Michael Schneider

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Suautori

Johannes StrickerHeinrich-Heine-Universität DüsseldorfPotvrđena adresa e-pošte na hhu.de
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of LeuvenPotvrđena adresa e-pošte na ppw.kuleuven.be
Elsbeth SternProfessorin für Psychologie ETH ZürichPotvrđena adresa e-pošte na ifv.gess.ethz.ch
Bianca A. SimonsmeierUniversität TrierPotvrđena adresa e-pošte na uni-trier.de
Franzis PreckelPsychologie, FB I - Universität TrierPotvrđena adresa e-pošte na uni-trier.de
Lieven VerschaffelPotvrđena adresa e-pošte na kuleuven.be
Roland H. GrabnerUniversity of GrazPotvrđena adresa e-pošte na uni-graz.at
Robert SieglerProfessor of Psychology, Carnegie Mellon UniversityPotvrđena adresa e-pošte na andrew.cmu.edu
Bethany Rittle-JohnsonProfessor of Psychology, Vanderbilt UniversityPotvrđena adresa e-pošte na vanderbilt.edu
Susanne BueckerFull Professor of Developmental Psychology and Educational Psychology, University Witten/HerdeckePotvrđena adresa e-pošte na uni-wh.de
Simon MerzPost-doc, Universität TrierPotvrđena adresa e-pošte na uni-trier.de
Maja FlaigHector Research Institute of Education Sciences and Psychology, University of TübingenPotvrđena adresa e-pošte na uni-tuebingen.de
Clarissa A. ThompsonKent State UniversityPotvrđena adresa e-pošte na kent.edu
Peter A. EdelsbrunnerETH Zürich; LMU MunichPotvrđena adresa e-pošte na ifv.gess.ethz.ch
Daniel AnsariProfessor, Department of Psychology & Faculty of Education, University of Western OntarioPotvrđena adresa e-pošte na uwo.ca
Jon StarProfessor, Harvard Graduate School of EducationPotvrđena adresa e-pošte na harvard.edu
Arthur M JacobsFU Berlin, Center for Cognitive Neuroscience (CCNB)Potvrđena adresa e-pošte na zedat.fu-berlin.de
Minna Hannula-SormunenUniversity of TurkuPotvrđena adresa e-pošte na utu.fi
Maike LuhmannProfessor of Psychological Methods at Ruhr University BochumPotvrđena adresa e-pošte na rub.de
Lennart SchalkPH SchwyzPotvrđena adresa e-pošte na phsz.ch

Prati

Michael Schneider

Professor for Educational Psychology, Trier University

Potvrđena adresa e-pošte na uni-trier.de - Početna stranica

Prior knowledge conceptual change conceptual & procedural knowledge numerical magnitude understanding higher education


Naslov Poredaj po navodima Poredaj po godini Poredaj po naslovu	Citirano Citirano	Godina
Variables associated with achievement in higher education: A systematic review of meta-analyses M Schneider, F Preckel Psychological Bulletin, 2017	1553	2017
An integrated theory of whole number and fractions development RS Siegler, CA Thompson, M Schneider Cognitive psychology, 2011	1022	2011
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis M Schneider, K Beeres, L Coban, S Merz, S Susan Schmidt, J Stricker, ... Developmental Science, 2016	846	2016
Subjective well-being and academic achievement: A meta-analysis S Bücker, S Nuraydin, BA Simonsmeier, M Schneider, M Luhmann Journal of Research in Personality 74, 83-94, 2018	729	2018
Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider Oxford handbook of numerical cognition, 1102-1118, 2015	646	2015
Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics B Rittle-Johnson, M Schneider, JR Star Educational Psychology Review, 2015	460	2015
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. M Schneider, B Rittle-Johnson, JR Star Developmental psychology 47 (6), 1525, 2011	378	2011
Representations of the magnitudes of fractions. M Schneider, RS Siegler Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010	349	2010
Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis M Hickendorff, PA Edelsbrunner, J McMullen, M Schneider, K Trezise Learning and Individual Differences 66, 4-15, 2018	319	2018
Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents J Torbeyns, M Schneider, Z Xin, RS Siegler Learning and instruction 37, 5-13, 2015	318	2015
Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6. M Schneider, RH Grabner, J Paetsch Journal of Educational Psychology 101 (2), 359, 2009	306	2009
The developmental relations between conceptual and procedural knowledge: A multimethod approach. M Schneider, E Stern Developmental psychology 46 (1), 178, 2010	291	2010
Associations of number line estimation with mathematical competence: A meta‐analysis M Schneider, S Merz, J Stricker, B De Smedt, J Torbeyns, L Verschaffel, ... Child development 89 (5), 1467-1484, 2018	286	2018
Domain-specific prior knowledge and learning: A meta-analysis BA Simonsmeier, M Flaig, A Deiglmayr, L Schalk, M Schneider Educational Psychologist 57, 31-54, 2022	210	2022
The cognitive perspective on learning: Ten cornerstone findings M Schneider, E Stern The Nature of Learning: Using Research to Inspire Practice, 69-90, 2010	198	2010
A validation of eye movements as a measure of elementary school children's developing number sense M Schneider, A Heine, V Thaler, J Torbeyns, B De Smedt, L Verschaffel, ... Cognitive Development 23 (3), 409-422, 2008	158	2008
Peer feedback improves students’ academic self-concept in higher education BA Simonsmeier, H Peiffer, M Flaig, M Schneider Research in Higher Education 61 (6), 706-724, 2020	133	2020
Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe M Schneider, M Mustafić Springer, 2015	126*	2015
Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis BA Simonsmeier, RH Grabner, J Hein, U Krenz, M Schneider Neuroscience & Biobehavioral Reviews 84, 171-181, 2018	125	2018
Profiles of inconsistent knowledge in children's pathways of conceptual change M Schneider, I Hardy Developmental Psychology 49 (9), 1639-1649, 2013	107	2013

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