TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Möbus, C.
T1  - Vorwort zu: Strukturmodelle für Längsschnittdaten und Zeitreihen : LISREL, Pfad- und Varianzanalysen / Claus Möbus und Wolfgang Schneider [Hrsg.]
N2  - No abstract available
KW  - LISREL
KW  - Kausalmodell
KW  - Längsschnittuntersuchung
KW  - Varianzanalyse
KW  - Pfadanalyse
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50433
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  - 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  - CHAP
A1  - Schneider, Wolfgang
A1  - Helmke, Andreas
T1  - Mehrebenenanalytische Ansätze zur Erklärung von Schulleistungen
N2  - No abstract available.
KW  - Schulleistung
KW  - Kontextanalyse
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87348
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Strukturgleichungsmodelle der zweiten Generation - Eine Einführung
KW  - LISREL
KW  - Kausalmodell
KW  - Längsschnittuntersuchung
KW  - Varianzanalyse
KW  - Pfadanalyse
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50401
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Treiber, B.
T1  - Determinanten der Leistungsveränderung im Mathematikunterricht - Ein Modellvergleich für unterschiedliche Schulleistungstypen
T1  - Classroom differences in the determination of achievement changes
KW  - Psychologie
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50419
ER  - 
TY  - JOUR
A1  - Pressley, Michael
A1  - Cariglia-Bull, Teresa
A1  - Deane, Shelley
A1  - Schneider, Wolfgang
T1  - Short-term memory, verbal competence, and age as predictors of imagery instructional effectiveness
N2  - No abstract available
KW  - Psychologie
Y1  - 1987
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62046
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Körkel, Joachim
A1  - Weinert, Franz E.
T1  - The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour
N2  - No abstract available
KW  - Psychologie
Y1  - 1987
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62050
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Körkel, Joachim
A1  - Vogel, Klaus
T1  - Zusammenhänge zwischen Metagedächtnis, strategischem Verhalten und Gedächtnisleistungen im Grundschulalter: Eine entwicklungspsychologische Studie
N2  - In der vorliegenden Studie wurde die Frage geprüft, inwieweit Schulanfänger im Vergleich zu fortgeschrittenen Grundschülern tatsächlich nur wenig darüber wissen, welche Strategien in freien Reproduktionsaufgaben (son-recall) voneilhaft sind. Zu diesem Zweck wurde das Metagedächtnis von Zweit- und Vienkläßlern, also ihr Wissen um die Vorteile unterschiedlicher Sortier- und Lernstrategien, mit ihrem Lernverhalten bzw. ihrem Leistungsvermögen in unterschiedlichen Varianten der sort-recall-Aufgabe verglichen. Diese Prozedur gestattete es, die Bewertung unterschiedlicher Strategien direkt mit ihrer jeweiligen Wirksamkeit zu vergleichen. Die an je 32 Zweit- und Viertkläßlern gewonnenen Befunde: lassen sich insgesamt so interpretieren, daß die jüngeren Kinder kaum etwas über angemessene Verhaltensweisen bei freien Reproduktionsaufgaben wissen; sie ziehen perzeptuelle Organisationsstrategien konzeptuellen (taxonomischen) Organisationsstrategien vor, profitieren tatsächlich jedoch signifikant mehr von konzeptuellen Strategien. Demgegenüber verfügten die: Vienkläßler in der Regel über angemessenes Metagedächtnis: sie schätzten taxonomische Strategien nicht nur höher ein, sondern profitierten auch de facto deutlich mehr von solchen Techniken. Die Befunde können insgesamt als Bestätigung der in der neueren Literatur verbreiteten Annahme gewertet werden, daß sich das Wissen um Gedächtnisanforderungen bei sort-recall-Aufgaben erst gegen Ende: der Grundschulzeit herausbildet.
KW  - Metagedächtnis
KW  - Verhalten
KW  - Gedächtnisleistung
KW  - Grundschulkind
Y1  - 1987
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87368
ER  - 
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  - CHAP
A1  - Weinert, Franz E.
A1  - Knopf, Monika
A1  - Schneider, Wolfgang
T1  - Von allgemeinen Theorien der Gedächtnisentwicklung zur Analyse spezifischer Lern- und Erinnerungsvorgänge
N2  - No abstract available.
