Individual development from 3 to 12: Findings from the Munich Longitudinal Study.
Individual development from 3 to 12: Findings from the Munich Longitudinal Study.
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3 岁到 12 岁的个人发展：慕尼黑纵向研究的结果。
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
W. Schneider
中科院分区：
文献类型：
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作者：
F. Weinert;W. Schneider
1.逻辑：引言和概述弗兰兹·E·韦恩特、沃尔夫冈·施奈德、简·斯特凡克和安吉丽卡·韦伯2.智力和思维的发展沃尔夫冈·施奈德、约瑟夫·佩纳、梅里·布洛克、简·斯特凡内克和阿尔伯特·齐格勒2a。关于发育功能，个体差异可以教给我们什么，反之亦然。3.科学推理：发育和个体差异梅里·布洛克和阿尔伯特·齐格勒3a。4.记忆策略的发展：逐渐增加、突然洞察或过山车式的比特·索迪安和沃尔夫冈·施奈德。走向对记忆发展的理解：对Sodian和Schneider以及Weber和Strube的章节的评论5.对经历的事件和观察到的事件的记忆6.Monika Knopf 6a文本的记忆的发展故事回忆的发展趋势沃尔特·金奇7。早期语音加工技能对学校阅读和拼写的影响：来自慕尼黑纵向研究的证据沃尔夫冈·施奈德和简·卡罗尔·纳斯伦德7a。合理的逻辑彼得·布莱恩特8。数学能力的发展埃尔斯贝特·斯特恩8a。关于数学能力发展的评论苏珊·R·戈德曼和詹姆斯·W·佩莱格里诺9.学校教育与成就差异的发展安德烈亚斯·赫尔姆克和弗朗茨·C·韦恩特9a。学校教育与成就发展差异理查德·E·斯诺10。从乐观到现实？：儿童从幼儿园到六年级学业自我概念的发展。学术能力认知下降的逻辑和意义黛博拉·斯蒂佩克11。社会人格发展延斯·B·阿森多夫11a。对社会人格发展知识的贡献：慕尼黑逻辑研究肯尼斯·R·鲁宾12。道德理解和道德动机的发展格特鲁德·纳纳-温克勒12a。关心道德：纳纳-温克勒作品中道德动机的发展奥古斯托·布拉西13。以人为中心的发展方法：人格和自我概念的暂时一致性，马塞尔·A·G·范·阿肯和延斯·B·阿森多夫13a。关于‘以人为中心的发展方法’杰克·布洛克14.3至12岁儿童发展的普遍性、差别性和个体性：我们可以从一项全面的纵向研究中学到什么？
1. Logic: introduction and overview Franz E. Weinert, Wolfgang Schneider, Jan Stefanek and Angelika Weber 2. The development of intelligence and thinking Wolfgang Schneider, Josef Perner, Merry Bullock, Jan Stefanek and Albert Ziegler 2a. What individual differences can teach us about developmental function, and vice versa David F. Bjorklund 3. Scientific reasoning: developmental and individual differences Merry Bullock and Albert Ziegler 3a. Comments on 'scientific' reasoning: developmental and individual differences David Klahr 4. Memory strategy development: gradual increase, sudden insight, or roller coaster Beate Sodian and Wolfgang Schneider 4a. Toward an understanding of the development of memory: comments on the chapters by Sodian and Schneider and by Weber and Strube 5. Memory for events experienced and events observed Angelika Weber and Gerhard Strube 6. The development of memory for texts Monika Knopf 6a. Developmental trends in story recall Walter Kintsch 7. The impact of early phonological processing skills on reading and spelling in school: evidence from the Munich Longitudinal Study Wolfgang Schneider and Jan Carol Naslund 7a. Sound logic Peter Bryant 8. Development of mathematical competencies Elsbeth Stern 8a. Commentary on development of mathematical competencies Susan R. Goldman and James W. Pellegrino 9. Schooling and the development of achievement differences Andreas Helmke and Franz C. Weinert 9a. Schooling and the development of achievement differences Richard E. Snow 10. From optimism to realism?: development of children's academic self-concept from Kindergarten to Grade 6 Andreas Helmke 10a. The logic and meaning of declining perceptions of academic competence Deborah Stipek 11. Social-personality development Jens B. Asendorpf 11a. Contributions to knowledge about social-personality development: the Munich Logic Study Kenneth R. Rubin 12. The development of moral understanding and moral motivation Gertrud Nunner-Winkler 12a. Caring about morality: the development of moral motivation in Nunner-Winkler's work Augusto Blasi 13. A person-centered approach to development: the temporal consistency of personality and self-concept Marcel A. G. Van Aken and Jens B. Asendorpf 13a. Regarding 'a person-centered approach to development Jack Block 14. Universal, differential and individual aspects of child development from 3 to 12: what can we learn from a comprehensive longitudinal study? Franz E. Weinert, Merry Bullock and Wolfgang Schneider References Index.