We investigate with our collaboration partners how learners construct complex and flexible knowledge structures, in particular, the processes of conceptual change, strategy change, and the mental representation of numerical magnitudes. Our studies trace these processes in age groups rangin from early childhood to adulthood. We focus mainly on learning in the content domains mathematics, natural science and social science.
The aim of our research is the creation of effective learning environments and a better understanding of the underlying cognitive and developmental processes.
We use multivariate statistics to identify broad developmental patterns in the acquisition of knowledge structures. Microgenetic and experimental methods help us to analyse the underlying learning processes.
- Schneider, M., & Preckel, F. (in press). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin. 10.1037/bul0000098 [pdf]
- Schneider, M., Beeres, K., Coban, L., Simon, M., 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. doi: 10.1111/desc.12372 [pdf]
- Schneider, M., * & Hardy, I. * (2013). Profiles of inconsistent knowledge in children's pathways of conceptual change. Developmental Psychology, 49(9), 1639-1649. doi: 10.1037/a0030976 [pdf]
* both authors contributed equally
- 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]