Prof. Dr. Michael Schneider

Michael Schneider ist Professor für Pädagogische Psychologie an der Universität Trier. Er untersucht, wie der Aufbau von Wissensstrukturen zum Erwerb von umfassenderen Kompetenzen und Expertise beiträgt.

Zu seinen Forschungsinteressen zählen effektive Unterrichtsmethoden, naturwissenschaftliches Lernen durch Konzeptwandel, die Entwicklung flexibler mathematischen Lösungsstrategien und die mentale Repräsentation numerischer Größen auf allen Alterstufen - von Kleinkindern bis hin zu Studierenden. 

Auf seine Promotion 2006 am Max-Planck-Institut für Bildungsforschung, Berlin, folgten Postdoc-Aufenthalte an der ETH Zürich und der Carnegie Mellon University, Pittsburgh, bevor er 2011 die Leitung der Arbeitsgruppe für Pädagogische Psychologie an der Universität Trier übernahm.

  • Vollständiger Lebenslauf [pdf]
  • ResearchGate-Profil [Link]
     

Publications

In press

  • Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., & Luwel, K. (in press). Associations of number line estimation with mathematical competence: A meta-analysis. Child Development. 10.1111/cdev.13068 [pdf]​​​​​​​
  • Hickendorff, M., Edelsbrunner, P., Schneider, M., Trezise, K., & McMullen, J. (in press). Informative tools for characterizing individual differences in learning: Latent Class, Latent Profile, and Latent Transition Analysis. Learning and Individual Differences. 10.1016/j.lindif.2017.11.001 [pdf]
    (Part of the special issue Modelling Student Characteristics and Development: Latent Variable Mixture Model Approaches)
  • Simonsmeier, B. A., Frank, C., Gubelmann, H., & Schneider, M. (in press). 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. doi: 10.1037/spy0000117

2018

  • 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.
  • 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]
  • 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]
    (Part of the special issue Modelling Student Characteristics and Development: Latent Variable Mixture Model Approaches)
  • 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]
  • 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]

2017

  • 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]
  • 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]
  • 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]

2016

  • 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]
  • Alcock, L., Ansari, D., Batchelor, S., Bissona, M.-J., De Smedt, B., Gilmore, C., Göbel, S. M., Hannula-Sormunen, M., Hodgen, J., Inglis, M., Jones, I., Mazzocco, M., McNeil, N., Schneider, M., Simms, V., Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. [pdf] [Journal]

    2014/15

    • 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]
    • 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]
      (Part of the special issue Mind the Gap! Studies on the Development of the Rational Number Concept [Link])
    • Rittle-Johnson, B., Schneider, M., & Star, J. (2015). Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27, 587-597. doi: 10.1007/s10648-015-9302-x [pdf]
      (Part of the special issue Myth or Reality? Evaluating Common Practices and Beliefs in Education[Link])
    • Rittle-Johnson, B., & Schneider, M. (2015). Developing conceptual and procedural knowledge in mathematics. In R. Cohen Kadosh & A. Dowker (Eds.), Oxford handbook of numerical cognition (pp. 1102-1118). Oxford, UK: Oxford University Press. doi: 10.1093/oxfordhb/9780199642342.013.014 [pdf] [Link]

    2013

    • 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]
    • Heine, A., Wißmann, J., Tamm, S., De Smedt, B., Schneider, M., Stern, E., Verschaffel, L., & Jacobs, A. M. (2013). An electrophysiological investigation of non-symbolic magnitude processing: Numerical distance effects in children with and without mathematical learning disabilities. Cortex, 49, 2162-2177. doi: 10.1016/j.cortex.2012.11.009 [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] 
      * both authors contributed equally
    • 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]

    2012

    • Schneider, M. (2012). Knowledge integration in mathematics learning: The case of inversion. Educational Studies in Mathematics, 79, 447-453. [pdf]
    • De Smedt, B., Ansari, D., Grabner, R. H., Hannula-Sormunen, M., Schneider, M., & Verschaffel, L. (2011). Cognitive neuroscience meets mathematics education: It takes two to tango [Reply to Turner (2011)]. Educational Research Review, 6, 232-237. [pdf]

    2011

    • 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. [pdf]
    • Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62, 273-296. [pdf]

    2010

    • Grabner, R. H., Ansari, D., Schneider, M., De Smedt, B., Hannula, M., Stern, E. (ed.) (2010). Special issue on cognitive neuroscience and mathematics education research. ZDM – International Journal on Mathematics Education, 42(6).
    • Stern, E., & Schneider, M. (2010). A digital road map analogy of the relationship between neuroscience and educational research [Editorial]. ZDM – International Journal on Mathematics Education, 42, 511-514. [pdf]
      (In the special issue Cognitive Neuroscience and Mathematics Education Research)
    • Schneider, M., & Siegler, R. S. (2010). Representations of the magnitudes of fractions. Journal of Experimental Psychology: Human Perception and Performance, 36, 1227-1238. [pdf]
    • Heine, A., Tamm, S., De Smedt, B., Schneider, M., Thaler, V., Torbeyns, J., Stern, E., Verschaffel, L., & Jacobs, A. M. (2010). The numerical Stroop effect in primary school children: A comparison of low, normal, and high achievers. Child Neuropsychology, 16, 461-477. [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., & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46, 178-192. [pdf]
    • 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.

    2009

    • 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., & Stern, E. (2009). The inverse relation of addition and subtraction: A knowledge integration perspective. Mathematical Thinking and Learning, 11, 92-101. [pdf]

    Vor 2009

    • 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]
    • Schneider, M., & Stern, E. (2007). Informationsverarbeitungsansätze der Entwicklungspsychologie [Information processing accounts in developmental psychology]. In M. Hasselhorn & W. Schneider (Eds.), Handbuch der Entwicklungspsychologie (pp. 26-37). Göttingen: Hogrefe. [pdf]
    • Stern, E., Felbrich, A., & Schneider, M. (2006, 2010, 2018). Mathematik lernen [Learning mathematics]. In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (3rd, 4th, & 5th ed.) (pp. 507-514). Weinheim: Beltz. [pdf]
    • 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]