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(Schlagwörter: "Würzburg")

Early development of quantity to number-word linkage as a precursor of mathematical school […] Krajewski, Kristin; Schneider, Wolfgang Journal Article | In: Learning and Instruction | 2009 7766 Endnote: Author(s): Krajewski, Kristin; Schneider, Wolfgang
Title: Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties. Findings from a four-year longitudinal study
In: Learning and Instruction, 19 (2009) 6, S. 513-526
DOI: 10.1016/j.learninstruc.2008.10.002
URL: http://dx.doi.org/10.1016/j.learninstruc.2008.10.002; f
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Mathematische Kompetenz; Entwicklung; Vorschulalter; Kindergarten; Grundschule; Schülerleistung; Mathematik; Einflussfaktor; Längsschnittuntersuchung; Würzburg
Abstract (english): This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity- number competencies (QNC) predicted mathematical achievement in primary school. Furthermore, basic arithmetic fact retrieval in Grade 1 had an impact on early mathematics school achievement. The influence of socioeconomic status and number naming speed, assessed in kindergarten, became especially important at the end of Grade 4. Particularly, a subgroup of mathematically low-achieving children in Grade 4 had already performed more poorly than normal children in tasks assessing preschool QNC, number naming speed, and basic arithmetic fact retrieval, as well as nonverbal intelligence and socioeconomic status. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The development and effectiveness of memory strategies in kindergarten and elementary school. […] Kron-Sperl, Veronika; Schneider, Wolfgang; Hasselhorn, Marcus Journal Article | In: Cognitive Development | 2008 7522 Endnote: Author(s): Kron-Sperl, Veronika; Schneider, Wolfgang; Hasselhorn, Marcus
Title: The development and effectiveness of memory strategies in kindergarten and elementary school. Findings from the Würzburg and Göttingen longitudinal memory studies
In: Cognitive Development, 23 (2008) 1, S. 79-104
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kind; Kindergarten; Grundschule; Sprache; Gedächtnis; Entwicklung; Strategie; Leistungsmessung; Test; Längsschnittuntersuchung; Würzburg; Göttingen; Deutschland
Abstract (english): This article reports findings of the Würzburg and Göttingen Longitudinal Memory Studies, which focused on children's verbal memory development. The studies started with 102 (German) kindergarten children in Würzburg and 86 second-graders in Göttingen who were tested on various memory measures, including sort-recall, memory capacity, metamemory, and verbal IQ. Assessments were repeated nine times, with adjacent measurement points separated by 6-month time intervals. The main goals of the studies concerned the assessment of utilization deficiencies during the course of strategy development, the analysis of factors influencing the effectiveness of strategy use, and the occurrence of multiple strategy use. Findings confirmed the outcome of previous longitudinal studies in that semantic organization strategies were not always accompanied by superior recall, but utilization deficiency problems were comparably rare. Strategy effectiveness was shown as being affected mainly by memory capacity and by children's tendency to engage in multiple strategy use. However, children did not start to apply multiple strategies effectively until the end of Grade 2. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung