PsychAuthors

Literaturliste von Prof. Dr. phil. Michael Schneider

letzte Aktualisierung: 15.04.2024

Matthes, J., Schneider, M. & Preckel, F. (2024). The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis. Journal of Educational Psychology, 278-296.

Bittermann, A., McNamara, D., Simonsmeier, B. A. & Schneider, M. (2023). The landscape of research on prior knowledge and learning: A bibliometric analysis. Educational Psychology Review, 35(2), No. 58.

Buecker, S., Stricker, J. & Schneider, M. (2023). Central questions about meta-analyses in psychological research. An annotated reading list. Current Psychology, 42(8), 6618-6628.

Hieronimi, A., Elbel, J., Schneider, M., Wermuth, I., Schulte-Körne, G., Nowak, D. & Bose-O'Reilly, S. (2023). A qualitative study to explain the factors influencing mental health after a flooding. International Journal of Environmental Research and Public Health, 20(1), No. 134.

Nuraydin, S., Stricker, J. & Schneider, M. (2023). Young children intuitively organize numbers on straight, horizontal lines from left to right before the onset of formal instruction. Child Development, 1-8.

Nuraydin, S., Stricker, J., Ugen, S., Martin, R. & Schneider, M. (2023). The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders. Journal of Experimental Child Psychology, 225, No. 105521.

Schneider, M., Grabner, R., Saalbach, H. & Schalk, L. (Hrsg.). (2023). Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern. Stuttgart: Kohlhammer.

Schneider, M., Grabner, R. H., Saalbach, H. & Schalk, L. (2023). Einleitung: Elsbeth Sterns Engagement für die empirische Lehr-Lern-Forschung, die Wissenschaftskommunikation und den wissenschaftlichen Nachwuchs. In M. Schneider, R. Grabner, H. Saalbach & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern (S. 13-23). Stuttgart: Kohlhammer.

Schneider, M., Grabner, R. H., Saalbach, H. & Schalk, L. (2023). Wie guter Unterricht intelligentes Wissen schafft: Zusammenfassende Betrachtung der Anregungen für die Unterrichtspraxis. In M. Schneider, R. Grabner, H. Saalbach & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern (S. 199-205). Stuttgart: Kohlhammer.

Schneider, M., Paetsch, J. & Skibbe, A. (2023). Konzeptuelles Verständnis und prozedurale Handlungskompetenz von Lernenden: Wie sie zusammenhängen und welche Unterrichtsmethoden sie stärken. In M. Schneider, R. Grabner, H. Saalbach & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft. Handlungswissen aus der Lehr-Lernforschung. Eine Festschrift für Elsbeth Stern (S. 121-134). Stuttgart: Kohlhammer.

Wickering, L., Lautwein, C., Nitsche, H., Schneider, M. & Hechler, T. (2023). Know pain, no pain? Preliminary testing and application of a new tool to assess biopsychosocial pain concepts in children. Children, 10(5), No. 814.

Nuraydin, S., Stricker, J. & Schneider, M. (2022). No transfer effect of a fraction number line game on fraction understanding or fraction arithmetic: A randomized controlled trial. Journal of Experimental Child Psychology, 217, No. 105353.

Passarotto, E., Preckel, F., Schneider, M. & Müllensiefen, D. (2022). Deliberate practice in music: Development and psychometric validation of a standardized measurement instrument. Psychology of Music, 1-19.

Schneider, M., Back, M., Krückl, J. S., Moeller, J., Lang, U. E. & Huber, C. G. (2022). Compulsory psychiatric admissions in the canton of Basel-Stadt between September 2013 and April 2022: Analysis of the cantonal database of the Health Department of Basel-Stadt. International Journal of Social Psychiatry, 1-10.

Stricker, J., Schneider, M. & Preckel, F. (2022). Concurrent and predictive relations of multidimensional perfectionism with test anxiety in secondary school students. Anxiety, Stress, & Coping: An International Journal, 1-10.

Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L. & Luwel, K. (2021). The importance of replicating meta-analyses: Commentary on "Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies". Journal of Numerical Cognition, 7(3), 479-482.

Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L. & Schneider, M. (2021). Domain-specific prior knowledge and learning: A meta-analysis. Educational Psychologist, 1-24.

Simonsmeier, B. A., Flaig, M., Simacek, T. & Schneider, M. (2021). What sixty years of research says about the effectiveness of patient education on health: A second order meta-analysis. Health Psychology Review, 1-27.

Stricker, J., Vogel, S. E., Schöneburg-Lehnert, S., Krohn, T., Dögnitz, S., Jud, N., Spirk, M., Windhaber, M.-C., Schneider, M. & Grabner, R. H. (2021). Interference between naive and scientific theories occurs in mathematics and is related to mathematical achievement. Cognition, 214, No. 104789.

