TY  - JOUR
A1  - Treiber, Bernhard
A1  - Schneider, Wolfgang
T1  - Qualifizierende und varianzreduzierende Wirkungen von Schulklassenunterricht
N2  - Schulklassenunterricht soll möglichst vielen Schülern ein möglichst hohes kognitives Leistungsniveau erreichen helfen. Nur wenige Unterrichtsstudien haben bisher jedoch zur Aufklärung jener Lehr-Lern-Bedingungen beigerragen, unter denen sich hohe qualifikatorische und varianzreduktive Wirkungen gleichzeitig erreichen lassen. Die vorliegende Studie greift dafür auf Merkmale einer adaptiv-remedialen Lehr-Lern-Organisation zurück und überprüft ihren Erklärungsgehalt im Mathematikunterricht von 58 fünften Hauptschulklassen. Zur systematischen Entwicklung komplexer Erklärungen und ihrer einzelfallartigen Beurteilung wird ein neu entwickeltes Programmsystem (HYPAG) angewandt. Es fühn zur Auswahl einer Annahmenstruktur, in der Instrumental- und Rahmenbedingungen von Schulklassenunterricht in Wechselwirkung stehen, für sich genommen aber nur mehr hinreichende und darin substiruierbare Bedingungen qualifizierender und varianzreduktiver Unterrichtseffekte sind.
KW  - Schulklasse
KW  - Unterricht
KW  - Wirkung
Y1  - 1980
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87259
ER  - 
TY  - JOUR
A1  - Zielinski, Werner
A1  - Schneider, Wolfgang
T1  - Diagnostische Möglichkeiten bei Lese- und Rechtschreibschwierigkeiten - Folgerungen aus der Forschung
N2  - No abstract available.
KW  - Rechtschreibschwäche
KW  - Lesestörung
KW  - Diagnose
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87325
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  - 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  - 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  - JOUR
A1  - Weinert, Franz E.
A1  - Treiber, Bernhard
A1  - Schneider, Wolfgang
T1  - Educational psychology
N2  - This is a report on the more recent developments and the present state of research into educational psychology in German speaking countries. Particular emphasis is given to research on: parental upbringing and its effects on child development; the examination of socialization effects within and across different scbool systems; studies on teaching-leaming processes and on social interaction in the classroom; the systematic promotion of the development of cognitive abilities and motives in students; and, finally, the design of improved instruments in methods of describing, explaining and predicting school success. Subsequently, the report will look into problems in tbe practical application of research findings in educational psychology. Finally, there follows a sbort discussion of various metatheoretical positions in educational psycbology in German speaking countries and their possible effects on the future development of the field.
KW  - Pädagogische Psychologie
Y1  - 1979
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87234
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - The role of knowledge, strategies, and aptitudes in cognitive Performance: Concluding Comments
N2  - No abstract available.
KW  - Kognitive Entwicklung
KW  - Begabung
Y1  - 1990
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87190
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - 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  - Knopf, Monika
A1  - Körkel, Joachim
A1  - Schneider, Wolfgang
A1  - Weinert, Franz E.
T1  - Human memory as a faculty versus human memory as a set of specific abilities: Evidence from a life-span approach
N2  - No abstract available.
KW  - Gedächtnis
Y1  - 1986
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87394
ER  - 
TY  - 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  - 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  - Schneider, Wolfgang
T1  - Lese-Rechtschreib-Forschung heute: Einführung
T1  - Reading and writing research today: lntroduction
N2  - Es wird eine Kurzübersicht über relevante Strömungen der Lese-Recht chreib-Forschung gegeben. Nachdem die sog. Legasthenieforschung aufgrund konzeptueller und methodologischer Probleme in die Kritik geraten war, treten gegenwärtig eher theorieorientierte An ätze in den Vordergrund. euere Modelle zum Schriftspracherwerb haben zahlreiche Längsschnittstudien stimuliert, die die Relevanz metalinguistischer Fähigkeiten für den päteren Schriftspracherwerb dokumentieren.
N2  - This article presents a short overview of current trend in research on reading and pelling. First, specific conceptual and methodological shortcomings of research on dyslexia are briefly discussed. Next, current developmental model of reading and spelling are introduced. Finally, the importance of longitudinal tudie influenced by those models and focusing on the rote of metalinguistic abilities in the acquisition of reading and spelling skills is highlighted.
KW  - Leseforschung
KW  - Schreiben
KW  - Forschung
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87489
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Developmental trends in the metamemory-memory behavior relationship: An integrative review
N2  - No abstract available.
KW  - Metagedächtnis
Y1  - 1985
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87301
ER  - 
TY  - JOUR
A1  - Wimmer, Heinz
A1  - Landerl, Karin
A1  - Schneider, Wolfgang
T1  - The role of rhyme awareness in learning to read a regular orthography
N2  - The present research examined whether children's awareness of phonological similarities between words with respect to rhyme and consonantal word onset is of the same importance for learning to read German as it was found to be for learning to read English. In two longitudinal studies differences in phonological sensitivity among children before learning to read (at age 6 to 7) were tested with versions of Bradley & Bryant's (1985) oddity detection task. Children's reading and spelling achievements were tested about one year later at the end of grade one, and again at around the age of 10. The main finding was a developmental change in the predictive relationship of rhyme and word-onset awareness. Rhyme awareness was only minimally predictive for reading and spelling achievement at the end of grade one, but gained substantially in predictive importance for reading and spelling achievement in grades three and four. No such predictive improvement was observed for word-onset awareness. It is proposed that rhyme awareness is initially of little importance, because in the first phase of learning to read German children rely heavily on indirect word recognition via grapheme--phoneme translation and blending. The gain in the predictive importance of rhyme awareness is explained by its helpful effect on the establishment of mental representations of written words. Such mental representations allow fast, direct word recognition and orthographically correct spellings. A wareness of larger phonological units is helpful for the efficient establishment of such representations, by allowing connections of recurring grapheme clusters in written words with phonology.