KW  - Lernen
KW  - Erinnerung
Y1  - 1987
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87578
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Brun, Hedwig
T1  - The role of context in young children's memory performance: Istomina revisited
N2  - According to more recent studies on memory development in young children, preschoolers and kindergarteners are able to demonstrate surprisingly good memory skills in natural as weH as in laboratory-type settings. This finding is not consistent with the results of a study by Istomina (1975), conducted in 1948, leading to the concJusion that (a) preschoolers do not use voluntary remembering, and (b) children generally recall better in play situations than in typical experimental settings. In this study, two experiments were conducted to replicate Istomina's research. In the first, it was shown that Istomina's findings were replicable when methodological problems in the procedure were ignored. Experiment 2 improved methodologically upon Istomina's experimental methods and did not produce results to support her concJusions. Four- and 6-year-olds showed voluntary memory in play activities as weH as in laboratory-type settings, and remembered equally weB in both contexts. The results did not support the assumption that memory performance in young children can be substantially facilitated by motivating contexts.
KW  - Psychologie
Y1  - 1987
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-52726
ER  - 
TY  - CHAP
A1  - Pressley, Michael
A1  - Borkowski, John G.
A1  - Schneider, Wolfgang
T1  - Cognitive strategies: Good strategy users coordinate metacognition and knowledge
N2  - No abstract available
KW  - Psychologie
Y1  - 1987
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50469
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  - 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  - 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  - JOUR
A1  - Schneider, Wolfgang
A1  - Hasselhorn, Marcus
T1  - Metakognitionen bei der Lösung mathematischer Probleme: Gestaltungsperspektiven für den Mathematikunterricht
N2  - In neueren Untersuchungen zur Mathematikerziehung im Elementarbereich wird verstärkt auf die Bedeutung kognitiver Prozesse (Strategien) für die erfolgreiche Bewältigung von Problemlöseaufgaben hingewiesen. Im vorliegenden Beitrag wird insbesondere auf das Wissen um kognitive Prozesse und deren Steuerung, also auf Metakognitionen eingegangen. Es wird zunächst eine Einführung in traditionelle Kategorien von Metakognition gegeben und dann auf eine Weiterentwicklung eingegangen, die als "Modell des kompetenten Strategie-Anwenders" bekanntgeworden ist. Dieses Modell wird dann als Grundlage für Empfehlungen benutzt, die darauf abzielen, den Mathematikunterricht effizienter zu gestalten.
N2  - Recent studies into math instruction in elementary schools have emphasized the importance of cognitive processes ( strategies) for successful problem solving. This paper focuses on the impact of metacognition, that is, knowledge about cognitive processes and their conscious regulation, on performance in mathematics. In a first step, traditional categories of metacognition are described. Next, a recent elaboration of more traditional approaches, namely the "good strategy user model", is presented in more detail. Recommendations concerning a more efficient construction of math instruction based on this model are given in the last section of this paper.
KW  - Mathematikunterricht
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86477
ER  - 
TY  - CHAP
A1  - Kurtz, Beth
A1  - Schneider, Wolfgang
A1  - Borkowski, John G.
A1  - Carr, Martha
A1  - Turner, Lisa A.
T1  - Sources of memory and metamemory development: Societal, parental, and educational influences
N2  - This project had two goals: (1) to examine the impact of strategy training on memory performance in German and American children, and (2) to search for environmental correlates of individual differences in cognitive processes. Following pretesting, 437 children were divided into training and control groups, with the former receiving training in clustering strategies. Trained children showed sizable strategy maintenance and transfer effects two weeks and six months later. Parents and teachers completed questionnaires about the teaching of strategies and their attributional beliefs about children's academic successes and failures. The differences in strategie behavior and attributions of German and American children were due, in part, to differences in strategy-enriched environments.
KW  - Psychologie
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50524
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  - CHAP
A1  - Weinert, Franz E.
A1  - Schneider, Wolfgang
A1  - Asendorpf, Jens
A1  - Helmke, Andreas
A1  - Knopf, Monika
A1  - Kuhl, Julius
A1  - Nunner-Winkler, Gertrud
A1  - Strube, Gerhard
T1  - Entwicklung im Vorschulalter: Bericht über eine Längsschnittstudie
N2  - Dargestellt werden die theoretischen Ziele, das methodische Vorgehen und die ersten Ergebnisse einer Longitudinalstudie zur Genese individueller Kompetenzen (LOGIK) im Vorschulalter. Dabei geht es vor allem um generelle Merkmale und differentielle Verläufe bei der Entwicklung kognitiver, sozialer und motivationaler Kompetenzen.
