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 - JOUR A1 - Nitsche, Wolfgang H. A1 - Kim, Na Young A1 - Roumpos, Georgios A1 - Schneider, Christian A1 - Höfling, Sven A1 - Forchel, Alfred A1 - Yamamoto, Yoshihisa T1 - Spatial correlation of two-dimensional bosonic multimode condensates JF - Physical Review A N2 - The Berezinskii-Kosterlitz-Thouless (BKT) theorem predicts that two-dimensional bosonic condensates exhibit quasi-long-range order which is characterized by a slow decay of the spatial coherence. However previous measurements on exciton-polariton condensates revealed that their spatial coherence can decay faster than allowed under the BKT theory, and different theoretical explanations have already been proposed. Through theoretical and experimental study of exciton-polariton condensates, we show that the fast decay of the coherence can be explained through the simultaneous presence of multiple modes in the condensate. KW - Exciton-polariton condensate KW - Long-range order KW - Microcavity KW - Vortices KW - Systems Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-188897 VL - 93 IS - 5 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - Scheibler, Dieter A1 - Schneider, Wolfgang T1 - Monte Carlo Tests of the accuracy of Cluster analysis algorithms: A comparison of hierarchical and nonhierarchical methods N2 - 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. KW - Psychologie Y1 - 1985 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62000 ER - TY - JOUR A1 - Sodian, Beate A1 - Schneider, Wolfgang A1 - Perlmutter, Marion T1 - Recall, clustering, and metamemory in young children N2 - 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. KW - Psychologie Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62014 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 - 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 T1 - The role of conceptual knowledge and metamemory in the development of organizational processes in memory N2 - 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. KW - Psychologie Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62022 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Borkowski, John G. A1 - Kurtz, Beth E. A1 - Kerwin, Kathleen T1 - Metamemory and motivation: a comparison of strategy use and Performance in German and American children N2 - No abstract available KW - Psychologie Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62031 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Treiber, Bernhard T1 - Classroom differences in the determination of achievement changes N2 - 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. KW - Psychologie Y1 - 1984 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-61991 ER - TY - JOUR A1 - Schick, Martin A. A1 - Baar, Wolfgang A1 - Flemming, Sven A1 - Schlegel, Nicolas A1 - Wollborn, Jakob A1 - Held, Christopher A1 - Schneider, Reinhard A1 - Brock, Robert W. A1 - Roewer, Norbert A1 - Wunder, Christian T1 - Sepsis-induced acute kidney injury by standardized colon ascendens stent peritonitis in rats - a simple, reproducible animal model JF - Intensive Care Medicine Experimental N2 - Background Up to 50% of septic patients develop acute kidney injury (AKI). The pathomechanism of septic AKI is poorly understood. Therefore, we established an innovative rodent model to characterize sepsis-induced AKI by standardized colon ascendens stent peritonitis (sCASP). The model has a standardized focus of infection, an intensive care set up with monitoring of haemodynamics and oxygenation resulting in predictable impairment of renal function, AKI parameters as well as histopathology scoring. Methods Anaesthetized rats underwent the sCASP procedure, whereas sham animals were sham operated and control animals were just monitored invasively. Haemodynamic variables and blood gases were continuously measured. After 24 h, animals were reanesthetized; cardiac output (CO), inulin and PAH clearances were measured and later on kidneys were harvested; and creatinine, urea, cystatin C and neutrophil gelatinase-associated lipocalin (NGAL) were analysed. Additional sCASP-treated animals were investigated after 3 and 9 days. Results All sCASP-treated animals survived, whilst ubiquitous peritonitis and significantly deteriorated clinical and macrohaemodynamic sepsis signs after 24 h (MAP, CO, heart rate) were obvious. Blood analyses showed increased lactate and IL-6 levels as well as leucopenia. Urine output, inulin and PAH clearance were significantly decreased in sCASP