KW  - Psychologie
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50508
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Metagedächtnis - Theoretische Fundierung und praktische Relevanz
N2  - Wolfgang Schneider fasst den Stand der Forschung zum Konzept des Metagedächtnisses zusammen. Zunächst illustriert er Probleme der Definition und der Konzeptualisierung von Metagedächtnis und lässt eine knappe Charakterisierung der wichtigsten- Erfassungsmethoden folgen. Abschliessend werden die wichtigsten Befunde zur Entwicklung des Metagedächtnisses im Kindesalter und ihre Beziehung zur Anwendung von Gedächtnisstrategien und zur Entwicklung von Gedächtnisleistungen dargestellt.
KW  - Psychologie
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50488
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Zum Erwerb von Organisationsstrategien bei Kindern
N2  - No abstract available
KW  - Lerntechnik
KW  - Denkstrategie
KW  - Unterricht
KW  - Studium
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50446
ER  - 
TY  - CHAP
A1  - Näslung, J. C.
A1  - Schneider, Wolfgang
T1  - Emerging literacy from kindergarten to second grade: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies
N2  - No abstract available
KW  - Psychologie
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50513
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Methodologische Probleme bei der längsschnittlichen Analyse motorischer Entwicklungsverläufe
N2  - No abstract available
KW  - Motorische Entwicklung
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50429
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Geschlechtsunterschiede beim Schriftspracherwerb: Befunde aus den Münchner Längsschnittstudien LOGIK und SCHOLASTIK
N2  - No abstract available
KW  - Psychologie
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50566
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
T1  - Gedanken zur Grundlegung einer christlichen Erziehung
N2  - No abstract available
KW  - christliche Erziehung
Y1  - 1992
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-55304
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  - 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  - 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  - Schneider, Wolfgang
A1  - Sodian, Beate
T1  - A longitudinal study of young children's memory behavior and Performance in a sort-recall task
N2  - No abstract available
KW  - Psychologie
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62169
ER  - 
TY  - JOUR
A1  - Gruber, Hans
A1  - Renkl, Alexander
A1  - Schneider, Wolfgang
T1  - Expertise und Gedächtnisentwicklung: Längsschnittliche Befunde aus der Domäne Schach
N2  - Die vorliegende Arbeit ging zwei Hauptfragestellungen nach: (I) Inwiefern unterscheiden sich Experten in der Domäne Schach von Aussteigern aus der Expertisekarriere? (2) Wie verändern sich schachspezifische und generelle Gedächtnisparameter über einen Zeitraum von mehreren Jahren? Es wurden 27 Experten und Novizen mit einem durchschnittlichen Alter von knapp 12 Jahren zum ersten Meßzeitpunkt und von 16 Jahren zum zweiten Meßzeitpunkt untersucht. Die Aussteiger aus der Expertisekarriere zeigten bereits bei der Erstmessung schlechtere schachspezifische Gedächtnisleistungen als die übrigen Experten; die Annahme selektiver Aussteiger, die die Aussagekraft querschnittlicher Experten-Novizen-Vergleiche in Frage stellt, wird damit bestätigt. Sowohl für die Experten als auch für die Novizen zeigte sich ein Anstieg der schachspezifischen Gedächtnisleistung von der Erst- zur Zweitmessung. Während dafür bei Experten domänenspezifische Faktoren verantwortlich sein dürften, scheint dies bei Novizen auf die Entwicklung allgemeiner Gedächtnisparameter zurückzugehen.
KW  - Expertise
KW  - Gedächtnis
KW  - Schach
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87473
ER  - 
TY  - CHAP
A1  - Weinert, F. E.
A1  - Knopf, Monika
A1  - Körkel, J.
A1  - Schneider, Wolfgang
A1  - Vogel, K.
A1  - Wetzel, M.
T1  - Die Entwicklung einiger Gedächtnisleistungen bei Kindern und älteren Erwachsenen in Abhängigkeit von kognitiven, metakognitiven und motivationalen Einflußfaktoren
N2  - No abstract available
KW  - Psychologie
Y1  - 1984
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50458
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  - JOUR
A1  - Schneider, Wolfgang
T1  - Wie wird man Spitzensportler? Entwicklungsvoraussetzungen sportlicher Höchstleistungen
N2  - Talentsuche und Talententwicklung ist ein altes und doch stets modernes Thema sportpsychologischer Forschung. Im folgenden Beitrag werden Ergebnisse zu den Entwicklungsvoraussetzungen intellektueller Leistungen auf den Bereich sportlicher Höchstleistung übertragen.
KW  - Voraussetzung
KW  - Leistungssport
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-86589
ER  - 
TY  - BOOK
A1  - Schneider, Wolfgang
T1  - Bedingungsanalysen des Rechtschreibens
N2  - No abstract available.