KW  - Vorschulkind
KW  - Entwicklung
Y1  - 1988
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86699
ER  - 
TY  - JOUR
A1  - Carr, Martha
A1  - Kurtz, Beth E.
A1  - Schneider, Wolfgang
A1  - Turner, Lisa A.
A1  - Borkowski, John G.
T1  - Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development
N2  - This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62082
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Körkel, Joachim
A1  - Weinert, Franz E.
T1  - Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children
N2  - Two studies compared memory performance and text comprehension of groups that were equivalent on domain-specific knowledge but differed in overall aptitude, to investigate whether prior knowledge about a particular domain or overall aptitude level was more important when the task was to acquire and use new information in the domain of interest. Both studies dealt with third-, fifth-, and seventh-grade soccer experts' and novices' memory and comprehension of a story dealing with a soccer game. Several measures of memory performance, memory monitoring, and text comprehension were used. Levels of soccer knowledge and of overall aptitude were varied in a factorial design. Neither study detected significant differences between high-aptitude and low-aptitude experts, regardless of their ages. Low aptitude experts outperformed high-aptitude novices on all memory and comprehension measures. The results indicate that domain-specific knowledge can compensate for low overall aptitude on domain-related cognitive tasks.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62107
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Körkel, Joachim
T1  - The knowledge base and text recall: Evidence from a short-term longitudinal study
N2  - In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62093
ER  - 
TY  - JOUR
A1  - Borkowski, John G.
A1  - Schneider, Wolfgang
A1  - Pressley, Michael
T1  - The challenges of teaching good information processing to learning disabled students
N2  - A MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self-efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain-specific) knowledge and teaches positive beliefs about learning potential is essential in promoting metacognitively-oriented instruction.
KW  - Psychologie
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62117
ER  - 
TY  - BOOK
A1  - Schneider, Wolfgang
A1  - Pressley, Michael
T1  - Memory development between 2 and 20
N2  - No abstract available.
KW  - Kind
KW  - Gedächtnisleistung
KW  - Entwicklung
KW  - Jugend
KW  - Gedächtnisbildung
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-69977
ER  - 
TY  - BOOK
A1  - Schneider, Wolfgang
T1  - Zur Entwicklung des Meta-Gedächtnisses bei Kindern
N2  - No abstract available.
KW  - Kind
KW  - Metagedächtnis
KW  - Entwicklung
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87165
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Frühe Vorhersage von Lese-/Rechtschreibleistungen: Der Ansatz des Münchner Längsschnittprojekts (LOGIC)
N2  - No abstract available.
KW  - Rechtschreibunterricht
KW  - Deutsch
KW  - Rechtschreibung
KW  - Rechtschreibreform
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86484
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  - JOUR
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - Der Einfluß von Wissen auf das Behalten und Verstehen von Texten
N2  - No abstract available.
KW  - Wissen
KW  - Gedächtnis
KW  - Text
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86495
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Möglichkeiten der frühen Vorhersage von Leseleistungen im Grundschulalter
T1  - On the early prediction of reading abilities
N2  - Im vorliegenden Beitrag werdenneuere nends in der Forschung zur frühen Prognose von Leseleistungen dargestellt. Der Überblick ergibt, daß sich insbesondere solche Forschungsarbeiten bewährt haben, die an kognitiven Informationsverarbeitungsmodellen orientiert sind. Über die Verknüpfung von korrelativen Längsschnitt- und experimentellen Trainingsstudien ließ sich belegen, daß die im Vorschul- bzw. Kindergartenalter beobachtete Informationsverarbeitungskompetenz eine kausale Beziehung zu der schulischen Leseleistung aufwies. Es wurde weiterhin gezeigt, daß phonologische Kompetenzen im Vorschulalter auch effizient trainiert werden können. Trotz dieser insgesamt beeindruckenden Befunde scheinen individuelle Prognosen des Schriftspracherwerbs nach wie vor jedoch problematisch.
N2  - This paper gives an overview of recent developments in research deallog with the early prediction of reading success in elementary schools. As a main result, the review shows that studies based on information processing approaches seem to be most promising: Research combining correlationallongitudinal analyses with experimental training studies has demonstrated causal relationships between prescbool pbonological skills and reading achievement in elementary school. Further, it could be shown that phonological competencies can be successfully taught even in preschoolers. Despite these impressive results, bowever, predictions of individual reading development still cause severe problems.
