Michael Schneider
Michael Schneider
Professor for Educational Psychology, Trier University
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Variables associated with achievement in higher education: A systematic review of meta-analyses
M Schneider, F Preckel
Psychological Bulletin, 2017
An integrated theory of whole number and fractions development
RS Siegler, CA Thompson, M Schneider
Cognitive psychology, 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
Developing conceptual and procedural knowledge of mathematics
B Rittle-Johnson, M Schneider
Oxford handbook of numerical cognition, 1102-1118, 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
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
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
Representations of the magnitudes of fractions.
M Schneider, RS Siegler
Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 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
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
The developmental relations between conceptual and procedural knowledge: A multimethod approach.
M Schneider, E Stern
Developmental psychology 46 (1), 178, 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
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
The cognitive perspective on learning: Ten cornerstone findings
M Schneider, E Stern
The Nature of Learning: Using Research to Inspire Practice, 69-90, 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
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
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
Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe
M Schneider, M Mustafić
Springer, 2015
Profiles of inconsistent knowledge in children's pathways of conceptual change
M Schneider, I Hardy
Developmental Psychology 49 (9), 1639-1649, 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
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