compared to sham and control. Additionally, significant increase in cystatin C and NGAL was detected. Standard parameters like serum creatinine and urea were elevated and sCASP-induced sepsis increased significantly in a time-dependent manner. The renal histopathological score of sCASP-treated animals deteriorated after 3 and 9 days. Conclusions The presented sCASP method is a standardized, reliable and reproducible method to induce septic AKI. The intensive care set up, continuous macrohaemodynamic and gas exchange monitoring, low mortality rate as well as the opportunity of detailed analyses of kidney function and impairments are advantages of this setup. Thus, our described method may serve as a new standard for experimental investigations of septic AKI. KW - CASP KW - animal model KW - acute kidney injury KW - sepsis Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-126111 VL - 2 IS - 34 ER - TY - JOUR A1 - Schick, Martin Alexander A1 - Baar, Wolfgang A1 - Bruno, Raphael Romano A1 - Wollborn, Jakob A1 - Held, Christopher A1 - Schneider, Reinhard A1 - Flemming, Sven A1 - Schlegel, Nicolas A1 - Roewer, Norbert A1 - Neuhaus, Winfried A1 - Wunder, Christian T1 - Balanced hydroxyethylstarch (HES 130/0.4) impairs kidney function in-vivo without inflammation JF - PLoS One N2 - Volume therapy is a standard procedure in daily perioperative care, and there is an ongoing discussion about the benefits of colloid resuscitation with hydroxyethylstarch (HES). In sepsis HES should be avoided due to a higher risk for acute kidney injury (AKI). Results of the usage of HES in patients without sepsis are controversial. Therefore we conducted an animal study to evaluate the impact of 6% HES 130/0.4 on kidney integrity with sepsis or under healthy conditions Sepsis was induced by standardized Colon Ascendens Stent Peritonitis (sCASP). sCASP-group as well as control group (C) remained untreated for 24 h. After 18 h sCASP+HES group (sCASP+VOL) and control+HES (C+VOL) received 50 ml/KG balanced 6% HES (VOL) 130/0.4 over 6h. After 24h kidney function was measured via Inulin- and PAH-Clearance in re-anesthetized rats, and serum urea, creatinine (crea), cystatin C and Neutrophil gelatinase-associated lipocalin (NGAL) as well as histopathology were analysed. In vitro human proximal tubule cells (PTC) were cultured +/- lipopolysaccharid (LPS) and with 0.1–4.0% VOL. Cell viability was measured with XTT-, cell toxicity with LDH-test. sCASP induced severe septic AKI demonstrated divergent results regarding renal function by clearance or creatinine measure focusing on VOL. Soleley HES (C+VOL) deteriorated renal function without sCASP. Histopathology revealed significantly derangements in all HES groups compared to control. In vitro LPS did not worsen the HES induced reduction of cell viability in PTC cells. For the first time, we demonstrated, that application of 50 ml/KG 6% HES 130/0.4 over 6 hours induced AKI without inflammation in vivo. Severity of sCASP induced septic AKI might be no longer susceptible to the way of volume expansion KW - colloids KW - kidneys KW - histopathology KW - blood KW - creatinine KW - sepsis KW - urine KW - inflammation Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-126068 VL - 10 IS - 9 ER - TY - JOUR A1 - Marenholz, Ingo A1 - Esparza-Gordillo, Jorge A1 - Rüschendorf, Franz A1 - Bauerfeind, Anja A1 - Strachan, David P. A1 - Spycher, Ben D. A1 - Baurecht, Hansjörg A1 - Magaritte-Jeannin, Patricia A1 - Sääf, Annika A1 - Kerkhof, Marjan A1 - Ege, Markus A1 - Baltic, Svetlana A1 - Matheson, Melanie C. A1 - Li, Jin A1 - Michel, Sven A1 - Ang, Wei Q. A1 - McArdle, Wendy A1 - Arnold, Andreas A1 - Homuth, Georg A1 - Demenais, Florence A1 - Bouzigon, Emmanuelle A1 - Söderhäll, Cilla A1 - Pershagen, Göran A1 - de Jongste, Johan C. A1 - Postma, Dirkje S. A1 - Braun-Fahrländer, Charlotte A1 - Horak, Elisabeth A1 - Ogorodova, Ludmila M. A1 - Puzyrev, Valery P. A1 - Bragina, Elena Yu A1 - Hudson, Thomas J. A1 - Morin, Charles A1 - Duffy, David L. A1 - Marks, Guy B. A1 - Robertson, Colin F. A1 - Montgomery, Grant W. A1 - Musk, Bill A1 - Thompson, Philip J. A1 - Martin, Nicholas G. A1 - James, Alan A1 - Sleiman, Patrick A1 - Toskala, Elina A1 - Rodriguez, Elke A1 - Fölster-Holst, Regina A1 - Franke, Andre A1 - Lieb, Wolfgang A1 - Gieger, Christian A1 - Heinzmann, Andrea A1 - Rietschel, Ernst A1 - Keil, Thomas A1 - Cichon, Sven A1 - Nöthen, Markus M. A1 - Pennel, Craig E. A1 - Sly, Peter D. A1 - Schmidt, Carsten O. A1 - Matanovic, Anja A1 - Schneider, Valentin A1 - Heinig, Matthias A1 - Hübner, Norbert A1 - Holt, Patrick G. A1 - Lau, Susanne A1 - Kabesch, Michael A1 - Weidinger, Stefan A1 - Hakonarson, Hakon A1 - Ferreira, Manuel A. R. A1 - Laprise, Catherine A1 - Freidin, Maxim B. A1 - Genuneit, Jon A1 - Koppelman, Gerard H. A1 - Melén, Erik A1 - Dizier, Marie-Hélène A1 - Henderson, A. John A1 - Lee, Young Ae T1 - Meta-analysis identifies seven susceptibility loci involved in the atopic march JF - Nature Communications N2 - Eczema often precedes the development of asthma in a disease course called the 'atopic march'. To unravel the genes underlying this characteristic pattern of allergic disease, we conduct a multi-stage genome-wide association study on infantile eczema followed by childhood asthma in 12 populations including 2,428 cases and 17,034 controls. Here we report two novel loci specific for the combined eczema plus asthma phenotype, which are associated with allergic disease for the first time; rs9357733 located in EFHC1 on chromosome 6p12.3 (OR 1.27; P = 2.1 x 10(-8)) and rs993226 between TMTC2 and SLC6A15 on chromosome 12q21.3 (OR 1.58; P = 5.3 x 10(-9)). Additional susceptibility loci identified at genome-wide significance are FLG (1q21.3), IL4/KIF3A (5q31.1), AP5B1/OVOL1 (11q13.1), C11orf30/LRRC32 (11q13.5) and IKZF3 (17q21). We show that predominantly eczema loci increase the risk for the atopic march. Our findings suggest that eczema may play an important role in the development of asthma after eczema. KW - chromosome 11Q13 KW - risk KW - genomewide association KW - hay fever KW - birth cohort KW - filaggrin mutations KW - food allergy KW - juvenile myoclonic epilepsy KW - childhood asthma KW - dermatitis Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-139835 VL - 6 IS - 8804 ER - TY - JOUR A1 - Schneider, Wolfgang T1 - Kausalmodelle in der Pädagogischen Psychologie - Ergänzende Analysen zu zwei einschlägigen Untersuchungen N2 - In the present secondary analysis the results of studies by Simons et al. (1975) and Schwarzer (1979) were critically reanalyzed. The central point of the reanalysis concerned the test of the causal models used, especially the question, if the technique of path analysis was correctly applied. Whereas some modifications seemed necessary in both srudies, there was no reason to question their main results. KW - Pädagogische Psychologie KW - Kausalmodell Y1 - 1980 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87249 ER - TY - JOUR A1 - Treiber, Bernhard A1 - Schneider, Wolfgang T1 - Schulisches Lernen im sozialökologischen Kontext N2 - No abstract available. KW - Lernen KW - Sozialökologie Y1 - 1981 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87271 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Zielinski, Werner T1 - Vergleichende Bedingungsanalysen zur Performanz guter und schwacher Rechtschreiber T1 - A comparison of structural models describing and explaining spelling performance of good and poor spellers N2 - Es wurde die Frage überprüft, ob für schwache Rechtschreiber und rechtschreibunauffällige Schüler ähnliche Determinanten der Rechtschreibleistung angenommen werden können. Theoretisch plausible Kausalmodelle zur Beschreibung und Erklärung von Rechtschreibleistungen rechtschreibschwacher und rechtschreibunauffälliger Viertkläßler wurden im Hinblick auf ihre Übereinstimmung und Datenkompabilität anhand des Computerprogramms LISREL IV analysiert. Für beide Gruppen ergaben sich unterschiedlich strukturierte Lösungen, von denen lediglich die für die normalen Rechtschreiber hinsichtlich der Datenanpassung und des Prozentsatzes aufgeklärter Kriteriumsvarianz einigermaßen befriedigen konnte. N2 - In the present study, an attempt was made to simultaneously test causal models of spelling performance for two samples of fourth grade dyslexic children and normal speUers. The computer program LISREL IV was used to answer the question if the same structural model holds for both samples. Different solutions were obtained for both groups. While the models all showed an acceptable data fit, only the solution for the normal spellers explained enough criterion variance to be practically important. KW - Rechtschreibschwäche Y1 - 1983 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87297 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 - Schneider, Wolfgang A1 - Bös, Klaus T1 - Exploratorische Analysen zu Komponenten des Schulerfolgs N2 - Aus der Durchsicht neuerer Forschungsliteratur zum Thema Schulprognose läßt sich ableiten, daß im Gegensatz zur unbestrittenen