KW  - Prognose
KW  - Lesen
KW  - Grundschulkind
Y1  - 1989
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86509
ER  - 
TY  - JOUR
A1  - Kurtz, Beth E.
A1  - Schneider, Wolfgang
A1  - Carr, Martha
A1  - Borkowski, John G.
A1  - Rellinger, Elizabeth
T1  - Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?
N2  - Previous research has shown German children to be more strategic on sort-recall memory tasks than their American age-mates, and to show fewer effort-related attributions. We conducted this study to determine if those differences are due to systematic differences in the strategy instruction and attributional beliefs of German and U.S. teachers, and to explore metacognitive instructional practices in the two countries. Teachers responded to a questionnaire that inquired about their use of strategy instructions, fostering of reflective thinking in pupils, sources of children’s learning problems, and modeling of metacognitive skills such as monitoring. The second part of the questionnaire asked about the reasons underlying children’s academic successes and failures. German teachers reported more instruction of task-specific strategies, while American teachers showed more effort-related attributions. The types of strategies instructed and types of learning problems most frequently described varied across the two countries, and also according to how many years the teachers had taught. Results were discussed regarding their implications for metacognitive developmental theory, particularly regarding culture and other environmental influences on the development of controlled processing.
KW  - Psychologie
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62145
ER  - 
TY  - JOUR
A1  - Pressley, Michael
A1  - Borkowski, John G.
A1  - Schneider, Wolfgang
T1  - Good information processing: What it is and how education can promote it
N2  - The nature of good information processing is outlined as determined by intact neurology, information stored in long-term memory, and general cognitive tendencies, attitudes, and styles. Educators can promote the development of good information processing by promoting what is in long-term memory. This can be accomplished by teaching important literary, scientific, and cultural knowledge; teaching strategies; motivating the acquisition and use of important conceptual knowledge and strategies; and encouraging the general tendencies supporting good information processing. Good information processing can be produced by years of appropriate educational input. Good information processors cannot be produced by short-term interventions.
KW  - Psychologie
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62127
ER  - 
TY  - JOUR
A1  - Sodian, Beate
A1  - Schneider, Wolfgang
T1  - Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor
N2  - 4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Ghildren could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-year-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing.
KW  - Psychologie
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62132
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Uhl, Christhild
T1  - Metagedächtnis, Strategienutzung und Gedächtnisleistung: Vergleichende Analysen bei Kindern, jüngeren Erwachsenen und alten Menschen
N2  - Am Beispiel einer semantischen Kategorisierungsaufgabe (sort-recall task) wurde der Frage nachgegangen, in welchen Bestimmungsgrößen sich die Gedächtnisleistungen von Schulkindern, jüngeren sowie älteren Erwachsenen voneinander unterscheiden. Es wurde angenommen, daß für diese drei Altersgruppen Gedächtnisleistungen bei dieser Aufgabe in unterschiedlicher Weise durch Strategie- und Wissensaspekte bestimmt sind. Die im Vergleich zu Schulkindern und älteren Erwachsenen üblicherweise besseren Leistungen jüngerer Erwachsener sollten demnach im wesentlichen auf die konsequentere Nutzung von Gedächtnisstrategien rückführbar sein. Erwartet wurde weiterhin, daß die bei Schulkindern und älteren Erwachsenen oft vorfindbaren "Produktionsdefizite" in der Strategienutzung unterschiedliche Ursachen haben : fehlt es bei den Schülern am notwendigen Gedächtniswissen (Metagedächtnis), so sind die Defizite der älteren Menschen vorwiegend auf die mangelnde Erfahrung mit der Aufgabe zurückzuführen. Diese Annahmen wurden in einer Studie mit je 24 Probanden aus den drei genannten Altersgruppen überprüft. Während sich das erwartete Produktionsdefizit bei den Kindern auf unzureichendes Metagedächtnis zurückführen ließ, gab es wenig Anhaltspunkte dafür, daß das Strategiedefizit älterer Menschen in wesentlichen auf mangelnde Aufgabenerfahrung rückführbar ist. Leistungsunterschiede zwischen jüngeren und älteren Erwachsenen beruhen nicht auf unterschiedlichem Gedächtniswissen, sondern dürften auf dem kombinierten Einfluß von Strategie- und Kapazitätsdefiziten basieren.
