Publications of Wolfgang Schneider
All genres
Book (9)
1999
Book
Individual development from 3 to 12: Findings from the Munich Longitudinal Study. Cambridge University Press, New York, NY (1999)
1997
Book
Memory development between two and twenty (2nd ed.). (1997). xiv, 412pp. (1997)
1995
Book
Memory performance and competencies. Erlbaum, Mahwah (1995)
1990
Book
Entwicklung. Hogrefe, Goettingen (1990)
Book
Inventory of European longitudinal studies in the behavioural and medical sciences. Max-Planck-Institut fuer Bildungsforschung, Berlin (1990)
Book
Interactions among aptitudes, strategies, and knowledge in cognitive performance. Springer, Berlin (1990)
1989
Book
Zur Entwicklung des Meta-Gedaechtnisses bei Kindern. Huber, Bern (1989)
Book
Memory development between 2 and 20. Springer, Berlin (1989)
Book Chapter (21)
1999
Book Chapter
Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)
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, pp. 126 - 147 (Eds.
Book Chapter
Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)
Development of intelligence and thinking. In: Individual development from 3 to 12: Findings from the Munich longitudinal study, pp. 9 - 28 (Eds.
Book Chapter
Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)
Memory strategy development - gradual increase, sudden insight, or roller coaster? In: Individual development from 3 to 12: Findings from the Munich longitudinal study, pp. 61 - 77 (Eds.
Book Chapter
Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)
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, pp. 324 - 350 (Eds.
Book Chapter
Weinert, F. E.; Schneider, W.). Cambridge University Press, New York, NY (1999)
LOGIC: Introduction and overview. In: Individual development from 3 to 12: Findings from the Munich Longitudinal Study, pp. 1 - 8 (Eds. 1998
Book Chapter
Weinert, F. E.). Psychologie Verlags Union, Weinheim (1998)
Die Entwicklung des kindlichen Denkens und die Verbesserung der Lern- und Gedächtniskompetenzen. In: Entwicklung im Kindesalter, pp. 75 - 94 (Ed.
Book Chapter
Weinert, F. E.). Psychologie Verlags Union, Weinheim (1998)
Die Entwicklung des Denkens und der Intelligenzunterschiede zwischen Kindern. In: Entwicklung im Kindesalter, pp. 53 - 74 (Ed. 1996
Book Chapter
Entwicklung des Gedächtnisses. In: Gedächtnis, pp. 433 - 487 Series: Enzyklopaedie der Psychologie, Themenbereich C, Theorie und Forschung, Serie II, Kognition, Band 434 (Eds. Albert, D.; Stapf, K. H.). Hogrefe, Goettingen (1996)
1995
Book Chapter
Weinert, F. E.; Schneider, W.). Erlbaum, Mahwah (1995)
Introduction. In: Memory performance and competencies. Issues in growth and development, pp. 11 - 17 (Eds. 1993
Book Chapter
Cognitive, social and emotional development. In: Longitudinal research on individual development. Present status and future perspectives, pp. 75 - 94 (Eds. Magnusson, D.; Casaer, P.). University Press, Cambridge (1993)
1992
Book Chapter
Cognitive prerequisites of reading and spelling. In: Neo Piagetian theories of cognitive development, pp. 256 - 274 (Eds. Demetriou, A.; Shayer, M.; Efklides, A.). Routledge, London (1992)
1991
Book Chapter
Domain-specific versus metacognitive knowledge effects on text recall and comprehension. In: Learning and instruction: European research in an international context, Vol. 3, pp. 311 - 323 (Eds. Carretero, M.; Pope, M. L.) (1991)