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  - Rabinowitz, Mitchell
A1  - Ornstein, Peter A.
A1  - Folds-Bennett, Trisha H.
A1  - Schneider, Wolfgang
T1  - Age-related differences in speed of processing: Unconfounding age and experience
N2  - No abstract available
KW  - Psychologie
Y1  - 1994
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62223
ER  - 
TY  - JOUR
A1  - Schneider, Wolfgang
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  - Gruber, Hans
A1  - Gold, Andreas
A1  - Opwis, Klaus
T1  - Chess expertise and memory for chess positions in children and adults
N2  - No abstract available
KW  - Psychologie
Y1  - 1993
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-62211
ER  - 
TY  - JOUR
A1  - 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  - Treiber, Bernhard
T1  - Classroom differences in the determination of achievement changes
N2  - This study addresses three themes that recur in the research on student achievement: (a) developmental modeling ofintraindividual changes in achievement over time; (b) examination of the differences among subgroups within a classroom in the determinants of achievement; (c) description of the interactions among instructional variables in determining achievement differences. Eight classrooms were preselected on the basis of their widely differing slopes obtained in a regression analysis of pre- and posttest achievement scores. Mathematics achievement differences among sixth graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework provided by LISREL. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across both groups of classrooms. Mention is also made, however, of technical problems and analytical ambiguities in the interpretation of these results.
KW  - Psychologie
Y1  - 1984
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-61991
ER  - 
TY  - 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  - 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  - 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  - 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  -