Forschung

Unsere Arbeitsgruppe untersucht zusammen mit unseren Kooperationspartnern, wie Lernende konzeptuelles Verständnis und flexible Problemlösefähigkeiten erwerben, z.B. beim Spielen im Kindergarten, beim Mathematiklernen in der Schule oder in Lehrveranstaltungen an Hochschulen. Dabei interessieren uns wie Lernerressourcen und effektive Lernumgebungen zusammen die Konstruktion und Speicherung neuen Wissens im Gedächtnis anregen, die dann zu breiten und nachhaltigen lebens- und berufsrelevanten Kompetenzen führen. Untenstehende Abbildung zeigt das Framework, das unsere Abteilungsforschung leitet. Darunter stehen die Publikationen zu den Komponenten des Frameworks.

Research Educational Psychology

Publikationen, geordnet nach Rolle im Framework

Learner Resources

  • Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2021). Prior knowledge and learning: A meta-analysis. Educational Psychologist. doi: 10.1080/00461520.2021.1939700 [pdf]

  • Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32, 391-414. doi: 10.1007/s10648-019-09504-1 [pdf]

  • Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., & Luwel, K. (2018). Associations of number line estimation with mathematical competence: A meta-analysis. Child Development, 89,1467-1484. doi: 10.1111/cdev.13068 [pdf]

  • 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, e12372. doi: 10.1111/desc.12372 [pdf]

  • Schneider, M., Grabner, R. 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, 359-372. [pdf]

Knowledge Acquisition Processes

  • 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 naïve and scientific theories occurs in mathematics and is related to mathematical achievement. Cognition, 214, 104789. doi: 10.1016/j.cognition.2021.104789

  • Flaig, M., Simonsmeier, B. A., Mayer, A.-K., Rosman, T., Gorges, J., & Schneider, M. (2018). Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis. Learning and Individual Differences, 62, 49-61. doi: 10.1016/j.lindif.2017.12.008 [pdf]

  • Halbeisen, G., Walther, E., & Schneider, M. (2017). Evaluative conditioning and the development of attitudes in early childhood. Child Development, 88, 1536–1543. doi: 10.1111/cdev.12657 [pdf]

  • 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. doi: 10.1016/j.learninstruc.2014.03.002. [pdf]

  • Schneider, M., * & Hardy, I. * (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49, 1639-1649. doi: 10.1037/a0030976 [pdf] 

  • 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. doi: 10.1037/a0024997 [pdf]

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

Learning Outcomes

  • Nuraydin, S., Stricker, J., Ugen, S., Martin, R., & Schneider, M. (in press). The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6,484 Luxembourgish ninth-graders. Journal of Experimental Child Psychology.

  • 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, 105353. https://doi.org/10.1016/j.jecp.2021.105353

  • Simonsmeier, B., Peiffer, H., Flaig, M, & Schneider, M. (2020). Peer feedback improves students’ academic self-concept in higher education. Research in Higher Education, 61, 706-724. doi: 10.1007/s11162-020-09591-y [pdf]

  • 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. doi: 10.​1016/​j.​jrp.​2018.​02.​007 [pdf]

  • Schneider, M., Thompson, C. A., Rittle-Johnson, B. (2018). Associations of magnitude comparison and number line estimation with mathematical competence: A comparative review (pp. 100-119). In P. Lemaire (Ed.), Cognitive development from a strategy perspective: A festschrift for Robert Siegler. London: Routledge. [pdf][Publisher][Google Books]

  • Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565-600. doi: 10.1037/bul0000098 [pdf]

  • Schneider, M., Grabner, R. 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, 359-372. [pdf]

  • Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A., & Stern, E. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23, 424-437. [pdf]

Learning Environments

  • 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. https/doi.org/10.1177/03057356211065172 [Full text link]

  • 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, 105353. https://doi.org/10.1016/j.jecp.2021.105353

  • 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. doi: 10.1080/17437199.2021.1967184

  • Flaig, M., Heltemes, T., & Schneider, M. (2021). Lernförderliche Durchführung von Lehrveranstaltungen. In R. Kordts-Freudinger, N. Schaper, A, Scholkmann, & B. Szczyrba (Eds.), Handbuch Hochschuldidaktik (pp. 73-86). utb. [Link]

  • Simonsmeier, B., Peiffer, H., Flaig, M, & Schneider, M. (2020). Peer feedback improves students’ academic self-concept in higher education. Research in Higher Education, 61, 706-724. doi: 10.1007/s11162-020-09591-y [pdf]

  • Schneider, M., & Flaig, M. (2018). Hochschuldidaktik [Instruction in higher education]. In D. H. Rost, J. Sparfeld, & S. Buch (Eds.), Handwörterbuch Pädagogische Psychologie (5th ed.) (pp. 242-249). Weinheim: Beltz.

  • 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 & Biobehavioral Reviews, 84, 171-181. doi: 10.1016/j.neubiorev.2017.11.001 [pdf]

  • 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, 155-168. doi: 10.1037/spy0000117

  • Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565-600. doi: 10.1037/bul0000098 [pdf]

  • 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. doi: 10.1016/j.nlm.2016.08.020 [pdf]

  • Schneider, M., & Mustafić, M. (eds.) (2015). Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe [Effective teaching in higher education: An evidence-based perspective]. Heidelberg: Springer. doi: 10.1007/978-3-662-45062-8 [Publisher] [Google Books]

  • 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, 97-105.

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

Research Methods

  • 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. https/doi.org/10.1177/03057356211065172 [Full text link]

  • 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. https://doi.org/10.5964/jnc.7617 [Full text link]

  • Buecker, S., Stricker, J., & Schneider, M. (2021). Central questions about meta-analyses in psychological research: An annotated reading list. Current Psychology. doi: 10.1007/s12144-021-01957-4 [Full text link]

  • Hickendorff, M., Edelsbrunner, P., Schneider, M., Trezise, K., & McMullen, J. (2018). Informative tools for characterizing individual differences in learning: Latent Class, Latent Profile, and Latent Transition Analysis. Learning and Individual Differences, 66, 4-15. doi: 10.1016/j.lindif.2017.11.001 [pdf]
    (Part of the special issue Modelling Student Characteristics and Development: Latent Variable Mixture Model Approaches)

  • Edelsbrunner, P., & Schneider, M. (2013). Modelling for prediction vs. modelling for understanding: Commentary on Musso et al. (2013). Frontline Learning Research, 2, 99-101. doi: 10.14786/flr.v1i2.74 [pdf]

  • Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51, 979-989. doi: 0.1016/j.neuropsychologia.2013.02.001 [pdf]

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

  • 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 measurement to tap into children's implicit numerical magnitude representations. Infant and Child Development, 19, 175-186. [pdf]

  • Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., Jacobs, A., & Stern, E. (2008). A validation of eye movements as a measure of elementary school children’s developing number sense. Cognitive Development, 23, 424-437. [pdf]

Beispielpublikationen