Wolfgang Schneider – författare

During the past two decades, a renewed interest in children's cognitive devel­ opment has stimulated numerous research activities that have been summarized in hundreds of books. In our view, the field of memory development provides a particularly nice example of the progress that has been made so far. Since John Flavell's landmark symposium on "What Is Memory Development the Development of?" in 1971, the question of what develops has been addressed in different ways, yielding a rather complex pattern of findings. A closer look at current research outcomes reveals that ways of describing and explaining de­ velopmental changes in memory performance have changed considerably during the past 20 years. That is, while individual differences in the use of cognitive strategies were conceived of as the most important predictors of individual dif­ ferences in memory performance in the 1970s, the crucial role of knowledge has been demonstrated in research conducted in the 1980s. More recent studies have repeatedly emphasized that neither changes in strategies nor knowledge alone is sufficient to explain general patterns of memory development: Here the claim is that strategies ahd different forms of knowledge (e. g. , world knowl­ edge, domain knowledge, or metacognitive knowledge) interact in rather com­ plex ways to achieve successful memory performance. We believe that this claim can be generalized to different fields dealing with intelligent information processing.

Hence, a series of scholarly books devoted to work in cognitive development is espe­ cially appropriate at this time The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors.

This book describes the findings of a longitudinal study conducted with about 200 children from 1984 to 1993. Children were recruited for the study when they had just entered kindergarten at the age of about 4 years. The study aimed to investigate changes in cognitive, social, and personality development over the preschool and elementary school years. One of the unique features of this longitudinal study is that relationships and interactions among cognitive, social, and personality development could be assessed based on the data of a representative sample of children.

This book describes the findings of a longitudinal study conducted with about 200 children from 1984 to 1993. Children were recruited for the study when they had just entered kindergarten at the age of about 4 years. The study aimed to investigate changes in cognitive, social, and personality development over the preschool and elementary school years. One of the unique features of this longitudinal study is that relationships and interactions among cognitive, social, and personality development could be assessed based on the data of a representative sample of children.

In this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area. This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory.

Memory development has been a central topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century. An abridgement of Schneider and Pressley's previous work (Memory Development Between Two and Twenty, Second Edition, 1997, Lawrence Erlbaum Associates, Inc.), this book has been reorganized to better discuss the most important themes in memory development for the novice student. By highlighting the issues driving contemporary memory development research, it provides the knowledge that students require to effectively understand the newest studies on memory development. This textbook is not a history; rather, it offers a framework for understanding the many memory development studies now appearing in the literature. A comprehensive, yet succinct, summary of theory and research on memory development, this volume covers more than a century of research, including European, Soviet, and American contributions. Its organization in terms of basic memory capacities, knowledge, strategies, and metamemory reflects the way that the most important researchers in memory development have conceived of the field during the past two decades. At the same time, it emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory in interaction. As such, the book is appropriate for courses in child development, cognitive development, and cognition and memory--that is, wherever students have a need to know about how leading scholars view the development of memory and intellect.

Memory development has been a central topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century. An abridgement of Schneider and Pressley's previous work (Memory Development Between Two and Twenty, Second Edition, 1997, Lawrence Erlbaum Associates, Inc.), this book has been reorganized to better discuss the most important themes in memory development for the novice student. By highlighting the issues driving contemporary memory development research, it provides the knowledge that students require to effectively understand the newest studies on memory development. This textbook is not a history; rather, it offers a framework for understanding the many memory development studies now appearing in the literature. A comprehensive, yet succinct, summary of theory and research on memory development, this volume covers more than a century of research, including European, Soviet, and American contributions. Its organization in terms of basic memory capacities, knowledge, strategies, and metamemory reflects the way that the most important researchers in memory development have conceived of the field during the past two decades. At the same time, it emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory in interaction. As such, the book is appropriate for courses in child development, cognitive development, and cognition and memory--that is, wherever students have a need to know about how leading scholars view the development of memory and intellect.

A critical part of early childhood development is the development of "theory of mind" (ToM), which is the ability to take the perspective of another person. The main purpose of this book is to discuss and integrate findings from prominent research areas in developmental psychology that are typically studied in isolation, but are clearly related. Two examples are whether executive functions represent a precursor of ToM or whether ToM understanding predicts the development of executive functions, and to what extent children's level of verbal ability and their working memory are important predictors of performance on both executive functioning and ToM tasks. The chapters in this book give a detailed account of the major outcomes of this research. First, the state of the art concerning current understanding of the relevant constructs (working memory, ToM, executive functioning) and their developmental changes is presented, followed by chapters that deal with interactions among the core concepts. Its main focus is on theoretically important relationships among determinants of young children's cognitive development--considered to be "hot" issues in contemporary developmental psychology.Based on presentations made at an international workshop, this book is divided into two parts. In the first part, five teams of researchers present theoretical analyses and overviews of empirical evidence regarding the core constructs of memory, executive functions, and ToM. The next part deals with the interplay among the core concepts outlined in Part I with developmental trends in the interaction.

