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Book Reviews: Cognition, Metacognition, and Reading (1988)
Schneider, Wolfgang
No abstract available
Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development (1989)
Carr, Martha ; Kurtz, Beth E. ; Schneider, Wolfgang ; Turner, Lisa A. ; Borkowski, John G.
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.
Monte Carlo Tests of the accuracy of Cluster analysis algorithms: A comparison of hierarchical and nonhierarchical methods (1985)
Scheibler, Dieter ; Schneider, Wolfgang
Nine hierarchical and four nonhierarchical clustering algorithms were compared on their ability to resolve 200 multivariate normal mixtures. The effects of coverage, similarity measures, and cluster overlap were studied by including different levels of coverage for the hierarchical algorithms, Euclidean distances and Pearson correlation coefficients, and truncated multivariate normal mixtures in the analysis. The results confirmed the findings of previous Monte Carlo studies on clustering procedures in that accuracy was inversely related to coverage, and that algorithms using correlation as the similarity measure were significantly more accurate than those using Euclidean distances. No evidence was found for the assumption that the positive effects of the use of correlation coefficients are confined to unconstrained mixture models.
Recall, clustering, and metamemory in young children (1986)
Sodian, Beate ; Schneider, Wolfgang ; Perlmutter, Marion
Thirty-two 4-year-olds and thirty-two 6-year-olds were tested for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed for their metamemory of the efficacy of conceptual and perceptual sorting strategies. The younger children recalled significantly more items under sort-and-remember than under play-and-remember instructions, whereas no significant recall differences between instructional conditions were found for the older children. However, 6-year-olds showed higher levels of recall than 4-year-olds in both instructional conditions. Category cues were much more effective than color cues, regardless of age. In addition, clustering scores indicated that conceptual organization at both encoding and retrieval increased with age and with instruction. These results show that from 4 to 6 years of age children are learning to spontaneously employ memory strategies. In addition, they highlight the increasing importance of conceptual organization to retention of young children. Finally, the metamemory data suggest that there may be a lag between children’s articulated declarative knowledge about the usefulness of conceptual organization and their procedural use of it.
Short-term memory, verbal competence, and age as predictors of imagery instructional effectiveness (1987)
Pressley, Michael ; Cariglia-Bull, Teresa ; Deane, Shelley ; Schneider, Wolfgang
No abstract available
The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour (1987)
Schneider, Wolfgang ; Körkel, Joachim ; Weinert, Franz E.
No abstract available
Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task (1988)
Schneider, Wolfgang ; Sodian, Beate
No abstract available
Classroom differences in the determination of achievement changes (1984)
Schneider, Wolfgang ; Treiber, Bernhard
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.
The role of conceptual knowledge and metamemory in the development of organizational processes in memory (1986)
Schneider, Wolfgang
The present study investigated the relationshtp between developmental shifts in the organization of materials and developmental changes in deliberate strategy use. Second and fourth grade children were presented with clusterable sort/recall lists representing the factorial combinations of high and low interitem association, and high and low category relatedness. Strategy use in the task was rated by the experimenter and also assessed via self reports. General and task-related strategy knowledge tmetamemoryt was also examined. Second graders displayed more category clustering during recall for highly associated items than for weakly associated items. whereas older children’s recall organization (but not recall) was unaffected by this organizational dimension. Correlations among measures of metamemory and organizational behavior indicated that second graders in general were unaware of the importance of categorization strategies for facilitation of recall. On the other hand. sorting during study and task-related metamemory were the most important predictors of fourth graders’ recall performance, thus indicating that most fourth graders used categorization strategies deliberately.
Metamemory and motivation: a comparison of strategy use and Performance in German and American children (1986)
Schneider, Wolfgang ; Borkowski, John G. ; Kurtz, Beth E. ; Kerwin, Kathleen
No abstract available
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