Bedeutung von kognitiven Tätigkeitsmerkmalen die Relevanz von nicht-kognitiven (z. B. Angst- und Leistungs-)Merkmalen für die Schulleistung nicht klar abzuschätzen ist. In der vorliegenden Untersuchung wurde nun der Vetsuch unternommen, anhand von explorativen Kausalmodellen mit latenten Variablen (LVPLS) die relative Bedeutsarnkeit nichtkognitiver Variablen für den Schulerfolg zu bestimmen. Die anhand einer Stichprobe von 87 Viertkläßlern gewonnenen Befunde unterstreichen die herausragende Relevanz kognitiver Merkmale, deuten jedoch auch darauf hin, daß die Rolle von Angsrkomponenten und Leistungsmotivkennwetten aufgrund ihrer vorwiegend indirekten Einflußnahme nicht unterschätzt werden darf. Angesichts der immer noch defizitären Theorieentwicklung im Bereich der Schulerfolgsprognose wird dafür plädiert, hier weiterhin gezielt mit explorativen Modellen zu arbeiten. KW - Schulerfolg KW - Analyse Y1 - 1985 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87314 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 - CHAP A1 - Schneider, Wolfgang T1 - Methodische Ansätze der empirischen Erziehungs- und Sozialisationsforschung N2 - No abstract available. KW - Methode KW - Sozialisation KW - Pädagogik KW - Psychologie Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87454 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 - 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 - 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 - Freitag‐Wolf, Sandra A1 - Munz, Matthias A1 - Junge, Olaf A1 - Graetz, Christian A1 - Jockel‐Schneider, Yvonne A1 - Staufenbiel, Ingmar A1 - Bruckmann, Corinna A1 - Lieb, Wolfgang A1 - Franke, Andre A1 - Loos, Bruno G. A1 - Jepsen, Søren A1 - Dommisch, Henrik A1 - Schaefer, Arne S. T1 - Sex‐specific genetic factors affect the risk of early‐onset periodontitis in Europeans JF - Journal of Clinical Periodontology N2 - Aims Various studies have reported that young European women are more likely to develop early‐onset periodontitis compared to men. A potential explanation for the observed variations in sex and age of disease onset is the natural genetic variation within the autosomal genomes. We hypothesized that genotype‐by‐sex (G × S) interactions contribute to the increased prevalence and severity. Materials and methods Using the case‐only design, we tested for differences in genetic effects between men and women in 896 North‐West European early‐onset cases, using imputed genotypes from the OmniExpress genotyping array. Population‐representative 6823 controls were used to verify that the interacting variables G and S were uncorrelated in the general population. Results In total, 20 loci indicated G × S associations (P < 0.0005), 3 of which were previously suggested as risk genes for periodontitis (ABLIM2, CDH13, and NELL1). We also found independent G × S interactions of the related gene paralogs MACROD1/FLRT1 (chr11) and MACROD2/FLRT3 (chr20). G × S‐associated SNPs at CPEB4, CDH13, MACROD1, and MECOM were genome‐wide‐associated with heel bone mineral density (CPEB4, MECOM), waist‐to‐hip ratio (CPEB4, MACROD1), and blood pressure (CPEB4, CDH13). Conclusions Our results indicate that natural genetic variation affects the different heritability of periodontitis among sexes and suggest genes that contribute to inter‐sex phenotypic variation in early‐onset periodontitis. KW - alveolar bone loss KW - gene × sex interaction KW - genetic risk KW - heritability KW - inflammation Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-262445 VL - 48 IS - 11 SP - 1404 EP - 1413 ER - TY - CHAP A1 - Schneider, Wolfgang T1 - Methodische Probleme und Möglichkeiten schulbezogener Längsschnittforschung N2 - No abstract available. KW - Längsschnittuntersuchung Y1 - 1991 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86592 ER - TY - JOUR A1 - Opwis, K. A1 - Gold, A. A1 - Schneider, Wolfgang T1 - Möglichkeiten der Kreuzvalidierung von Strukturgleichungsmodellen T1 - Cross-validating structural equation models: Problems and perspectives T1 - Possibilites de validation croisee pour des modeles d'equation structurale N2 - Die Beurteilung der Angemessenheit theoretischer Oberlegungen auf der Grundlage statistischer Hypothesentests ist für die empirische Forschung von zentraler Bedeutung. Im Mittelpunkt der Arbeit stehen die mit der Testung von multivariaten Strukturgleichungsmodellen (LISREL-Modelle) verbundenen Probleme. Zu Beginn wird das LISREL-Modell unter den Aspekten der simultanen Analyse von Kovarianzund Mittelwertstrukturen und