Publications of Wolfgang Schneider

Weinert, F. E., & Schneider, W. (Eds.). (1999). Individual development from 3 to 12: Findings from the Munich Longitudinal Study. New York, NY: Cambridge University Press. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-BC85-F

Schneider, W., & Pressley, M. (1997). Memory development between two and twenty (2nd ed.). (1997). xiv, 412pp. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-C5DA-A

Weinert, F. E., & Schneider, W. (1995). Memory performance and competencies. Mahwah: Erlbaum. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-C5EE-D

Knopf, M., & Schneider, W. (1990). Entwicklung. Goettingen: Hogrefe. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-B187-9

Schneider, W., & Edelstein, W. (1990). Inventory of European longitudinal studies in the behavioural and medical sciences. Berlin: Max-Planck-Institut fuer Bildungsforschung. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-BF3A-5

Schneider, W., & Weinert, F. E. (1990). Interactions among aptitudes, strategies, and knowledge in cognitive performance. Berlin: Springer. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-BE6E-A

Schneider, W. (1989). Zur Entwicklung des Meta-Gedaechtnisses bei Kindern. Bern: Huber. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-ECF1-9

Schneider, W., & Pressley, M. (1989). Memory development between 2 and 20. Berlin: Springer. Retrieved from http://hdl.handle.net/11858/00-001M-0000-0010-C5D8-E

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

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

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

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

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

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

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

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

Weinert, F. E., & Schneider, W. (1995). Introduction. In F. E. Weinert & W. Schneider (Eds.), Memory performance and competencies. Issues in growth and development (pp. 11–17). Mahwah: Erlbaum.

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

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

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