TY  - JOUR
A1  - Carr, Martha
A1  - Kurtz, Beth E.
A1  - Schneider, Wolfgang
A1  - Turner, Lisa A.
A1  - Borkowski, John G.
T1  - Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development
N2  - 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.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62082
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  - Schneider, Wolfgang
A1  - Körkel, Joachim
T1  - The knowledge base and text recall: Evidence from a short-term longitudinal study
N2  - 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.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62093
ER  - 
TY  - JOUR
A1  - Borkowski, John G.
A1  - Schneider, Wolfgang
A1  - Pressley, Michael
T1  - The challenges of teaching good information processing to learning disabled students
N2  - 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.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62117
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  - CHAP
A1  - Schneider, Wolfgang
T1  - Problems of longitudinal studies with young children: Practical, conceptual, and methodological issues
N2  - No abstract available.
KW  - Längsschnittuntersuchung
KW  - Kind
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86521
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - Universal trends and individual differences in memory development
N2  - No abstract available.
KW  - Gedächtnisbildung
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86518
ER  -