KW  - Rechtschreibung
KW  - Leistungsdiagnostik
KW  - Kreativität
KW  - Legasthenie
KW  - Forschung
KW  - Schulleistung
KW  - Informationsverarbeitung
KW  - Theorie
Y1  - 1980
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87151
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Visé, Mechthild
A1  - Reimers, Petra
A1  - Blaesser, Barbara
T1  - Auswirkungen eines Trainings der sprachlichen Bewußtheit auf den Schriftspracherwerb in der Schule
T1  - Effects of a phonological awareness training on the acquisition of literacy
N2  - Mit der vorliegenden Trainingsstudie wird der Versuch unternommen, Ergebni e eines Förderprograrnms zur sprachlichen Bewußtheit (Lundberg, Frost & Petersen 1988) im deutschsprachigen Raum zu validieren. An unserer Replikationsstudie nahmen insgesamt 371 Kinder teil, von denen 205 Kinder einer Trainingsgruppe und 166 Kinder einer Kontrollgruppe zugewiesen wurden. Das Förderprograrnm bestand aus Sprachspielen, die über einen Zeitraum von zirka 6 Monaten täglich 15 Minuten in den Kindergartengruppen durchgeführt wurden. Die Kontrollgruppe erhielt keine spezielle Förderung, sondern nahm am regulären Kindergartenprogramm teil. Indikatoren der sprachlichen Bewußtheit und weitere metalinguistische und kognitive Variablen wurden unmittelbar vor und nach der Förderung erhoben. Zu Beginn des ersten Schuljahres wurde ein metalinguistischer Transfertest, gegen Ende dann ein Rechtschreibtest durchgeführt. Die Befunde replizieren die Ergebnisse der dänischen Ausgangsstudie insofern, als kurz- und langfristige Trainingseffekte gesichert werden konnten. Sie verdeutlichen jedoch zusätzlich, daß die Qualität der Förderung für die Langzeitwirkung entscheidend war.
N2  - A training study based on the design of Lundberg, Frost & Petersen (1988) was conducted to improve German Kindergarteners' phonological awareness. A total of 371 Kindergarteners participated in the study. The training group (N = 205) participated in a metalinguistic program that lasted for about six months ( 15 minutes per day). The control group did not receive any specific training but participated in the regularkindergartenpro gram. Indicators of phonological awareness and other metalinguistic and cognitive variables were assessed both before and after the training. Further, a metalinguistic transfer test and a spelling test were given at the beginning and the end of first grade, respectively. The results confirmed those of the Danish study in that short- and long-term training effects were obtained. They also illustrate, however, that the quality of training had a significant effect on long-term maintenance.
KW  - phonologische Bewusstheit
KW  - Übung
KW  - Sprache
KW  - Lernen
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87491
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  - 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  - Neuere Trends der Rechtschreibforschung
N2  - No abstract available
KW  - Psychologie
Y1  - 1982
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50475
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Kausalmodelle zur Beschreibung und Erklärung von Rechtschreibleistungen in der Grundschule - Eine Sekundäranalyse
T1  - Testing causal models of spelling ability - A secondary analysis
N2  - Vorgestellt wird ein Versuch, die in der einschlägigen literatur postulierte multifaktorielle Bedingtheit von Rechtschreibleistungen in der Grundschule über ein angemessenes methodisches Design zu prüfen. Zentral ist dabei die Frage, ob sich identische Kausalstrukturen für beginnende und geübte Rechtschreiber (Schüler der zweiten w. vierten Klasse) nachweisen lassen. Konventioneffe Verfahren der Kausafanafysa hatten sich in der Primärstudie (Schneider 1980) als unökonomisch und wenig aussagekräftig erwiesen, 10 daß in der Sekundäranalvse auf eine flexiblere Prozedur zurückgegriffen wird. Mit diesem Verfahren zur AnaIVse von Strukturgleichungssysteman (LiSREL) ist es möglich, für die Gruppe der Zweitund Viertkläßler Modelle zu entwickeln und zu überprüfen, die mit den Ausgangsdaten kompatibel sind. Als wesentliches Ergebnis zeigt sich, daß die theoretisch postulierte Bedingungsstruktur nur für die Viertkläßler (eingeschränkt) bestätigt werden kann, während für die Schüler der zweiten Klassenstufe ein grundlegend verschiedenes Muster resultiert.
N2  - In this studv an attempt is made to find a ca usa I pattern describing and explaining spelling in elementarv school children. The main question concerns the structural equivalence of this pattern for beginning and advanced speilers (second w. fourth graden). Whereas in a primary analysis (Schneider 1980) the limitations of traditional path analytic procedur81 made it impossible to handle the problem adequate' V, the advantages of a more flexible program system (LISREL) can be demonstrated in this secondary analysis. Parsimonious and rat her elegant causal models are constructed and tested for both age groupI, showing different causal panerns for beginning and advanced speilers. Only in case of the fourth graders the resulting causal structure has soma simifarity to the modal derived from theoreticaf assumptions.