Halbeisen, G., Schneider, M. & Walther, E. (2020). Liked for their looks: Evaluative conditioning and the generalisation of conditioned attitudes in early childhood. Cognition and Emotion, 1-13.

Schneider, M., Baseler, G., Funken, O., Heberger, S., Kiltz, U., Klose, P., Krueger, K., Langhorst, J., Mau, W., Oltman, R., Richter, B., Seitz, S., Sewerin, P., Tholen, R., Weseloh, C., Witthöft, M. & Specker, C. (2020). Management der frühen rheumatoiden Arthritis. Interdisziplinäre Leitlinie. Zeitschrift für Rheumatologie, 79(SUPPL 1), S1 -S38.

Simonsmeier, B. A., Peiffer, H., Flaig, M. & Schneider, M. (2020). Peer feedback improves students' academic self-concept in higher education. Research in Higher Education, 61(6), 706-724.

Stricker, J., Buecker, S., Schneider, M. & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32(2), 391-414.

Schmidt, B., Schneider, M., Seeger, P., van Vianen, A., Loerbroks, A. & Herr, R. M. (2019). A comparison of job stress models: Associations with employee well-being, absenteeism, presenteeism, and resulting costs. Journal of Occupational and Environmental Medicine, 61(7), 535-544.

Stricker, J., Buecker, S., Schneider, M. & Preckel, F. (2019). Multidimensional perfectionism and the Big Five personality traits: A meta-analysis. European Journal of Personality, 33(2), 176-196.

Stricker, J., Schneider, M. & Preckel, F. (2019). School satisfaction differentially predicts multidimensional perfectionism one year later. Personality and Individual Differences, 143, 30-35.

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M. & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94.

Flaig, M., Simonsmeier, B. A., Gorges, J., Schneider, M., Mayer, A.-K. & Rosman, T. (2018). Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis. Learning and Individual Differences, 62, 49-61.

Hickendorff, M., Edelsbrunner, P. A., McMullen, J., Schneider, M. & Trezise, K. (2018). Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis. Learning and Individual Differences, 66, 4-15.

Schneider, M., Wastian, M. & Kronenberg, M. (2018). Projektverläufe: Herausforderungen und Ansatzpunkte für die Prozessgestaltung. In M. Wastian, I. Braumandl, L. von Rosenstiel & M. A. West (Hrsg.), Angewandte Psychologie für das Projektmanagement. Ein Praxisbuch für die erfolgreiche Projektleitung (S. 21-41). Berlin, Heidelberg: Springer.

Simonsmeier, B. A., Frank, C., Gubelmann, H. & Schneider, M. (2018). The effects of motor imagery training on performance and mental representation of 7-to 15-year-old gymnasts of different levels of expertise. Sport, Exercise, and Performance Psychology, 7(2), 155-168.

Simonsmeier, B. A., Grabner, R. H., Hein, J., Krenz, U. & Schneider, M. (2018). Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis. Neuroscience and Biobehavioral Reviews, 84, 171-181.

Halbeisen, G., Walther, E. & Schneider, M. (2017). Evaluative conditioning and the development of attitudes in early childhood. Child Development, 88(5), 1536-1543.

Schneider, M., Beeres, K., Coban, L., Merz, S., Schmidt, S. S., Stricker, J. & De Smedt, B. (2017). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science, 20(3), No. e12372.

Schneider, M. & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565-600.

Merz, C. J., Dietsch, F. & Schneider, M. (2016). The impact of psychosocial stress on conceptual knowledge retrieval. Neurobiology of Learning and Memory, 134, 392-399.

Rittle-Johnson, B., Schneider, M. & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27(4), 587-597.

Torbeyns, J., Schneider, M., Xin, Z. & Siegler, R. S. (2015). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5-13.

Cao, H., Plichta, M. M., Schäfer, A., Haddad, L., Grimm, O., Schneider, M., Esslinger, C., Kirsch, P., Meyer-Lindenberg, A. & Tost, H. (2014). Test-retest reliability of fMRI-based graph theoretical properties during working memory, emotion processing, and resting state. NeuroImage, 84, 888-900.

Edelsbrunner, P. & Schneider, M. (2013). Modelling for prediction vs. modelling for understanding: Commentary on Musso et al. (2013). Frontline Learning Research, 1(2), 99-101.

Heine, A., Wissmann, J., Tamm, S., Jacobs, A. M., De Smedt, B., Verschaffel, L., Schneider, M. & Stern, E. (2013). An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities. Cortex, 49(8), 2162-2177.

Schneider, M. & Hardy, I. (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49(9), 1639-1649.

Schneider, M. (2012). Knowledge integration. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1684-1686). New York: Springer.

Schneider, M. (2012). Knowledge integration in mathematics learning: The case of inversion. Educational Studies in Mathematics, 79(3), 447-453.

