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  - Weinert, Franz E.
A1  - Schneider, Wolfgang
T1  - Cognitive, social and emotional development
N2  - No abstract available.
KW  - Identitätsentwicklung
KW  - Längsschnittuntersuchung
KW  - Persönlichkeitsentwicklung
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87448
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Gifted children: How different are they? Review of: Lebensumweltanalyse hochbegabter Kinder - Das Marburger Hochbegabtenprojekt
N2  - Rezension zu: Detlef H. Rost: Lebensumweltanalyse hochbegabter Kinder - das Marburger Hochbegabtenprojekt. - Seattle, WA: Hogrefe, 1993. - 261 S. - ISBN 3-8017-0479-3
KW  - Psychologie
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87438
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Näslund, Jan Carol
T1  - 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)
N2  - 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.
KW  - Lese- und Schreibfähigkeit
KW  - Gedächtnisleistung
KW  - Phonologische Bewusstheit
KW  - Acquisition of literacy
KW  - Children-at-Risk
KW  - Memory capacity
KW  - Phonological awareness
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87421
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Introduction: The early prediction of reading and spelling
N2  - No abstract available.
KW  - Prognose
KW  - Schreiben
KW  - Lesen
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87418
ER  - 
TY  - JOUR
A1  - Kurtz, Beth E.
A1  - Schneider, Wolfgang
T1  - The effects of age, study time, and importance of text units on strategy use and memory for texts
N2  - 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.
KW  - Studienzeit
KW  - Lebensalter
KW  - Gedächtnis
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87408
ER  - 
TY  - CHAP
A1  - Knopf, Monika
A1  - Körkel, Joachim
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - Human memory as a faculty versus human memory as a set of specific abilities: Evidence from a life-span approach
N2  - No abstract available.
KW  - Gedächtnis
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87394
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Helmke, Andreas
T1  - The role of classroom differences in achievement changes
N2  - 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.
KW  - Schulleistung
KW  - Schulklasse
KW  - Unterschied
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87356
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - How to avoid traps and fallacies: The multilevel issue in educational research
N2  - 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."
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87336
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Developmental trends in the metamemory-memory behavior relationship: An integrative review
N2  - No abstract available.
KW  - Metagedächtnis
Y1  - 1985
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87301
ER  - 
TY  - JOUR
A1  - Weinert, Franz E.
A1  - Treiber, Bernhard
A1  - Schneider, Wolfgang
T1  - Educational psychology
N2  - 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.
KW  - Pädagogische Psychologie
Y1  - 1979
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87234
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - The role of knowledge, strategies, and aptitudes in cognitive Performance: Concluding Comments
N2  - No abstract available.
KW  - Kognitive Entwicklung
KW  - Begabung
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87190
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Körkel, Joachim
A1  - Weinert, Franz E.
T1  - Expert knowledge, general abilities, and text processing
N2  - No abstract available.
KW  - Kognitive Entwicklung
KW  - Begabung
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87175
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Memory development
N2  - No abstract available.
KW  - Pädagogik
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-69331
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Acquiring expertise: determinants of exceptional performance
N2  - No abstract available.
KW  - Hochbegabung
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86652
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  - CHAP
A1  - Schneider, Wolfgang
T1  - The "what" and "how" of development: Really two separate research agendas?
N2  - No abstract available.
KW  - Entwicklungspsychologie
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86630
ER  - 
TY  - JOUR
A1  - Näslund, Jan Carol
A1  - Schneider, Wolfgang
T1  - Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance
N2  - 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.
KW  - Lesefähigkeit
KW  - Sprachfertigkeit
KW  - Gedächtnisleistung
KW  - Phonologische Bewusstheit
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86606
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - The role of knowledge, strategies, and aptitudes in cognitive performance : concluding comments
N2  - No abstract available.
KW  - Intelligenzleistung
KW  - Wissen
KW  - Begabung
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86554
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Körkel, Joachim
A1  - Weinert, Franz E.
T1  - Expert Knowledge, General Abilities, and Text Processing
N2  - No abstract available.
KW  - Textverarbeitung <Psycholinguistik>
KW  - Wissen
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86548
ER  - 
TY  - CHAP
A1  - Bjorklund, David F.
A1  - Muir-Broaddus, Jacqueline E.
A1  - Schneider, Wolfgang
T1  - The role of knowledge in the development of strategies
N2  - No abstract available.
KW  - Wissen
KW  - Strategie
KW  - Entwicklung
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86538
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  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - The longitudinal study of motor development: methodological issues
N2  - No abstract available.
KW  - Motorische Entwicklung
KW  - Längsschnittuntersuchung
KW  - Methode
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-71393
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Näslund, Jan Carol
T1  - Cognitive prerequisites of reading and spelling: A longitudinal approach
N2  - No abstract available.
KW  - Lesen
KW  - Schreiben
KW  - Längsschnittuntersuchung
KW  - Kognitive Kompetenz
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-71388
ER  - 
TY  - CHAP
A1  - Weinert, Franz E.
A1  - Helmke, Andreas
A1  - Schneider, Wolfgang
T1  - Individual differences in learning Performance and in school achievement: Plausible parallels and some unexplained discrepancies
N2  - No abstract available.
KW  - Lernerfolg
KW  - Schulleistung
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-71210
ER  - 
TY  - CHAP
A1  - Weinert, Franz E.
A1  - Schneider, Wolfgang
A1  - Knopf, Monika
T1  - Individual differences in memory development across the life-span
N2  - 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.
KW  - Gedächtnisbildung
KW  - Lebensalter
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-70666
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  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Gruber, Hans
A1  - Gold, Andreas
A1  - Opwis, Klaus
T1  - Chess expertise and memory for chess positions in children and adults
N2  - No abstract available
KW  - Psychologie
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62211
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  - JOUR
A1  - Gaultney, Jane F.
A1  - Bjorklund, David F.
A1  - Schneider, Wolfgang
T1  - The role of children's expertise in a Strategie memory task
N2  - 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.
KW  - Psychologie
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62190
ER  - 
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  - Schneider, Wolfgang
A1  - Bjorklund, David F.
T1  - Expertise, aptitude, and strategic remembering
N2  - 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.
KW  - Psychologie
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62175
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Sodian, Beate
T1  - A longitudinal study of young children's memory behavior and Performance in a sort-recall task
N2  - No abstract available
KW  - Psychologie
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62169
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  - 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  - 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  - 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  - 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  - 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
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  - 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  -