der Modelltestung diskutiert. Anschließend werden anhand eines Illustrationsbeispiels aus der pädagogisch-psychologischen Forschung verschiedene Vorgehensweisen der Kreuzvalidierung einander gegenübergestellt und an empirischen Daten demonstriert. Es zeigt sich, daß die Obernahme exakter numerischer Parameterwerte sowohl aufgrund inhaltlicher wie auch formaler Argumente unangemessen streng erscheint. Diese Einschätzung kann empirisch belegt werden, indem eine Approximation von Intervallrestriktionen vorgenommen wird. N2 - This study focuses on the problem of how to judge the adequacy of theoretical models on the basis of statistical hypothesis testing procedures. In particular, problems of testing multivariate structural equation models (LISREL-models) are discussed. In a first step, the possibilities of simultaneously analyzing covariance and mean structures and of testing LISREL models are discussed . Next, data from a study conducted in the field of educational psychology are used to illustrate different procedures of cross-validating LISREL models. As it turns out, the usual restriction to base the model on equivalent numerical parameter values appears to be inappropriately rigorous. Thus, the suggestion is that cross-validations of structural equation models should rely on approximations of interval restrictions instead. N2 - Le jugement de l'appropriation des modeles theoriques base sur des tests d'hytheses statistiques est d'une importance capitale pour la recherche empirique . Les problemes lies a la verification de modeJes muJtivariants d'equation structurale sont au cen tre de cette etude. On trouve pour commencer une discussion sur le modele LISREL sous l'aspect de l'analyse simultanee de structures de covariance et de valeur moyenne et sous celui de la verification du modele. Suit ne comparaison de differents procedes de validation croiée. demontree d'apres des donnees empiriques et illustree par des exemples pris dans Ja recherche psychopedagogique. Il en ressort que la reprise de parametres numeriques exacts parait inadequate dans sa rigueur en raison d'arguments concernant tant le fond que la forme. Cette evaluation peut etre prouvee de facon empirique en faisant une approximation des restrictions d'intervalles. KW - Kreuzvalidierung KW - Strukturgleichungsmodell Y1 - 1987 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87377 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 - 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 - 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 - JOUR A1 - Schneider, Wolfgang T1 - Zur Rolle des Wissens bei kognitiven Höchstleistungen T1 - The Impact of the Knowledge Base on Exceptional Cognitive Performance N2 - Neuere Ansätze der Hochbegabtenforschung haben demonstriert, daß herausragende intellektuelle Fähigkeiten alleine noch keine kognitiven Höchstleistungen in späteren Lebensabschnitten garantieren. Insbesondere retrospektive Analysen der Daten genialer bzw. kognitiv hochproduktiver Persönlichkeiten lassen darauf schließen, daß neben Intelligenzmerkmalen auch Wissensaspekte und nichtkognitive Persönlichkeitsmerkmale entscheidend dafür verantwortlich sind, daß Höchstleistungen erzielt werden können. Im vorliegenden Beitrag wird ein Überblick über Studien gegeben, die den Einfluß bereichsspezifiscben Wissens auf kognitive Höchstleistungen darstellt, daß jedoch ab einem bestimmten Grenzwert intellektueller Fähigkeit allein das Ausmaß bereichsspezifischen Wissens in Kombination mit extremen Ausprägungen in nichtkognitiven Merkmalen wie Konzentrationsfähigkeit, Ausdauer und Erfolgsmotivation darüber entscheidet, ob intellektuelle Höchstleistungen erbracht werden können. KW - Hochbegabung KW - Intelligenzleistung KW - Vorwissen KW - Hochbegabung KW - bereichsspezifisches Vorwissen KW - kognitive Höchstleistung KW - giftedness KW - the knowledge base KW - exceptional cognitive performance Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87383 ER - TY - CHAP A1 - Schneider, Wolfgang T1 - Erwerb von Expertise: Zur Relevanz kognitiver und nichtkognitiver Voraussetzungen N2 - No abstract available. KW - Begabung Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-71377 ER - TY - JOUR A1 - Schneider, Wolfgang T1 - Der Übergang in weiterführende Schulen nach dem 4. oder 6. Grundschuljahr? Theoretische Analysen und empirische Befunde zur Prognose des Schulerfolgs N2 - No abstract available. KW - Grundschule KW - Schulübergang KW - Zeitpunkt Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87465 ER -