KW  - Psychologie
Y1  - 1982
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50546
ER  - 
TY  - CHAP
A1  - Schneider, Wolfgang
A1  - Hasselhorn, Marcus
T1  - Situational context features and memory development : insights from replications of Istomina's experiment
N2  - No abstract available
KW  - Psychologie
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50397
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Rechtschreibdiagnose in der Grundschule - Theoretische und empirische Analysen zur spezifischen Problematik
T1  - Specific difficulties in assessing spelling competencies in elemantary schools
N2  - Theoretische Analysen zum Problem des Recht-Schreibens weisen darauf hin, daß weniger Intelligenzmerkmale als vielmehr Gedächtnis'eistungen bei dem Erwerb der Schriftsprache von Bedeutung sind. Daraus folgt, daß für die Prüfwörter in normierten Rechtschreibtests zumindest hinreichende Vorkommensfrequenz gewährleistet sein sollte. Diese Frage wird in der vorliegenden Untersuchung am Beispiel des Allgemeinen Schulleistungstests überprüft: für die ausgewählten Klassenstufen kann gezeigt INerden, daß die Vorkommenshäufigkeit der PrüfWÖfter nicht ausreicht und damit wenig geeignet ist, um die tatsächliche Rechtschreibfertigkeit zu erfassen. Der Vergleich mit mehreren eng am Curriculum orientierten Diktatproben kann gleichzeitig die Schwierigkeiten verdeutlichen, die dann entstehen, wenn zuverlässige Bestimmungen der individuellen Rechtschreibkompetenz vorgenommen werden sollen.
N2  - While there seems to be a long tradition in educationalliterature postulating astriet connection between spetting ability and test i ntelligence , recent theoretical analyses of the spetting process have emphasized the importance of basic memory skills. As a consequence ward frequency should be controlled in order to test individual spelUng competence. For a specific norm-oriented speUing test the empirical analysis can show that the importance of sufficient ward frequencv has been underestimated. The comperison with four other criterion.ariented spelling tests proves that the norm.ariented procedure cannot assess the true spelling competence; but it shows, tao, the general difficulty to come to a reliable estimation of individual spetting ,kills.
KW  - Psychologie
Y1  - 1981
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50535
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
T1  - Domain-specific knowledge and memory Performance
N2  - No abstract available
KW  - Psychologie
Y1  - 1991
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50494
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  - Hautmann, Christopher
A1  - Döpfner, Manfred
A1  - Katzmann, Josepha
A1  - Schürmann, Stephanie
A1  - Wolff Metternich-Kaizman, Tanja
A1  - Jaite, Charlotte
A1  - Kappel, Viola
A1  - Geissler, Julia
A1  - Warnke, Andreas
A1  - Jacob, Christian
A1  - Hennighausen, Klaus
A1  - Haack-Dees, Barbara
A1  - Schneider-Momm, Katja
A1  - Philipsen, Alexandra
A1  - Matthies, Swantje
A1  - Rösler, Michael
A1  - Retz, Wolfgang
A1  - Gontard, Alexander von
A1  - Sobanski, Esther
A1  - Alm, Barbara
A1  - Hohmann, Sarah
A1  - Häge, Alexander
A1  - Poustka, Luise
A1  - Colla, Michael
A1  - Gentschow, Laura
A1  - Freitag, Christine M.
A1  - Becker, Katja
A1  - Jans, Thomas
T1  - Sequential treatment of ADHD in mother and child (AIMAC study): importance of the treatment phases for intervention success in a randomized trial
JF  - BMC Psychiatry
N2  - Background
The efficacy of parent-child training (PCT) regarding child symptoms may be reduced if the mother has attention-deficit/hyperactivity disorder (ADHD). The AIMAC study (ADHD in Mothers and Children) aimed to compensate for the deteriorating effect of parental psychopathology by treating the mother (Step 1) before the beginning of PCT (Step 2). This secondary analysis was particularly concerned with the additional effect of the Step 2 PCT on child symptoms after the Step 1 treatment.

Methods
The analysis included 143 mothers and children (aged 6–12 years) both diagnosed with ADHD. The study design was a two-stage, two-arm parallel group trial (Step 1 treatment group [TG]: intensive treatment of the mother including psychotherapy and pharmacotherapy; Step 1 control group [CG]: supportive counseling only for mother; Step 2 TG and CG: PCT). Single- and multi-group analyses with piecewise linear latent growth curve models were applied to test for the effects of group and phase. Child symptoms (e.g., ADHD symptoms, disruptive behavior) were rated by three informants (blinded clinician, mother, teacher).

Results
Children in the TG showed a stronger improvement of their disruptive behavior as rated by mothers than those in the CG during Step 1 (Step 1: TG vs. CG). In the CG, according to reports of the blinded clinician and the mother, the reduction of children’s disruptive behavior was stronger during Step 2 than during Step 1 (CG: Step 1 vs. Step 2). In the TG, improvement of child outcome did not differ across treatment steps (TG: Step 1 vs. Step 2).

Conclusions
Intensive treatment of the mother including pharmacotherapy and psychotherapy may have small positive effects on the child’s disruptive behavior. PCT may be a valid treatment option for children with ADHD regarding disruptive behavior, even if mothers are not intensively treated beforehand.

Trial registration
ISRCTN registry ISRCTN73911400. Registered 29 March 2007.
