Michael Schneider

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Fraction magnitude understanding is central to mathematical achievement in three countries. In H. Saalbach (Chair), Learning and assessment in multilingual settings. Symposium conducted at the biennial meeting of the European Association for Research on Learning and Instruction (EARLI)

Robert S. Siegler, Michael Schneider, Joke Torbeyns, 2015 .

Doctoral thesis recital (lecture recital)

Michael Schneider, 2011 .

Prior Knowledge and Learning: A Bibliometric Analysis of a Fragmented Field of Research

Michael Schneider, André Bittermann, Johannes Stricker, 2021 .

Cognitive Neuroscience Meets Mathematics Education.

Lieven Verschaffel, Daniel Ansari, Bert De Smedt, 2010 .

Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study

Robert S. Siegler, Daniel Ansari, Michael Schneider, 2013, Neuropsychologia.

Representations of the magnitudes of fractions.

Michael Schneider, Robert S Siegler, R. Siegler, 2010, Journal of experimental psychology. Human perception and performance.

Profiles of inconsistent knowledge in children's pathways of conceptual change.

Michael Schneider, Michael Schneider, Ilonca Hardy, 2013, Developmental psychology.

Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis

Michael Schneider, Roland H. Grabner, Bianca A. Simonsmeier, 2018, Neuroscience & Biobehavioral Reviews.

What the Eyes Already 'Know': Using Eye Movement Measurement to Tap into Children's Implicit Numerical Magnitude Representations

Lieven Verschaffel, Sascha Tamm, Arthur M. Jacobs, 2009 .

Cognitive neuroscience meets mathematics education: It takes two to Tango

Lieven Verschaffel, Daniel Ansari, Bert De Smedt, 2011 .

A validation of eye movements as a measure of elementary school children's developing number sense

Lieven Verschaffel, Arthur M. Jacobs, Bert De Smedt, 2008 .

The developmental relations between conceptual and procedural knowledge: a multimethod approach.

Michael Schneider, Elsbeth Stern, Michael Schneider, 2010, Developmental psychology.

Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

Michael Schneider, Bethany Rittle-Johnson, B. Rittle-Johnson, 2011, Developmental psychology.

Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis

Kelly Trezise, Michael Schneider, Jake McMullen, 2017, Learning and Individual Differences.