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.
urn:nbn:de:bvb:20-opus-62234
6223
In: Child Development (1994) 65, S. 951 - 965.
Deutsches Urheberrecht
David F. Bjorklund
Wolfgang Schneider
William S. Cassel
Elizabeth Ashley
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6073/Schneider_W114.pdf
6061
1994
eng
article
1
2012-07-27
--
--
Age-related differences in speed of processing: Unconfounding age and experience
No abstract available
urn:nbn:de:bvb:20-opus-62223
6222
In: Journal of Experimental Child Psychology (1994) 57, S. 449 - 459.
Deutsches Urheberrecht
Mitchell Rabinowitz
Peter A. Ornstein
Trisha H. Folds-Bennett
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6061/Schneider_W109_Archiv.pdf
6059
1993
eng
article
1
2012-07-27
--
--
Chess expertise and memory for chess positions in children and adults
No abstract available
urn:nbn:de:bvb:20-opus-62211
6221
In: Journal of Experimental Child Psychology (1993) 56, S. 328 - 349.
Deutsches Urheberrecht
Wolfgang Schneider
Hans Gruber
Andreas Gold
Klaus Opwis
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6059/Schneider_W107_Archiv.pdf
6058
1992
eng
article
1
2012-07-27
--
--
The role of IQ, expertise, and motivation in the recall of familiar Information
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.
urn:nbn:de:bvb:20-opus-62204
6220
In: Contemporary Educational Psychology (1992) 17, S. 340 - 355.
Deutsches Urheberrecht
David F. Bjorklund
Wolfgang Schneider
Katherine Kipp Harnishfeger
William S. Cassel
Barbara R. Bjorklund
Jean E. Bernholtz
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6058/Schneider_W95.pdf
6041
1992
eng
article
1
2012-07-23
--
--
The role of children's expertise in a Strategie memory task
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.
urn:nbn:de:bvb:20-opus-62190
6219
In: Contemporary Educational Psychology (1992) 17, S. 244 - 257.
Deutsches Urheberrecht
Jane F. Gaultney
David F. Bjorklund
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6041/Schneider_W93.pdf
6040
1992
eng
article
1
2012-07-23
--
--
Elaborative interrogation as a function of prior knowledge
No abstract available
urn:nbn:de:bvb:20-opus-62187
6218
In: Journal of Educational Psychology (1992) 84, 1, S. 115 - 124.
Deutsches Urheberrecht
Vera E. Woloshyn
Michael Pressley
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6040/Schneider_W92.pdf
6039
1992
eng
article
1
2012-07-23
--
--
Expertise, aptitude, and strategic remembering
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.
urn:nbn:de:bvb:20-opus-62175
6217
In: Child Development (1992) 63, S. 461 - 473.
Deutsches Urheberrecht
Wolfgang Schneider
David F. Bjorklund
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6039/Schneider_W90.pdf
6013
1991
eng
article
1
2012-07-12
--
--
A longitudinal study of young children's memory behavior and Performance in a sort-recall task
No abstract available
urn:nbn:de:bvb:20-opus-62169
6216
In: Journal of Experimental Child Psychology (1991) 51, S. 14 - 29.
Deutsches Urheberrecht
Wolfgang Schneider
Beate Sodian
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6013/Schneider_W81.pdf
6012
1991
eng
article
1
2012-07-12
--
--
Long-term maintenance of organizational strategies in kindergarten children
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.
urn:nbn:de:bvb:20-opus-62157
6215
In: Contemporary Educational Psychology (1991) 16, S. 61 - 72.
Deutsches Urheberrecht
Martha Carr
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6012/Schneider_W80.pdf
6011
1990
eng
article
1
2012-07-12
--
--
Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?
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.
urn:nbn:de:bvb:20-opus-62145
6214
In: Contemporary Educational Psychology (1990) 15, S. 268 - 283.
Deutsches Urheberrecht
Beth E. Kurtz
Wolfgang Schneider
Martha Carr
John G. Borkowski
Elizabeth Rellinger
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6011/Schneider_W75.pdf
6010
1990
eng
article
1
2012-07-12
--
--
Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor
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.
urn:nbn:de:bvb:20-opus-62132
6213
In: Child Development (1990) 61, S. 697 - 704.
Deutsches Urheberrecht
Beate Sodian
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6010/Schneider_W73.pdf
6002
1989
eng
article
1
2012-07-11
--
--
The challenges of teaching good information processing to learning disabled students
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.
urn:nbn:de:bvb:20-opus-62117
6211
In: International Journal of Disability, Development, and Education (1989) 36, 9, S. 169 - 185.
