Michael Schneider
Michael Schneider
Associate Professor, Department of Physical Therapy, University of Pittsburgh
Dirección de correo verificada de pitt.edu
Citado por
Citado por
An integrated theory of whole number and fractions development
RS Siegler, CA Thompson, M Schneider
Cognitive psychology 62 (4), 273-296, 2011
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis
M Schneider, K Beeres, L Coban, S Merz, S Susan Schmidt, J Stricker, ...
Developmental science 20 (3), e12372, 2017
Variables associated with achievement in higher education: A systematic review of meta-analyses.
M Schneider, F Preckel
Psychological bulletin 143 (6), 565, 2017
Titania-silica mixed oxides: I. Influence of sol-gel and drying conditions on structural properties
DCM Dutoit, M Schneider, A Baiker
Journal of Catalysis 153 (1), 165-176, 1995
Developing conceptual and procedural knowledge of mathematics
B Rittle-Johnson, M Schneider
Oxford handbook of numerical cognition, 1118-1134, 2015
Acute mountain sickness: influence of susceptibility, preexposure, and ascent rate.
M Schneider, D Bernasch, J Weymann, R Holle, P Bartsch
Medicine and science in sports and exercise 34 (12), 1886-1891, 2002
Zeptosens' protein microarrays: a novel high performance microarray platform for low abundance protein analysis
M Pawlak, E Schick, MA Bopp, MJ Schneider, P Oroszlan, M Ehrat
Proteomics 2 (4), 383-393, 2002
Aerogels in catalysis
M Schneider, A Baiker
Catalysis Reviews 37 (4), 515-556, 1995
Representations of the magnitudes of fractions.
M Schneider, RS Siegler
Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010
Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6.
M Schneider, RH Grabner, J Paetsch
Journal of Educational Psychology 101 (2), 359, 2009
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.
M Schneider, B Rittle-Johnson, JR Star
Developmental psychology 47 (6), 1525, 2011
Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics
B Rittle-Johnson, M Schneider, JR Star
Educational Psychology Review 27 (4), 587-597, 2015
The developmental relations between conceptual and procedural knowledge: A multimethod approach.
M Schneider, E Stern
Developmental psychology 46 (1), 178, 2010
Chiropractic management of myofascial trigger points and myofascial pain syndrome: a systematic review of the literature
H Vernon, M Schneider
Journal of manipulative and physiological therapeutics 32 (1), 14-24, 2009
Titania-based aerogels
M Schneider, A Baiker
Catalysis Today 35 (3), 339-365, 1997
Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents
J Torbeyns, M Schneider, Z Xin, RS Siegler
Learning and Instruction 37, 5-13, 2015
Subjective well-being and academic achievement: A meta-analysis
S Bücker, S Nuraydin, BA Simonsmeier, M Schneider, M Luhmann
Journal of Research in Personality 74, 83-94, 2018
The cognitive perspective on learning: Ten cornerstone findings
M Schneider, E Stern
The nature of learning: using research to inspire practice, 2010
Tender points-fibromyalgice vs. trigger points-myofascial pain syndrome: a need for clarity in terminology and differential diagnosis/MJ Schneider.
MJ Schneider
Tender points-fibromyalgice vs. trigger points-myofascial pain syndrome: a need for clarity in terminology and differential diagnosis/MJ Schneider.
MJ Schneider
El sistema no puede realizar la operación en estos momentos. Inténtalo de nuevo más tarde.
Artículos 1–20