TY - JOUR A1 - Woloshyn, Vera E. A1 - Pressley, Michael A1 - Schneider, Wolfgang T1 - Elaborative interrogation as a function of prior knowledge N2 - No abstract available KW - Psychologie Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62187 ER - TY - JOUR A1 - Bjorklund, David F. A1 - Schneider, Wolfgang A1 - Harnishfeger, Katherine Kipp A1 - Cassel, William S. A1 - Bjorklund, Barbara R. A1 - Bernholtz, Jean E. T1 - The role of IQ, expertise, and motivation in the recall of familiar Information N2 - 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. KW - Psychologie Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62204 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 - JOUR A1 - Carr, Martha A1 - Schneider, Wolfgang T1 - Long-term maintenance of organizational strategies in kindergarten children N2 - 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. KW - Psychologie Y1 - 1991 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62157 ER - TY - JOUR A1 - Weinert, Franz E. A1 - Schneider, Wolfgang A1 - Asendorpf, Jens B. A1 - Bullock, M. A1 - Helmke, Andreas A1 - Knopf, Monika A1 - Nunner-Winkler, G. A1 - Stern, E. A1 - Strube, G. A1 - Weber, Andreas T1 - Intra- und interindividuelle Unterschiede in der psychischen Entwicklung von Kindern N2 - No abstract available. KW - Kind KW - Psychische Entwicklung Y1 - 1991 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86627 ER - TY - JOUR A1 - Kurtz, Beth E. A1 - Schneider, Wolfgang A1 - Carr, Martha A1 - Borkowski, John G. A1 - Rellinger, Elizabeth T1 - Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development? N2 - 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. KW - Psychologie Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62145 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 - Sodian, Beate A1 - Schneider, Wolfgang T1 - Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor N2 - 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. KW - Psychologie Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62132 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Uhl, Christhild T1 - Metagedächtnis, Strategienutzung und Gedächtnisleistung: Vergleichende Analysen bei Kindern, jüngeren Erwachsenen und alten Menschen N2 - Am Beispiel einer semantischen Kategorisierungsaufgabe (sort-recall task) wurde der Frage nachgegangen, in welchen Bestimmungsgrößen sich die Gedächtnisleistungen von Schulkindern, jüngeren sowie älteren Erwachsenen voneinander unterscheiden. Es wurde angenommen, daß für diese drei Altersgruppen Gedächtnisleistungen bei dieser Aufgabe in unterschiedlicher Weise durch Strategie- und Wissensaspekte bestimmt sind. Die im Vergleich zu Schulkindern und älteren Erwachsenen üblicherweise besseren Leistungen jüngerer Erwachsener sollten demnach im wesentlichen auf die konsequentere Nutzung von Gedächtnisstrategien rückführbar sein. Erwartet wurde weiterhin, daß die bei Schulkindern und älteren Erwachsenen oft vorfindbaren "Produktionsdefizite" in der Strategienutzung unterschiedliche Ursachen haben : fehlt es bei den Schülern am notwendigen Gedächtniswissen (Metagedächtnis), so sind die Defizite der älteren Menschen vorwiegend auf die mangelnde Erfahrung mit der Aufgabe zurückzuführen. Diese Annahmen wurden in einer Studie mit je 24 Probanden aus den drei genannten Altersgruppen überprüft. Während sich das erwartete Produktionsdefizit bei den Kindern auf unzureichendes Metagedächtnis zurückführen ließ, gab es wenig Anhaltspunkte dafür, daß das Strategiedefizit älterer Menschen in wesentlichen auf mangelnde Aufgabenerfahrung rückführbar ist. Leistungsunterschiede zwischen jüngeren und älteren Erwachsenen beruhen nicht auf unterschiedlichem Gedächtniswissen, sondern dürften auf dem kombinierten Einfluß von Strategie- und Kapazitätsdefiziten basieren. KW - Metagedächtnis KW - Strategie KW - Gedächtnisleistung KW - Kind KW - Erwachsener KW - Alter Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-69418 ER - 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 - BOOK A1 - Schneider, Wolfgang T1 - Zur Entwicklung des Meta-Gedächtnisses bei Kindern N2 - No abstract available. KW - Kind KW - Metagedächtnis KW - Entwicklung Y1 - 1989 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87165 ER - TY - JOUR A1 - Schneider, Wolfgang T1 - Book Reviews: Cognition, Metacognition, and Reading N2 - No abstract available KW - Psychologie Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62079 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Sodian, Beate T1 - Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task N2 - No abstract available KW - Psychologie Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62062 ER - TY - JOUR A1 - Pressley, Michael A1 - Cariglia-Bull, Teresa A1 - Deane, Shelley A1 - Schneider, Wolfgang T1 - Short-term memory, verbal competence, and age as predictors of imagery instructional effectiveness N2 - No abstract available KW - Psychologie Y1 - 1987 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62046 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Körkel, Joachim A1 - Weinert, Franz E. T1 - The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour N2 - No abstract available KW - Psychologie Y1 - 1987 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62050 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Körkel, Joachim A1 - Vogel, Klaus T1 - Zusammenhänge zwischen Metagedächtnis, strategischem Verhalten und Gedächtnisleistungen im Grundschulalter: Eine entwicklungspsychologische Studie N2 - In der vorliegenden Studie wurde die Frage geprüft, inwieweit Schulanfänger im Vergleich zu fortgeschrittenen Grundschülern tatsächlich nur wenig darüber wissen, welche Strategien in freien Reproduktionsaufgaben (son-recall) voneilhaft sind. Zu diesem Zweck wurde das Metagedächtnis von Zweit- und Vienkläßlern, also ihr Wissen um die Vorteile unterschiedlicher Sortier- und Lernstrategien, mit ihrem Lernverhalten bzw. ihrem Leistungsvermögen in unterschiedlichen Varianten der sort-recall-Aufgabe verglichen. Diese Prozedur gestattete es, die Bewertung unterschiedlicher Strategien direkt mit ihrer jeweiligen Wirksamkeit zu vergleichen. Die an je 32 Zweit- und Viertkläßlern gewonnenen Befunde: lassen sich insgesamt so interpretieren, daß die jüngeren Kinder kaum etwas über angemessene Verhaltensweisen bei freien Reproduktionsaufgaben wissen; sie ziehen perzeptuelle Organisationsstrategien konzeptuellen (taxonomischen) Organisationsstrategien vor, profitieren tatsächlich jedoch signifikant mehr von konzeptuellen Strategien. Demgegenüber verfügten die: Vienkläßler in der Regel über angemessenes Metagedächtnis: sie schätzten taxonomische Strategien nicht nur höher ein, sondern profitierten auch de facto deutlich mehr von solchen Techniken. Die Befunde können insgesamt als Bestätigung der in der neueren Literatur verbreiteten Annahme gewertet werden, daß sich das Wissen um Gedächtnisanforderungen bei sort-recall-Aufgaben erst gegen Ende: der Grundschulzeit herausbildet. KW - Metagedächtnis KW - Verhalten KW - Gedächtnisleistung KW - Grundschulkind Y1 - 1987 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87368 ER -