Deutsches Urheberrecht
John G. Borkowski
Wolfgang Schneider
Michael Pressley
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6002/Schneider_W67.pdf
6001
1989
eng
article
1
2012-07-11
--
--
The knowledge base and text recall: Evidence from a short-term longitudinal study
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.
urn:nbn:de:bvb:20-opus-62093
6209
In: Contemporary Educational Psychology (1989) 14, S. 382 - 393.
Deutsches Urheberrecht
Wolfgang Schneider
Joachim Körkel
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/6001/Schneider_W64.pdf
5878
1989
eng
article
1
2012-05-18
--
--
Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development
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.
urn:nbn:de:bvb:20-opus-62082
6208
In: Developmental Psychology (1989) 25, 5, S. 765 - 771.
Deutsches Urheberrecht
Martha Carr
Beth E. Kurtz
Wolfgang Schneider
Lisa A. Turner
John G. Borkowski
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5878/Schneider_W63.pdf
5877
1988
eng
review
1
2012-05-18
--
--
Book Reviews: Cognition, Metacognition, and Reading
No abstract available
urn:nbn:de:bvb:20-opus-62079
6207
In: Educational Researcher (1988) 17, 53, S. 53 - 55.
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5877/Schneider_W51.pdf
5736
1988
eng
article
1
2012-03-27
--
--
Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task
No abstract available
urn:nbn:de:bvb:20-opus-62062
6206
In: Journal of Experimental Child Psychology (1988) 45, 2, S. 209 - 233.
Deutsches Urheberrecht
Wolfgang Schneider
Beate Sodian
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5736/Schneider_W50.pdf
5735
1987
eng
article
1
2012-03-27
--
--
The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour
No abstract available
urn:nbn:de:bvb:20-opus-62050
6205
In: International Journal of Behavioral Development (1987) 10, 3, S. 281 - 299.
Deutsches Urheberrecht
Wolfgang Schneider
Joachim Körkel
Franz E. Weinert
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5735/Schneider_W46.pdf
5734
1987
eng
article
1
2012-03-27
--
--
Short-term memory, verbal competence, and age as predictors of imagery instructional effectiveness
No abstract available
urn:nbn:de:bvb:20-opus-62046
6204
In: Journal of Experimental Child Psychology (1987) 43, 2, S. 194 - 211.
Deutsches Urheberrecht
Michael Pressley
Teresa Cariglia-Bull
Shelley Deane
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5734/Schneider_W44.pdf
5698
1986
eng
article
1
2012-03-16
--
--
Metamemory and motivation: a comparison of strategy use and Performance in German and American children
No abstract available
urn:nbn:de:bvb:20-opus-62031
6203
In: Journal of Cross-Cultural Psychology (1986) 17, 315, S. 315 - 336.
Deutsches Urheberrecht
Wolfgang Schneider
John G. Borkowski
Beth E. Kurtz
Kathleen Kerwin
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5698/Schneider_W39.pdf
5693
1986
eng
article
1
2012-03-16
--
--
The role of conceptual knowledge and metamemory in the development of organizational processes in memory
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.
urn:nbn:de:bvb:20-opus-62022
6202
In: Journal of Experimental Child Psychology (1986) 42, S. 218 - 236.
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5693/Schneider_W37.pdf
5667
1986
eng
article
1
2012-03-06
--
--
Recall, clustering, and metamemory in young children
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.
urn:nbn:de:bvb:20-opus-62014
6201
In: Journal of Experimental Child Psychology (1986) 41, 3, S. 395 - 410.
Deutsches Urheberrecht
Beate Sodian
Wolfgang Schneider
Marion Perlmutter
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5667/Schneider_W35.pdf
5666
1985
eng
article
1
2012-03-06
--
--
Monte Carlo Tests of the accuracy of Cluster analysis algorithms: A comparison of hierarchical and nonhierarchical methods
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.
urn:nbn:de:bvb:20-opus-62000
6200
In: Multivariate Behavioral Research (1985) 20, S. 283 - 304.
Deutsches Urheberrecht
Dieter Scheibler
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5666/Schneider_W31.pdf
5587
1984
eng
article
1
2012-02-17
--
--
Classroom differences in the determination of achievement changes
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.
urn:nbn:de:bvb:20-opus-61991
6199
In: American Educational Research Journal (1984) 21, 1, S. 195 - 211.