KW  - mothers
KW  - children
KW  - adult treatment
KW  - parent training
KW  - efficacy
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-227930
VL  - 18
ER  - 
TY  - JOUR
A1  - Hübner, Theresa
A1  - Wolfgang, Tanja
A1  - Theis, Ann-Catrin
A1  - Steber, Magdalena
A1  - Wiedenmann, Lea
A1  - Wöckel, Achim
A1  - Diessner, Joachim
A1  - Hein, Grit
A1  - Gründahl, Marthe
A1  - Kämmerer, Ulrike
A1  - Kittel-Schneider, Sarah
A1  - Bartmann, Catharina
T1  - The impact of the COVID-19 pandemic on stress and other psychological factors in pregnant women giving birth during the first wave of the pandemic
JF  - Reproductive Health
N2  - Background
The onset of mental illness such as depression and anxiety disorders in pregnancy and postpartum period is common. The coronavirus induced disease 2019 (COVID-19) pandemic and the resulting public policy responses represent an exceptional situation worldwide and there are hints for adverse psychosocial impact, hence, the study of psychological effects of the pandemic in women during hospitalization for delivery and in the postpartum period is highly relevant.
Methods
Patients who gave birth during the first wave of the COVID-19 pandemic in Germany (March to June 2020) at the Department of Obstetrics and Gynecology, University of Würzburg, Germany, were recruited at hospital admission for delivery. Biosamples were collected for analysis of SARS-CoV-2 infection and various stress hormones and interleukin-6 (IL-6). In addition to sociodemographic and medical obstetric data, survey questionnaires in relation to concerns about and fear of COVID-19, depression, stress, anxiety, loneliness, maternal self-efficacy and the mother–child bonding were administered at T1 (delivery stay) and T2 (3–6 months postpartum).
Results
In total, all 94 recruited patients had a moderate concern of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) at T1 with a significant rise at T2. This concern correlated with low to low-medium general psychosocial stress levels and stress symptoms, and the women showed a significant increase of active coping from T1 to T2. Anxiety levels were low and the Edinburgh Postnatal Depression Scale showed a medium score of 5 with a significant (T1), but only week correlation with the concerns about SARS-CoV-2. In contrast to the overall good maternal bonding without correlation to SARS-CoV-2 concern, the maternal self-efficiency correlated negatively with the obstetric impairment caused by the COVID-19 pandemic.
Conclusion
Obstetric patients` concerns regarding SARS-CoV-2 and the accompanying pandemic increased during the course of the pandemic correlating positively with stress and depression. Of note is the increase in active coping over time and the overall good mother–child-bonding. Maternal self-efficacy was affected in part by the restrictions of the pandemic.
KW  - Covid-19
KW  - stress
KW  - pregnancy
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-300189
VL  - 19
IS  - 1
ER  - 
TY  - JOUR
A1  - Müller, Stefanie H.
A1  - Girard, Simon L.
A1  - Hopfner, Franziska
A1  - Merner, Nancy D.
A1  - Bourassa, Cynthia V.
A1  - Lorenz, Delia
A1  - Clark, Lorraine N.
A1  - Tittmann, Lukas
A1  - Soto-Ortolaza, Alexandra I.
A1  - Klebe, Stephan
A1  - Hallett, Mark
A1  - Schneider, Susanne A.
A1  - Hodgkinson, Colin A.
A1  - Lieb, Wolfgang
A1  - Wszolek, Zbigniew K.
A1  - Pendziwiat, Manuela
A1  - Lorenzo-Betancor, Oswaldo
A1  - Poewe, Werner
A1  - Ortega-Cubero, Sara
A1  - Seppi, Klaus
A1  - Rajput, Alex
A1  - Hussl, Anna
A1  - Rajput, Ali H.
A1  - Berg, Daniela
A1  - Dion, Patrick A.
A1  - Wurster, Isabel
A1  - Shulman, Joshua M.
A1  - Srulijes, Karin
A1  - Haubenberger, Dietrich
A1  - Pastor, Pau
A1  - Vilariño-Güell, Carles
A1  - Postuma, Ronald B.
A1  - Bernard, Geneviève
A1  - Ladwig, Karl-Heinz
A1  - Dupré, Nicolas
A1  - Jankovic, Joseph
A1  - Strauch, Konstantin
A1  - Panisset, Michel
A1  - Winkelmann, Juliane
A1  - Testa, Claudia M.
A1  - Reischl, Eva
A1  - Zeuner, Kirsten E.
A1  - Ross, Owen A.
A1  - Arzberger, Thomas
A1  - Chouinard, Sylvain
A1  - Deuschl, Günther
A1  - Louis, Elan D.
A1  - Kuhlenbäumer, Gregor
A1  - Rouleau, Guy A.
T1  - Genome-wide association study in essential tremor identifies three new loci
JF  - Brain
N2  - We conducted a genome-wide association study of essential tremor, a common movement disorder characterized mainly by a postural and kinetic tremor of the upper extremities. Twin and family history studies show a high heritability for essential tremor. The molecular genetic determinants of essential tremor are unknown. We included 2807 patients and 6441 controls of European descent in our two-stage genome-wide association study. The 59 most significantly disease-associated markers of the discovery stage were genotyped in the replication stage. After Bonferroni correction two markers, one (rs10937625) located in the serine/threonine kinase STK32B and one (rs17590046) in the transcriptional coactivator PPARGC1A were associated with essential tremor. Three markers (rs12764057, rs10822974, rs7903491) in the cell-adhesion molecule CTNNA3 were significant in the combined analysis of both stages. The expression of STK32B was increased in the cerebellar cortex of patients and expression quantitative trait loci database mining showed association between the protective minor allele of rs10937625 and reduced expression in cerebellar cortex. We found no expression differences related to disease status or marker genotype for the other two genes. Replication of two lead single nucleotide polymorphisms of previous small genome-wide association studies (rs3794087 in SLC1A2, rs9652490 in LINGO1) did not confirm the association with essential tremor.