Data generated from longitudinal studies allow researchers to better understand how context and experience interact with stable characteristics of the developing person over time. This book summarizes a landmark longitudinal study of 200 children, from the ages of 3 to 23. The Munich Longitudinal Study on the Ontogenesis of Individual Competencies (LOGIC) examined the development of individual differences over time and whether it is possible to predict later competencies from earlier ones. Offering a snapshot of theory and data on personality, social, motor, moral, and cognitive development, the contributors help us understand which individual differences can and cannot be altered through schooling and other experiences and how differences seen in the earliest stages are later reflected in adulthood. The results provide valuable insight into the strengths and limitations of early prediction of individual differences. This is the second volume to review the wealth of data generated by the study. The first volume (Weinert and Schneider, 1999) traced development from ages 3 to 12. This volume continues the story, integrating these early findings with the results from adolescence and young adulthood. Each of the chapters provides an overview of current research and addresses how the data help us understand the presence and developmental effects of individual differences. Among the findings are results on: The relative stability of cognitive competencies The long term effects of shyness and aggression The relation between moral understanding and action, and The role of education in the development or maintenance of performance differences. Intended for researchers and advanced students in developmental, educational, personality, social, and cognitive psychology, this book will also appeal to educators, especially the chapters that focus on literacy development, educational context, scientific reasoning and mathematical reasoning.

Data generated from longitudinal studies allow researchers to better understand how context and experience interact with stable characteristics of the developing person over time. This book summarizes a landmark longitudinal study of 200 children, from the ages of 3 to 23. The Munich Longitudinal Study on the Ontogenesis of Individual Competencies (LOGIC) examined the development of individual differences over time and whether it is possible to predict later competencies from earlier ones. Offering a snapshot of theory and data on personality, social, motor, moral, and cognitive development, the contributors help us understand which individual differences can and cannot be altered through schooling and other experiences and how differences seen in the earliest stages are later reflected in adulthood. The results provide valuable insight into the strengths and limitations of early prediction of individual differences. This is the second volume to review the wealth of data generated by the study. The first volume (Weinert and Schneider, 1999) traced development from ages 3 to 12. This volume continues the story, integrating these early findings with the results from adolescence and young adulthood. Each of the chapters provides an overview of current research and addresses how the data help us understand the presence and developmental effects of individual differences. Among the findings are results on: The relative stability of cognitive competencies The long term effects of shyness and aggression The relation between moral understanding and action, and The role of education in the development or maintenance of performance differences. Intended for researchers and advanced students in developmental, educational, personality, social, and cognitive psychology, this book will also appeal to educators, especially the chapters that focus on literacy development, educational context, scientific reasoning and mathematical reasoning.

A critical part of early childhood development is the development of "theory of mind" (ToM), which is the ability to take the perspective of another person. The main purpose of this book is to discuss and integrate findings from prominent research areas in developmental psychology that are typically studied in isolation, but are clearly related. Two examples are whether executive functions represent a precursor of ToM or whether ToM understanding predicts the development of executive functions, and to what extent children's level of verbal ability and their working memory are important predictors of performance on both executive functioning and ToM tasks. The chapters in this book give a detailed account of the major outcomes of this research. First, the state of the art concerning current understanding of the relevant constructs (working memory, ToM, executive functioning) and their developmental changes is presented, followed by chapters that deal with interactions among the core concepts. Its main focus is on theoretically important relationships among determinants of young children's cognitive development--considered to be "hot" issues in contemporary developmental psychology.Based on presentations made at an international workshop, this book is divided into two parts. In the first part, five teams of researchers present theoretical analyses and overviews of empirical evidence regarding the core constructs of memory, executive functions, and ToM. The next part deals with the interplay among the core concepts outlined in Part I with developmental trends in the interaction.

·Scores of unique photos of Tiger tanks ·Intricate and richly colored drawings, with special focus on markings and insignia·Accompanying text lists units' combat strengths, equipment, commanders, and engagements By the end of World War II, the dreaded Tiger tank had achieved mythical, almost mystical status. In this much-sought-after volume on the Wehrmacht's numbered Tiger units, Wolfgang Schneider tells--in pictures--the story of these renowned tanks. Hundreds of photos depict Tigers in all situations and terrain, and a section of painstakingly detailed drawings brings the tanks to life in the metallic grays, snow whites, desert tans, and forest greens and browns that colored them. Modelers and buffs alike will delight in this impressive collection.