Deutsches Urheberrecht
Wolfgang Schneider
Bernhard Treiber
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/5587/Schneider_W26.pdf
4430
1987
eng
article
1
2010-11-25
--
--
The role of context in young children's memory performance: Istomina revisited
According to more recent studies on memory development in young children, preschoolers and kindergarteners are able to demonstrate surprisingly good memory skills in natural as weH as in laboratory-type settings. This finding is not consistent with the results of a study by Istomina (1975), conducted in 1948, leading to the concJusion that (a) preschoolers do not use voluntary remembering, and (b) children generally recall better in play situations than in typical experimental settings. In this study, two experiments were conducted to replicate Istomina's research. In the first, it was shown that Istomina's findings were replicable when methodological problems in the procedure were ignored. Experiment 2 improved methodologically upon Istomina's experimental methods and did not produce results to support her concJusions. Four- and 6-year-olds showed voluntary memory in play activities as weH as in laboratory-type settings, and remembered equally weB in both contexts. The results did not support the assumption that memory performance in young children can be substantially facilitated by motivating contexts.
urn:nbn:de:bvb:20-opus-52726
5272
In: British Journal of Developmental Psychology (1987) 5, 333-341.
Deutsches Urheberrecht
Wolfgang Schneider
Hedwig Brun
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/4430/Schneider_W_role_context.pdf
4427
1993
eng
bookpart
1
2010-11-25
--
--
Emerging literacy from kindergarten to second grade: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies
No abstract available
urn:nbn:de:bvb:20-opus-50513
5051
In: Language acquisition problems and reading disorders : aspects of diagnosis and intervention / ed. by Hannelore Grimm, H. Skowronek. - Berlin, u.a.: de Gruyter, 1993. - (Prevention and intervention in childhood and adolescence ; 14). - ISBN: 3-11-014120-5, S. 295-318.
Deutsches Urheberrecht
J. C. Näslung
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/4427/Schneider_W_Emerging_literacy.pdf
4417
1988
eng
conferenceobject
1
2010-11-24
--
--
Sources of memory and metamemory development: Societal, parental, and educational influences
This project had two goals: (1) to examine the impact of strategy training on memory performance in German and American children, and (2) to search for environmental correlates of individual differences in cognitive processes. Following pretesting, 437 children were divided into training and control groups, with the former receiving training in clustering strategies. Trained children showed sizable strategy maintenance and transfer effects two weeks and six months later. Parents and teachers completed questionnaires about the teaching of strategies and their attributional beliefs about children's academic successes and failures. The differences in strategie behavior and attributions of German and American children were due, in part, to differences in strategy-enriched environments.
urn:nbn:de:bvb:20-opus-50524
5052
In: Proceedings of the 2nd International Conference on Practical Aspects of Memory held under the Auspices of the Welsh Branch of the British Psychological Society, in Swansea from August 2.-8. 1987] / ed. by M. M. Gruneberg, P. Morris, R. Sykes (Eds.). - Chichester [u.a.] : Wiley, 1988, S. 537-542.
Deutsches Urheberrecht
Beth Kurtz
Wolfgang Schneider
John G. Borkowski
Martha Carr
Lisa A. Turner
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/4417/Schneider_W_Sources_memory.pdf
3344
1994
eng
article
1
2010-11-24
--
--
The role of rhyme awareness in learning to read a regular orthography
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.
urn:nbn:de:bvb:20-opus-50508
5050
In: British Journal of Developmental Psychology (1994) 12, 469-484.
Deutsches Urheberrecht
Heinz Wimmer
Karin Landerl
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/3344/Schneider_W_role_rhyme.pdf
4405
1991
eng
article
1
2010-11-22
--
--
Domain-specific knowledge and memory Performance
No abstract available
urn:nbn:de:bvb:20-opus-50494
5049
In: Análise psicológica (1991) 9, 353-363.
Deutsches Urheberrecht
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/4405/Schneider_W_Domain_specific_knowledge_Kopie.pdf
4401
1987
eng
bookpart
1
2010-11-19
--
--
Cognitive strategies: Good strategy users coordinate metacognition and knowledge
No abstract available
urn:nbn:de:bvb:20-opus-50469
5046
In: Annals of child development (1987) 4, 89-129.
Deutsches Urheberrecht
Michael Pressley
John G. Borkowski
Wolfgang Schneider
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/4401/Schneider_W_Cognitive_strategies_Kopie.pdf
4399
1994
eng
bookpart
1
2010-11-19
--
--
Situational context features and memory development : insights from replications of Istomina's experiment
No abstract available
urn:nbn:de:bvb:20-opus-50397
5039
In: Reconstructing the mind : replicability in research on human development / by René van der Veer, M. van Uzendoorn, J. Valsiner (eds.). - Norwood, NJ : Ablex, 1994. - ISBN: 0-89391-871-7, S. 183-205.
Deutsches Urheberrecht
Wolfgang Schneider
Marcus Hasselhorn
deu
swd
Psychologie
Psychologie
open_access
Institut für Psychologie (bis Sept. 2007)
Universität Würzburg
https://opus.bibliothek.uni-wuerzburg.de/files/4399/Schneider_W_Situational_context.pdf