KW  - quality-control
KW  - disease
KW  - tool
KW  - movement disorders
KW  - genome-wide association study
KW  - tremor
KW  - genetics
KW  - essential tremor
Y1  - 2016
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-186541
VL  - 139
ER  - 
TY  - JOUR
A1  - Tibken, Catharina
A1  - Richter, Tobias
A1  - Linden, Nicole von der
A1  - Schmiedeler, Sandra
A1  - Schneider, Wolfgang
T1  - The role of metacognitive competences in the development of school achievement among gifted adolescents
JF  - Child Development
N2  - Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.
KW  - metacognitive competences
KW  - high intelligence
KW  - school
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-258376
VL  - 93
IS  - 1
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Niklas, Frank
T1  - Intelligence and verbal short-term memory/working memory: their interrelationships from childhood to young adulthood and their impact on academic achievement
JF  - Journal of Intelligence
N2  - Although recent developmental studies exploring the predictive power of intelligence and working memory (WM) for educational achievement in children have provided evidence for the importance of both variables, findings concerning the relative impact of IQ and WM on achievement have been inconsistent. Whereas IQ has been identified as the major predictor variable in a few studies, results from several other developmental investigations suggest that WM may be the stronger predictor of academic achievement. In the present study, data from the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC) were used to explore this issue further. The secondary data analysis included data from about 200 participants whose IQ and WM was first assessed at the age of six and repeatedly measured until the ages of 18 and 23. Measures of reading, spelling, and math were also repeatedly assessed for this age range. Both regression analyses based on observed variables and latent variable structural equation modeling (SEM) were carried out to explore whether the predictive power of IQ and WM would differ as a function of time point of measurement (i.e., early vs. late assessment). As a main result of various regression analyses, IQ and WM turned out to be reliable predictors of academic achievement, both in early and later developmental stages, when previous domain knowledge was not included as additional predictor. The latter variable accounted for most of the variance in more comprehensive regression models, reducing the impact of both IQ and WM considerably. Findings from SEM analyses basically confirmed this outcome, indicating IQ impacts on educational achievement in the early phase, and illustrating the strong additional impact of previous domain knowledge on achievement at later stages of development.
KW  - intelligence
KW  - short-term memory
KW  - working memory
KW  - academic achievement
KW  - domain knowledge
KW  - LOGIC study
Y1  - 2017
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-198004
SN  - 2079-3200
VL  - 5
IS  - 2
ER  - 
TY  - JOUR
A1  - Dörk, Thilo
A1  - Peterlongo, Peter
A1  - Mannermaa, Arto
A1  - Bolla, Manjeet K.
A1  - Wang, Qin
A1  - Dennis, Joe
A1  - Ahearn, Thomas
A1  - Andrulis, Irene L.
A1  - Anton-Culver, Hoda
A1  - Arndt, Volker
A1  - Aronson, Kristan J.
A1  - Augustinsson, Annelie
A1  - Beane Freeman, Laura E.
A1  - Beckmann, Matthias W.
A1  - Beeghly-Fadiel, Alicia
A1  - Behrens, Sabine
A1  - Bermisheva, Marina
A1  - Blomqvist, Carl
A1  - Bogdanova, Natalia V.
A1  - Bojesen, Stig E.
A1  - Brauch, Hiltrud
A1  - Brenner, Hermann
A1  - Burwinkel, Barbara
A1  - Canzian, Federico
A1  - Chan, Tsun L.
A1  - Chang-Claude, Jenny
A1  - Chanock, Stephen J.
A1  - Choi, Ji-Yeob
A1  - Christiansen, Hans
A1  - Clarke, Christine L.
A1  - Couch, Fergus J.
A1  - Czene, Kamila
A1  - Daly, Mary B.
A1  - dos-Santos-Silva, Isabel
A1  - Dwek, Miriam
A1  - Eccles, Diana M.
A1  - Ekici, Arif B.
A1  - Eriksson, Mikael
A1  - Evans, D. Gareth
A1  - Fasching, Peter A.
A1  - Figueroa, Jonine
A1  - Flyger, Henrik
A1  - Fritschi, Lin
A1  - Gabrielson, Marike
A1  - Gago-Dominguez, Manuela
A1  - Gao, Chi
A1  - Gapstur, Susan M.
A1  - García-Closas, Montserrat
A1  - García-Sáenz, José A.
A1  - Gaudet, Mia M.
A1  - Giles, Graham G.
A1  - Goldberg, Mark S.
A1  - Goldgar, David E.
A1  - Guenél, Pascal
A1  - Haeberle, Lothar
A1  - Haimann, Christopher A.
A1  - Håkansson, Niclas
A1  - Hall, Per
A1  - Hamann, Ute
A1  - Hartman, Mikael
A1  - Hauke, Jan
A1  - Hein, Alexander
A1  - Hillemanns, Peter
A1  - Hogervorst, Frans B. L.
