Publikationen von Wolfgang Schneider

Weinert, F. E.; Schneider, W. (Hg.): Individual development from 3 to 12: Findings from the Munich Longitudinal Study. Cambridge University Press, New York, NY (1999)

Schneider, W.; Pressley, M.: Memory development between two and twenty (2nd ed.). (1997). xiv, 412pp. (1997)

Weinert, F. E.; Schneider, W.: Memory performance and competencies. Erlbaum, Mahwah (1995)

Knopf, M.; Schneider, W.: Entwicklung. Hogrefe, Goettingen (1990)

Schneider, W.; Edelstein, W.: Inventory of European longitudinal studies in the behavioural and medical sciences. Max-Planck-Institut fuer Bildungsforschung, Berlin (1990)

Schneider, W.; Weinert, F. E.: Interactions among aptitudes, strategies, and knowledge in cognitive performance. Springer, Berlin (1990)

Schneider, W.: Zur Entwicklung des Meta-Gedaechtnisses bei Kindern. Huber, Bern (1989)

Schneider, W.; Pressley, M.: Memory development between 2 and 20. Springer, Berlin (1989)

Schneider, W.; Näslund, J. C.: Impact of early phonological processing skills on reading and spelling in school: Evidence from the Munich longitudinal study. In: Individual development from 3 to 12: Findings from the Munich longitudinal study, S. 126 - 147 (Hg. Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)

Schneider, W.; Perner, J.; Bullock, M.; Stefanek, J.; Ziegler, A.: Development of intelligence and thinking. In: Individual development from 3 to 12: Findings from the Munich longitudinal study, S. 9 - 28 (Hg. Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)

Sodian, B.; Schneider, W.: Memory strategy development - gradual increase, sudden insight, or roller coaster? In: Individual development from 3 to 12: Findings from the Munich longitudinal study, S. 61 - 77 (Hg. Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)

Weinert, F. E.; Bullock, M.; Schneider, W.: Universal, differential, and individual aspects of child development from 3 to 12: What can we learn from a comprehensive longitudinal study? In: Individual development from 3 to 12: Findings from the Munich Longitudinal Study, S. 324 - 350 (Hg. Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)

Weinert, F. E.; Schneider, W.; Stefanek, J.; Weber, A.: LOGIC: Introduction and overview. In: Individual development from 3 to 12: Findings from the Munich Longitudinal Study, S. 1 - 8 (Hg. Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)

Knopf, M.; Schneider, W.: Die Entwicklung des kindlichen Denkens und die Verbesserung der Lern- und Gedächtniskompetenzen. In: Entwicklung im Kindesalter, S. 75 - 94 (Hg. Weinert, F. E.). Psychologie Verlags Union, Weinheim (1998)

Schneider, W.; Bullock, M.; Sodian, B.: Die Entwicklung des Denkens und der Intelligenzunterschiede zwischen Kindern. In: Entwicklung im Kindesalter, S. 53 - 74 (Hg. Weinert, F. E.). Psychologie Verlags Union, Weinheim (1998)

Weinert, F. E.; Schneider, W.: Entwicklung des Gedächtnisses. In: Gedächtnis, S. 433 - 487 Series: Enzyklopaedie der Psychologie, Themenbereich C, Theorie und Forschung, Serie II, Kognition, Band 434 (Hg. Albert, D.; Stapf, K. H.). Hogrefe, Goettingen (1996)

Weinert, F. E.; Schneider, W.: Introduction. In: Memory performance and competencies. Issues in growth and development, S. 11 - 17 (Hg. Weinert, F. E.; Schneider, W.). Erlbaum, Mahwah (1995)

Weinert, F. E.; Schneider, W.: Cognitive, social and emotional development. In: Longitudinal research on individual development. Present status and future perspectives, S. 75 - 94 (Hg. Magnusson, D.; Casaer, P.). University Press, Cambridge (1993)

Schneider, W.; Näslund, J. C.: Cognitive prerequisites of reading and spelling. In: Neo Piagetian theories of cognitive development, S. 256 - 274 (Hg. Demetriou, A.; Shayer, M.; Efklides, A.). Routledge, London (1992)

Körkel, J.; Schneider, W.: Domain-specific versus metacognitive knowledge effects on text recall and comprehension. In: Learning and instruction: European research in an international context, Vol. 3, S. 311 - 323 (Hg. Carretero, M.; Pope, M. L.) (1991)