Schneider, M. & Grabner, R. H. (2012). Fact learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1264-1266). New York: Springer.

Schneider, M., Vamvakoussi, X. & van Dooren, W. (2012). Conceptual change. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. New York: Springer.

De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M. & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to Tango. Educational Research Review, 6(3), 232-237.

Schneider, M., Rittle-Johnson, B. & Star, J. R. (2011). Relations between conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 46, 1525-1538.

Schneider, M., Rittle-Johnson, B. & Star, J. R. (2011). Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 47(6), 1525-1538.

Siegler, R. S., Thompson, C. A. & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273-296.

De Smedt, B., Ansari, D., Grabner, R. H., Hannula, M. M., Schneider, M. & Verschaffel, L. (2010). Cognitive neuroscience meets mathematics education. Educational Research Review, 5(1), 97-105.

Grabner, R. H., Ansari, D., Schneider, M., De Smedt, B., Hannula, M. M. & Stern, E. (2010). Cognitive neuroscience and mathematics learning. ZDM - Zentralblatt für Didaktik der Mathematik, 42(6), 511-663.

Heine, A., Tamm, S., De Smedt, B., Schneider, M., Thaler, V., Torbeyns, J., Stern, E., Verschaffel, L. & Jacobs, A. (2010). The Numerical Stroop Effect in Primary School Children: A Comparison of Low, Normal, and High Achievers. Child Neuropsychology, 16(5), 461-477.

Heine, A., Thaler, V., Tamm, S., Hawelka, S., Schneider, M., Torbeyns, J., De Smedt, B., Verschaffel, L., Stern, E. & Jacobs, A. M. (2010). What the eyes already 'know': Using eye movement measurement to tap into children's implicit numerical magnitude representations. Infant and Child Development, 19(2), 175-186.

Schneider, M., Rode, C. & Stern, E. (2010). Secondary school students' availability and activation of diagrammatic strategies for learning from texts. In L. Verschaffel, E. De Corte, T. de Jong & J. Elen (Eds.), Use of representations in reasoning and problem solving. Analysis and improvement (pp. 112-130). Abingdon: Routledge.

Schneider, M. & Siegler, R. S. (2010). Representations of the magnitudes of fractions. Journal of Experimental Psychology - Human Perception and Performance, 36(5), 1227-1238.

Schneider, M. & Stern, E. (2010). The cognitive perspective on learning: Ten cornerstone findings. In H. Dumont, D. Istance & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 69-90). Paris: Organisation for Economic Cooperation and Development.

Schneider, M. & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46(1), 178-192.

Stern, E. & Schneider, M. (2010). A digital road map analogy of the relationship between neuroscience and educational research [Editorial for the special issue on neuroscience and mathematics educational research]. ZDM - International Journal on Mathematics Education, 42(6), 511-514.

Stern, E., Felbrich, A. & Schneider, M. (2010). Mathematiklernen. In D. H. Rost (Hrsg.), Handwörterbuch Pädagogische Psychologie (S. 521-529). Weinheim: Beltz.

Schneider, M., Ernsting, A. & Antoni, C. H. (2009). Programm zur Gesundheitsprävention FIT IM LEBEN - FIT IM JOB. Eine effektive Maßnahme zum Aufbau eines gesundheitsförderlichen Verhaltensstils. Arbeitsmedizin, Sozialmedizin, Umweltmedizin, 44(10), 540-547.

Schneider, M., Grabner, Roland, H. & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101(2), 359-372.

Schneider, M. & Stern, E. (2009). The inverse relation of addition and subtraction: A knowledge integration perspective. Mathematical Thinking and Learning, 11(1-2), 92-101.

Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A. M. & Stern, E. (2008). A validation of eye movements as a measure of elementary school children's developing number sense. Cognitive Development, 23(3), 409-422.

Schneider, M. & Stern, E. (2007). Informationsverarbeitungsansätze der Entwicklungspsychologie. In M. Hasselhorn & W. Schneider (Hrsg.), Handbuch der Entwicklungspsychologie (S. 26-37). Göttingen: Hogrefe.

Schneider, M. (2006). Konzeptuelles und prozedurales Wissen als latente Variablen: Ihre Interaktion beim Lernen mit Dezimalbrüchen. Dissertation, Technische Universität, Fakultät V - Verkehrs- und Maschinensysteme, Berlin.

Hardy, I., Schneider, M., Jonen, A., Stern, E. & Möller, K. (2005). Fostering diagrammatic reasoning in science education. Swiss Journal of Psychology, 64(3), 207-217.

weitere Schriften:

Rittle-Johnson, B. & Schneider, M. Developing conceptual and procedural knowledge in mathematics. In R. Cohen Kadosh & A. Dowker (Eds.), Oxford handbook of numerical cognition. Oxford, UK: Oxford University Press.

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