Michael Schneider 个人学术档案

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Elsbeth SternProfessorin für Psychologie ETH Zürich在 ifv.gess.ethz.ch 的电子邮件经过验证
Bert De SmedtProfessor, Faculty of Psychology and Educational Sciences, University of Leuven在 ppw.kuleuven.be 的电子邮件经过验证
Johannes StrickerHeinrich-Heine-Universität Düsseldorf在 hhu.de 的电子邮件经过验证
Roland H. GrabnerUniversity of Graz在 uni-graz.at 的电子邮件经过验证
Bianca A. SimonsmeierUniversität Trier在 uni-trier.de 的电子邮件经过验证
Lieven Verschaffel在 kuleuven.be 的电子邮件经过验证
Robert SieglerProfessor of Psychology, Carnegie Mellon University在 andrew.cmu.edu 的电子邮件经过验证
Bethany Rittle-JohnsonProfessor of Psychology, Vanderbilt University在 vanderbilt.edu 的电子邮件经过验证
Franzis PreckelPsychologie, FB I - Universität Trier在 uni-trier.de 的电子邮件经过验证
Susanne BueckerAssistant Professor in Psychology, Psychological Institut at German Sport University Cologne在 dshs-koeln.de 的电子邮件经过验证
Simon MerzPost-doc, Universität Trier在 uni-trier.de 的电子邮件经过验证
Clarissa A. ThompsonKent State University在 kent.edu 的电子邮件经过验证
Daniel AnsariProfessor, Department of Psychology & Faculty of Education, University of Western Ontario在 uwo.ca 的电子邮件经过验证
Arthur M JacobsFU Berlin, Center for Cognitive Neuroscience (CCNB)在 zedat.fu-berlin.de 的电子邮件经过验证
Jon StarProfessor, Harvard Graduate School of Education在 harvard.edu 的电子邮件经过验证
Maja FlaigHector Research Institute of Education Sciences and Psychology, University of Tübingen在 uni-tuebingen.de 的电子邮件经过验证
Minna Hannula-SormunenUniversity of Turku在 utu.fi 的电子邮件经过验证
Peter A. EdelsbrunnerETH Zürich; LMU Munich在 ifv.gess.ethz.ch 的电子邮件经过验证
Maike LuhmannProfessor of Psychological Methods at Ruhr University Bochum在 rub.de 的电子邮件经过验证
Jennifer PaetschJuniorprofessur für Evaluation im Kontext von Lehrerbildung, Otto-Friedrich-Universität Bamberg在 uni-bamberg.de 的电子邮件经过验证

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Michael Schneider

Professor for Educational Psychology, Trier University

在 uni-trier.de 的电子邮件经过验证 - 首页

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


标题按引用次数排序按年份排序按标题排序	引用次数引用次数	年份
Variables associated with achievement in higher education: A systematic review of meta-analyses M Schneider, F Preckel Psychological Bulletin, 2017	1020	2017
An integrated theory of whole number and fractions development RS Siegler, CA Thompson, M Schneider Cognitive psychology, 2011	868	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	710	2016
Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider Oxford handbook of numerical cognition, 1102-1118, 2015	536	2015
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	425	2018
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	342	2015
Representations of the magnitudes of fractions. M Schneider, RS Siegler Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010	315	2010
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	312	2011
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	281	2009
The developmental relations between conceptual and procedural knowledge: A multimethod approach. M Schneider, E Stern Developmental psychology 46 (1), 178, 2010	257	2010
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	253	2015
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	211	2018
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	199	2018
The cognitive perspective on learning: Ten cornerstone findings M Schneider, E Stern The Nature of Learning: Using Research to Inspire Practice, 69-90, 2010	179	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	142	2008
Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe M Schneider, M Mustafić Springer, 2015	108*	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	103	2018
Profiles of inconsistent knowledge in children's pathways of conceptual change M Schneider, I Hardy Developmental Psychology 49 (9), 1639-1649, 2013	93	2013
Domain-specific prior knowledge and learning: A meta-analysis BA Simonsmeier, M Flaig, A Deiglmayr, L Schalk, M Schneider Educational Psychologist, 1-24, 2021	92	2021
Cognitive Neuroscience Meets Mathematics Education. B De Smedt, D Ansari, RH Grabner, MM Hannula, M Schneider, ... Educational Research Review 5 (1), 9, 2010	88	2010

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