•⊂ Hundreds of photos--many of them rare--of Tiger tanks and their crews •⊂ Color illustrations by Jean Restayn focus on markings, camouflage, and insignia •⊂ Inventories and timelines for each unit In this follow-up to Tigers in Combat I (0-8117-3171-5), Wolfgang Schneider turns his attention to the Tiger tanks of the Waffen-SS and the Wehrmacht's "named" units, such as the Großdeutschland Division, Company Hummel, and Tiger Group Meyer. Based on combat diaries, the text tells the history of each unit, but most of the book is devoted to photos of the tanks and the men who manned them. It offers as unique and comprehensive a look at these lethal machines as is possible decades after World War II.

Ultimate inside view of the blitzkrieg in World War IIDiagrams, maps, and schematics illustrate key principlesHundreds of rare photos show Panzers and crews in actionWolfgang Schneider has written the definitive account of German small-unit armor tactics. Using period training manuals, after-action reports, countless interviews with Panzer veterans, and his own experiences as an armor commander in the modern German Army, Schneider describes World War II Panzer tactics, coupling his narrative with scores of illustrations that highlight armor concepts. Schneider covers the major types of small-unit operational art-offensive and defensive-and also discusses road marches, reconnaissance, command and control, working with other arms of service, life in a tank, armor training, gunnery, and the future of armor. The book provides useful insight into armor tactics for both the layman and the armor enthusiast.

In this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area. This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory.

Although Wolfgang Schneider’s Grammatik des biblischen Hebräisch: Ein Lehrbuch serves primarily as an introductory textbook to biblical Hebrew, it makes an invaluable contribution to the text-linguistic study of Hebrew Bible. Schneider’s understanding of narrative syntax and discourse linguistics continues to influence such grammarians as Niccacci and Talstra, through whom his work is validated. His discussion of clauses and text syntax remains pertinent to Hebrew students and professors alike. With this English translation, Schneider’s work may now make a worldwide contribution to biblical studies by clarifying for the student the contribution of text grammar to the reading of the biblical text.

Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.

The series, founded in 1970, publishes works that combine philosophical-historical studies with a systematic approach or systematic studies with philosophical-historical reconstructions. It accepts monographs both in German and in English. A condition for inclusion in the series is a positive peer review process. The series is open for open access publications. Current editors are: Michael Quante (Westfälische Wilhelms-Universität Münster) and Dominik Perler (Humboldt-Universität zu Berlin). Founding editors are: Erhard Scheibe (editor until 1991), Günther Patzig (until 1999) and Wolfgang Wieland (until 2003). From 1990 to 2007 the series was co-edited by Jürgen Mittelstraß and from 2005 to 2020 by Jens Halfwassen.

In addition, given that the predominantly classic research on memory development has recently been complemented by more cutting-edge applied research (e.g., eyewitness memory, memory development in educational contexts) in recent years, this volume also provides in-depth and up-to-date coverage of these emerging areas of study.

In addition, given that the predominantly classic research on memory development has recently been complemented by more cutting-edge applied research (e.g., eyewitness memory, memory development in educational contexts) in recent years, this volume also provides in-depth and up-to-date coverage of these emerging areas of study.

Die digitale Gebäudeautomation (DGA) ist ein sich derart rasant entwickelnder Bereich, daß während der Erstellung dieses Buches die Nomenklatur und die sich daraus erge­ benden Richtlinien (VDI 3814, DIN V 32734) fortlaufend geändert haben. Parallel wurde dazu das Standard-Leistungsbuch GAEB 07lff erstellt, das wiederum erhebliche Rückwirkungen auf die Darstellungsform, insbesondere die der Informationsliste hat. Trotz dieses instabilen Zustandes haben sich die Autoren entschlossen, mit diesem Buch eine Lücke schon jetzt und nicht erst im Jahre 200x zu füllen. Dieses Buch ist gedacht als Instrument der persönlichen Weiterbildung für den Praktiker im Planungsbüro, in der ausführenden Firma oder für den Betreiber komplexer Liegenschaften. Auch in der Landschaft der Anbieter von DGA-Systemen tut sich zur Zeit etwas. Viele altbekannte Markennamen sind verschwunden und werden noch verschwinden, sei es durch Geschäftsfeldaufgabe oder durch Zusammenlegung. Neue Produkte werden durch die Forderung der Globalisierung der Märkte entstehen. Einige kleinere Produkte werden überleben, da sie Marktsegmente hervorragend abdecken. Bewußt wurde das explodierende Thema "facility management" nicht in den Mittel­ punkt dieses Buches gerückt. Die digitale Gebäudeautomation ist eines der wichtigsten Werkzeuge hierfür, die Philosophie des FM geht jedoch weit über den geplanten Inhalt hinaus. Ich hoffe, daß mit diesem Buch die Bedürfnisse des Lesers nach verwertbaren Kenntnis­ sen über die Gebäudeautomation erfüllt werden.