A1  - Hooning, Maartje J.
A1  - Hopper, John L.
A1  - Howell, Tony
A1  - Huo, Dezheng
A1  - Ito, Hidemi
A1  - Iwasaki, Motoki
A1  - Jakubowska, Anna
A1  - Janni, Wolfgang
A1  - John, Esther M.
A1  - Jung, Audrey
A1  - Kaaks, Rudolf
A1  - Kang, Daehee
A1  - Kapoor, Pooja Middha
A1  - Khusnutdinova, Elza
A1  - Kim, Sung-Won
A1  - Kitahara, Cari M.
A1  - Koutros, Stella
A1  - Kraft, Peter
A1  - Kristensen, Vessela N.
A1  - Kwong, Ava
A1  - Lambrechts, Diether
A1  - Le Marchand, Loic
A1  - Li, Jingmei
A1  - Lindström, Sara
A1  - Linet, Martha
A1  - Lo, Wing-Yee
A1  - Long, Jirong
A1  - Lophatananon, Artitaya
A1  - Lubiński, Jan
A1  - Manoochehri, Mehdi
A1  - Manoukian, Siranoush
A1  - Margolin, Sara
A1  - Martinez, Elena
A1  - Matsuo, Keitaro
A1  - Mavroudis, Dimitris
A1  - Meindl, Alfons
A1  - Menon, Usha
A1  - Milne, Roger L.
A1  - Mohd Taib, Nur Aishah
A1  - Muir, Kenneth
A1  - Mulligan, Anna Marie
A1  - Neuhausen, Susan L.
A1  - Nevanlinna, Heli
A1  - Neven, Patrick
A1  - Newman, William G.
A1  - Offit, Kenneth
A1  - Olopade, Olufunmilayo I.
A1  - Olshan, Andrew F.
A1  - Olson, Janet E.
A1  - Olsson, Håkan
A1  - Park, Sue K.
A1  - Park-Simon, Tjoung-Won
A1  - Peto, Julian
A1  - Plaseska-Karanfilska, Dijana
A1  - Pohl-Rescigno, Esther
A1  - Presneau, Nadege
A1  - Rack, Brigitte
A1  - Radice, Paolo
A1  - Rashid, Muhammad U.
A1  - Rennert, Gad
A1  - Rennert, Hedy S.
A1  - Romero, Atocha
A1  - Ruebner, Matthias
A1  - Saloustros, Emmanouil
A1  - Schmidt, Marjanka K.
A1  - Schmutzler, Rita K.
A1  - Schneider, Michael O.
A1  - Schoemaker, Minouk J.
A1  - Scott, Christopher
A1  - Shen, Chen-Yang
A1  - Shu, Xiao-Ou
A1  - Simard, Jaques
A1  - Slager, Susan
A1  - Smichkoska, Snezhana
A1  - Southey, Melissa C.
A1  - Spinelli, John J.
A1  - Stone, Jennifer
A1  - Surowy, Harald
A1  - Swerdlow, Anthony J.
A1  - Tamimi, Rulla M.
A1  - Tapper, William J.
A1  - Teo, Soo H.
A1  - Terry, Mary Beth
A1  - Toland, Amanda E.
A1  - Tollenaar, Rob A. E. M.
A1  - Torres, Diana
A1  - Torres-Mejía, Gabriela
A1  - Troester, Melissa A.
A1  - Truong, Thérèse
A1  - Tsugane, Shoichiro
A1  - Untch, Michael
A1  - Vachon, Celine M.
A1  - van den Ouweland, Ans M. W.
A1  - van Veen, Elke M.
A1  - Vijai, Joseph
A1  - Wendt, Camilla
A1  - Wolk, Alicja
A1  - Yu, Jyh-Cherng
A1  - Zheng, Wei
A1  - Ziogas, Argyrios
A1  - Ziv, Elad
A1  - Dunnig, Alison
A1  - Pharaoh, Paul D. P.
A1  - Schindler, Detlev
A1  - Devilee, Peter
A1  - Easton, Douglas F.
T1  - Two truncating variants in FANCC and breast cancer risk
JF  - Scientific Reports
N2  - Fanconi anemia (FA) is a genetically heterogeneous disorder with 22 disease-causing genes reported to date. In some FA genes, monoallelic mutations have been found to be associated with breast cancer risk, while the risk associations of others remain unknown. The gene for FA type C, FANCC, has been proposed as a breast cancer susceptibility gene based on epidemiological and sequencing studies. We used the Oncoarray project to genotype two truncating FANCC variants (p.R185X and p.R548X) in 64,760 breast cancer cases and 49,793 controls of European descent. FANCC mutations were observed in 25 cases (14 with p.R185X, 11 with p.R548X) and 26 controls (18 with p.R185X, 8 with p.R548X). There was no evidence of an association with the risk of breast cancer, neither overall (odds ratio 0.77, 95%CI 0.44–1.33, p = 0.4) nor by histology, hormone receptor status, age or family history. We conclude that the breast cancer risk association of these two FANCC variants, if any, is much smaller than for BRCA1, BRCA2 or PALB2 mutations. If this applies to all truncating variants in FANCC it would suggest there are differences between FA genes in their roles on breast cancer risk and demonstrates the merit of large consortia for clarifying risk associations of rare variants.
KW  - oncology
KW  - risk factors
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-222838
VL  - 9
ER  - 
TY  - JOUR
A1  - Holländer, Olivia
A1  - Schwender, Kristina
A1  - Böhme, Petra
A1  - Fleckhaus, Jan
A1  - Haas, Cordula
A1  - Han, Yang
A1  - Heidorn, Frank
A1  - Klein-Unseld, Rachel
A1  - Lichtenwald, Julia
A1  - Naue, Jana
A1  - Neubauer, Jacqueline
A1  - Poetsch, Micaela
A1  - Schneider, Peter M.
A1  - Wagner, Wolfgang
A1  - Vennemann, Marielle
T1  - Forensische DNA-Methylierungsanalyse
T1  - Forensic DNA methylation analysis : First technical collaborative exercise by the working group on molecular age estimation of the German Society of Legal Medicine
BT  - Erster, technischer Ringversuch der Arbeitsgruppe „Molekulare Altersschätzung“ der Deutschen Gesellschaft für Rechtsmedizin
JF  - Rechtsmedizin
N2  - Die quantitative Analyse der relativen DNA-Methylierung gilt als eine der vielversprechendsten Methoden der molekularen Altersschätzung. Viele Studien der letzten Jahre identifizierten geeignete Positionen im Genom, deren DNA-Methylierung sich altersabhängig verändert. Für den Einsatz dieser Methode in der Routine- bzw. Fallarbeit ist es von großer Bedeutung, angewandte Analysetechniken zu validieren. Als ein Teilaspekt dieser Validierung sollte die Vergleichbarkeit der Analyseergebnisse zur DNA-Methylierung mithilfe der Mini- und Pyrosequenzierung zwischen verschiedenen Laboren evaluiert werden. Die Arbeitsgruppe „Molekulare Altersschätzung“ der Deutschen Gesellschaft für Rechtsmedizin (DGRM) führte hierzu den ersten, technischen Ringversuch durch, der 4 Positionen in den Genen PDE4C, EDARADD, SST und KLF14 umfasste. Diese Marker waren in vorangegangenen Studien als altersabhängige Biomarker charakterisiert worden. Am Ringversuch nahmen 12 Labore teil, wobei jedes die Wahl zwischen der Minisequenzierung und/oder der Pyrosequenzierung für die quantitative Methylierungsanalyse hatte. Jedem teilnehmenden Labor wurden Blut- und Speichelproben von 3 Personen unterschiedlichen Alters übersandt. Die Wahl der Reagenzien für die Probenbearbeitung wurde den Teilnehmern freigestellt.

Die Ergebnisse der Minisequenzierung zeigten systematische Abweichungen zwischen den Laboren, die am ehesten auf die Verwendung unterschiedlicher Reagenzien und Analyseplattformen zurückzuführen sein können. Die Resultate der Pyrosequenzierung hingegen wiesen nicht auf systematische Abweichungen zwischen den Laboren hin, hier zeigte sich jedoch die Tendenz einer markerabhängigen Abweichung. Darüber hinaus konnten Unterschiede hinsichtlich technischer Probleme zwischen Laboren mit mehr Erfahrung in der jeweiligen Sequenzierungsmethode und Laboren mit weniger Erfahrung festgestellt werden. Sowohl die Beobachtung von systematischen als auch die von markerabhängigen Abweichungen lässt den Schluss zu, dass eine Übertragung von Analysemethoden zwischen Laboren grundsätzlich möglich ist, eine Anpassung des jeweiligen Modells zur Altersschätzung jedoch notwendig sein kann.
N2  - Quantitative analysis of relative DNA methylation is currently one of the most promising methods of molecular age estimation. In recent years numerous studies identified potential DNA methylation markers showing age-dependent changes in their relative methylation state. For routine application of this method validation is an important prerequisite. One aspect of validation is the degree of comparability of analytical data between laboratories. The working group on molecular age estimation of the German Society for Legal Medicine (DGRM) conducted a first technical proficiency test comprising four age estimation markers within the genes PDE4C, EDARADD, SST and KLF14. These positions were previously characterized as age-dependent biomarkers. A total of 12 laboratories participated using pyrosequencing and/or minisequencing techniques for quantitative analysis of DNA methylation. Each laboratory received blood and buccal swab samples from three individuals of different ages. Laboratories were free in their choice of reagents and material for sequencing.

Minisequencing results showed systematic deviations between laboratories, which are believed to originate from differing reagents and sequencing platforms. The results of pyrosequencing did not show clear signs of systematic deviation but did show differences in the comparability between markers. Different levels of technical problems were reported, which correlated with the amount of experience with the sequencing technology.

Both systematic and specific differences between analytical data produced in different laboratory settings lead to the conclusion that while it is generally possible to transfer an age estimation method to another laboratory, a mathematical model for age estimation might need to be adjusted accordingly.
KW  - DNA-Methylierung
KW  - Pyrosequenzierung
KW  - Minisequenzierung
KW  - Ergebnisreproduzierbarkeit
KW  - Laborleistungstests
KW  - DNA methylation
KW  - minisequencing
KW  - pyrosequencing
KW  - reproducibility of results
KW  - laboratory proficiency testing
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-307131
SN  - 0937-9819
SN  - 1434-5196
VL  - 31
IS  - 3
ER  -