TY - JOUR A1 - Tibken, Catharina A1 - Richter, Tobias A1 - Linden, Nicole von der A1 - Schmiedeler, Sandra A1 - Schneider, Wolfgang T1 - The role of metacognitive competences in the development of school achievement among gifted adolescents JF - Child Development N2 - 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. KW - metacognitive competences KW - high intelligence KW - school Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-258376 VL - 93 IS - 1 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Niklas, Frank T1 - Intelligence and verbal short-term memory/working memory: their interrelationships from childhood to young adulthood and their impact on academic achievement JF - Journal of Intelligence N2 - 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. KW - intelligence KW - short-term memory KW - working memory KW - academic achievement KW - domain knowledge KW - LOGIC study Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-198004 SN - 2079-3200 VL - 5 IS - 2 ER - TY - JOUR A1 - Kempert, Sebastian A1 - Götz, Regina A1 - Blatter, Kristine A1 - Tibken, Catharina A1 - Artelt, Cordula A1 - Schneider, Wolfgang A1 - Stanat, Petra T1 - Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development? JF - Frontiers in Psychology N2 - 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. KW - phonological awareness KW - musical training KW - phonological training KW - preschool children KW - early literacy Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-165272 VL - 7 IS - 1803 ER - TY - CHAP A1 - Körkel, Joachim A1 - Schneider, Wolfgang T1 - Domain-specific versus metacognitive knowledge effects on text recall and comprehension N2 - No abstract available. KW - Unterricht KW - Lerntheorie KW - Unterrichtspsychologie KW - Lernpsychologie KW - Pädagogische Psychologie Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86647 ER - TY - BOOK A1 - Schneider, Wolfgang A1 - Pressley, Michael T1 - Memory development between 2 and 20 N2 - No abstract available. KW - Kind KW - Gedächtnisleistung KW - Entwicklung KW - Jugend KW - Gedächtnisbildung Y1 - 1989 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-69977 ER - TY - JOUR A1 - Pressley, Michael A1 - Borkowski, John G. A1 - Schneider, Wolfgang T1 - Good information processing: What it is and how education can promote it N2 - 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. KW - Psychologie Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62127 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Körkel, Joachim A1 - Weinert, Franz E. T1 - Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children N2 - 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. KW - Psychologie Y1 - 1989 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62107 ER - TY - JOUR A1 - Kurtz-Costes, Beth E. A1 - Schneider, Wolfgang T1 - Self-concept, attributional beliefs, and school achievement: A longitudinal analysis N2 - No abstract available KW - Psychologie Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62245 ER - TY - JOUR A1 - Bjorklund, David F. A1 - Schneider, Wolfgang A1 - Cassel, William S. A1 - Ashley, Elizabeth T1 - Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High- and Low-IQ Children N2 - 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. KW - Psychologie Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62234 ER - TY - JOUR A1 - Rabinowitz, Mitchell A1 - Ornstein, Peter A. A1 - Folds-Bennett, Trisha H. A1 - Schneider, Wolfgang T1 - Age-related differences in speed of processing: Unconfounding age and experience N2 - No abstract available KW - Psychologie Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62223 ER -