Michael Schneider 个人学术档案

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Johannes StrickerHeinrich-Heine-Universität Düsseldorf在 hhu.de 的电子邮件经过验证
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of Leuven在 ppw.kuleuven.be 的电子邮件经过验证
Elsbeth SternProfessorin für Psychologie ETH Zürich在 ifv.gess.ethz.ch 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
Franzis PreckelPsychologie, FB I - Universität 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
Roland H. GrabnerUniversity of Graz在 uni-graz.at 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
Susanne BueckerFull Professor of Developmental Psychology and Educational Psychology, University Witten/Herdecke在 uni-wh.de 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
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
Peter A. EdelsbrunnerETH Zürich; LMU Munich在 ifv.gess.ethz.ch 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
Maike LuhmannProfessor of Psychological Methods at Ruhr University Bochum在 rub.de 的电子邮件经过验证
Lennart SchalkPH Schwyz在 phsz.ch 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	1305	2017
An integrated theory of whole number and fractions development RS Siegler, CA Thompson, M Schneider Cognitive psychology, 2011	961	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	783	2016
Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider Oxford handbook of numerical cognition, 1102-1118, 2015	606	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	592	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	417	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	353	2011
Representations of the magnitudes of fractions. M Schneider, RS Siegler Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010	341	2010
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	296	2009
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	295	2015
The developmental relations between conceptual and procedural knowledge: A multimethod approach. M Schneider, E Stern Developmental psychology 46 (1), 178, 2010	280	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	268	2018
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	250	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	197	2010
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	171	2022
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	152	2008
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	117	2018
Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe M Schneider, M Mustafić Springer, 2015	117*	2015
Profiles of inconsistent knowledge in children's pathways of conceptual change M Schneider, I Hardy Developmental Psychology 49 (9), 1639-1649, 2013	102	2013
Peer feedback improves students’ academic self-concept in higher education BA Simonsmeier, H Peiffer, M Flaig, M Schneider Research in Higher Education 61, 706-724, 2020	95	2020

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