KW  - Metagedächtnis
KW  - Strategie
KW  - Gedächtnisleistung
KW  - Kind
KW  - Erwachsener
KW  - Alter
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-69418
ER  - 
TY  - 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
A1  - Brügelmann, Hans
A1  - Kochan, Barbara
T1  - Lesen- und Schreibenlernen in neuer Sicht : vier Perspektiven auf den Stand der Forschung
N2  - No abstract available.
KW  - Lesenlernen
KW  - Schreibenlernen
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86573
ER  - 
TY  - JOUR
A1  - Opwis, Klaus
A1  - Gold, Andreas
A1  - Gruber, Hans
A1  - Schneider, Wolfgang
T1  - Zum Einfluß von Expertise auf Gedächtnisleistungen sowie deren Selbsteinschätzung bei Kindern und Erwachsenen
N2  - Junge und erwachsene Schachexperten und -novizen wurden bezüglich ihrer Behaltensleistungen für kurzzeitig dargebotene Schachstellungen und für Anordnungen geometrischer Körper miteinander verglichen. Die Ergebnisse zeigen eine differenzierte Wirksamkeit von Expertise in Abhängigkeit von der Vertrautheit mit dem zu Lernenden Material und von der Art der Aufgabenstellung. Je vorwissensbezogener das zu Lernende Material ist, desto deutlicher ist der Einfluß von Expertise auf Gedächtnisleistungen nachweisbar. Dies gilt in gleicher Weise für unmittelbare wie für längerfristige Behaltensleistungen und für den Lernfortschritt. Im Unterschied dazu zeigt sich weder bei der Vorhersage eigener künftiger noch bei der Bewertung erbrachter Gedächtnisleistungen ein systematischer Einfluß von Expertise.
KW  - Gedächtnisleistung
KW  - Selbsteinschätzung
KW  - Kind
KW  - Erwachsener
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86565
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
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  - 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  - 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  - 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  - Sodian, Beate
A1  - Schneider, Wolfgang
T1  - Gedächtnisentwicklung im Vorschulalter: "Theoriewandel" im kindlichen Verständnis des Lernens und Erinnerns?
N2  - No abstract available.
KW  - Gedächtnis
KW  - Entwicklung
KW  - Vorschulkind
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87505
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Sodian, Beate
T1  - Gedächtnisentwicklung im Vorschulalter: "Theoriewandel" im kindlichen Verständnis des Lernens und Erinnerns?
N2  - No abstract available.
KW  - Entwicklungspsychologie
KW  - Pädagogische Psychologie
KW  - Gedächtnis
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87183
ER  - 
TY  - JOUR
A1  - Carr, Martha
A1  - Schneider, Wolfgang
T1  - Long-term maintenance of organizational strategies in kindergarten children
N2  - The goal of the present study was to determine whether 4- and 5-year-old kindergarten children could be trained to maintain an organizational strategy over 2- and 8 week periods through an elaborate training program. A second goal was to assess the effects of the training program on strategy awareness. Twenty-eight kindergarten children were pretested on two sort-recall tasks and their awareness of the use of the clustering strategy was assessed through a protocol type procedure. Half the children received seven half-hour sessions of individual training in the clustering strategy and half the children participated in a control group. Both groups were post-tested on two sort-recall tasks 2 weeks following training and again 8 weeks following training. Strategy awareness, as measured by verbal protocol, was assessed at both post-test points. The elaborate strategy training program was successful in inducing short- and long-term strategy maintenance of the clustering strategy. Trained children’s clustering during sorting and clustering during recall was consistently related to the amount of items correctly recalled. No differences in strategy awareness were found. These findings demonstrate that the elaborate training procedure used in this study can be a very effective memory technique for young kindergarten children.
KW  - Psychologie
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62157
ER  - 
TY  - JOUR
A1  - Weinert, Franz E.
A1  - Schneider, Wolfgang
A1  - Asendorpf, Jens B.
A1  - Bullock, M.
A1  - Helmke, Andreas
A1  - Knopf, Monika
A1  - Nunner-Winkler, G.
A1  - Stern, E.
A1  - Strube, G.
A1  - Weber, Andreas
T1  - Intra- und interindividuelle Unterschiede in der psychischen Entwicklung von Kindern
N2  - No abstract available.
KW  - Kind
KW  - Psychische Entwicklung
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86627
ER  - 
TY  - 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  - 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  -