Marcus Hasselhorn& Claudia Mähler

Lernkompetenzförderung bei„lernbehinderten‘“ Kindern

A

Literatur

Atkinson, R.C.& Shiffrin, R.M.(1968). Human memory: A proposed system and its control processes. In K.W. Spence& J.T. Spence (Hrsg.). The psychology of learning and motivation: Advances in research and theory. Vol. 2. New York: Academic Press, 89-195.

Baker, J.G., Ceci, S.J.& Herrmann, D.(1987). Semantic structure and processsing: Implications for the learning disabled child. In H.L. Swanson(Hrsg.). Memory and learning disabilities. Advances in learning and behavioral disabilities. Suppl. 2. Greenwich: JAI Press, 83-109.

Bauer, R.H.(1987). Control processes as a way of understanding, di­agnosing, and remediating learning disabilities. In H.L. Swanson (Hrsg.). Memory and learning disabilities. Advances in learning and behavioral disabilities. Suppl. 2. Greenwich: Jai Press, 41—81.

Belmont, I.(1980). Perceptional organization and minimal brain dys­functions. In H.E. Rie& E.R. Rie(Hrsg.). Handbook of minimal brain dysfunctions: A critical review. New York: Wiley, 253-271.

Borkowski, J.G., Johnson, M.B.& Reid, M.K.(1986). Metacognition, motivation and the transfer of control processes. In S.J. Ceci (Hrsg.). Handbook of cognitive, social, and neuropsychological aspects of learning disabilities. Vol. 1. Hillsdale, N.J.: Erlbaum, 147-174.

Borkowski, J.G.& Kurtz, B.E.(1987). Metacognition and executive control. In J.G. Borkowski& J.D. Day(Hrsg.). Cognition in spe­cial children: Comparative approaches to retardation, learning dis­abilities and giftedness. Norwood. N.J.: Ablex, 123-152.

Brewer, N.(1987). Processing speed, efficiency, and intelligence. In J.G. Borkowski& J.D. Day(Hrsg.). Cognition in special children: Comparative approaches to retardation, learning disabilities, and giftedness. Nordwood, N.J.: Ablex, 15—48.

Brown, A.L.(1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser(Hrsg.). Advances in instructional psychology. Vol. 1. Hillsdale, N.J.: Erlbaum, 77— 165.

Brown, A.L.& Palincsar, A.S.(1987). Reciprocal teaching of compre­hension strategies: A natural history of one program for enhancing learning. In J.D. Day& J.G. Borkowski(Hrsg.). Intelligence and exceptionality: New directions for theory, assessment, and in­structional practices. Norwood, N.J.: Ablex, 81-132.

Brown, A.L.& Palincsar, A.S.(im Druck). Guided, cooperative learn­ing and individual knowledge acquisition. In L. Resnick(Hrsg.). Cognition and instruction. Issues and agendas. Hillsdale, N.J.: Erl­baum.

Campione, J.C.& Brown, A.L.(1987). Linking dynamic assessment with school achievement. In C.S. Lidz(Hrsg.). Dynamic assess­ment. An interactional approach to evaluating learning potential. New York: Guilford, 82-115.

Ceci, S.J.(1986). Handbook of cognitive, social and neuropsychologi­cal aspects of learning disabilities. Vol. 1. Hillsdale, N.J.: Erlbaum.

Ceci, S.J.(1987). Handbook of cognitive, social, and neuropsychologi­cal aspects of learning disabilities. Vol. 2. Hillsdale, N.J.: Erlbaum.

Cermak, L.S.& Meliotis, P.(1987). Information processsing deficits in children with learning disabilities. In H.L. Swanson(Hrsg.). Memory and learning disabilities. Advances in learning and be­havioral disabilities. Suppl. 2. Greenwich: JAI Press, 111—122.

Cooney, J.B.& Swanson, H.L.(1987). Memory and learning dis­abilities: An overview. In H.L. Swanson(Hrsg.). Memory and learning disabilities. Advances in learning and behavioral disabilities. Suppl. 2. Greenwich: JAI Press, 1—40.

Dörner, D.(1976). Problemlösen als Informationsverarbeitung. Stutt­gart: Kohlhammer.

Ellis, N.R.(1970). Memory processes in retardates and normals. In N.R. Ellis(Hrsg.). International review of research in mental re­tardation. Vol. 4. New York: Academic Press, 1—32.

Flavell, J.H.& Wellman, H.M.(1977). Metamemory. In R.V. Kail& J.W. Hagen(Hrsg.). Perspectives on the development of memory and cognition. Hillsdale, N.J.: Erlbaum, 3—34.

Gallagher, J.J.(1966). Children with developmental inbalances: A psychoeducational definition. In W.M. Cruickshank(Hrsg.). The teacher of brain-injured children. Syracuse, N.Y.: Syracuse Univer­sity Press, 23—43.

Greenfield, P.M.(1984). A theory of the teacher in the learning ac­

tivities of everyday life. In B. Rogoff& J. Lave(Hrsg.). Everyday cognition: Its development in social context. Cambridge, M.A.: Harvard University Press, 117-138.

Hagen, J.W., Barclay, C.R.& Schwethelm, B.(1982). Cognitive de­velopment of the learning-disabled child. In N.R. Ellis(Hrsg.). In­ternational review of research in mental retardation. Vol. 11. New York: Academic Press, 1—41.

Hallahan, D.P.& Cruickshank, W.M.(1979). Lernstörung bzw. Lern­behinderung. Pädagogisch-psychologische Grundlagen. München: Ernst Reinhardt(amerikanisches Original von 1973).

Hasselhorn, M.(1987a). Kognitive Bedingungen der Leistungsdefizite lernschwacher Schüler bei Gedächtnisanforderungen. Zeitschrift für Pädagogische Psychologie 1, 91—98.

Hasselhorn, M.(1987b). Lern- und Gedächtnisförderung bei Kindern: Ein systematischer Überblick über die experimentelle Trainingsfor­schung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 19, 116—142.

Hasselhorn, M.& Körkel, J.(1986). Metacognitive versus traditional reading instructions: The mediating role of children’s domain-spe­cific knowledge on children’s text processing. Human Learning 5, 75-90.

Holtz, K.-L.(1988). Wissen, Lernen und Wissen über Lernen. Zeit­schrift für Heilpädagogik 39, Beiheft 14, 16—36.

Kinsbourne, M.(1973). Minimal brain dysfunction as a neurodevelop­mental lag. In F.F. De La Cruz, B. Fox& R.H. Roberts(Hrsg.). Minimal brain dysfunction. Annals of the New York Academy of Sciences. Vol. 205, 268-273.

Landeselternrat Niedersachsen: Information für Elternvertreter Nr. 42, November 1987.

Lauth, G.W.(1987). Problemlösen von Retardierten— Präventions­maßnahmen. in H. Neber(Hrsg.). Angewandte Problemlösepsycho­logie. Münster: Aschendorff, 262-286. N

Lauth, G.W.(1988). Trainingsmanual zur Vermittlung kognitiver Fer­tigkeiten bei retardierten Kindern. Oldenburg: Zentrum für päd­agogische Berufspraxis der Universität Oldenburg.

Lauth, G.W.(im Druck). Strategien der kognitiven Verhaltensmodifi­kation. In H. Goetze& H. Neukäter(Hrsg.). Handbuch der Son­derpädagogik, Bd. 6, Berlin: Marhold.

Lerner, J.W.(1971). Children with learning disabilities: Theories, di­agnosis, and teaching strategies. Boston: Houghton Mifflin.

Loper, A.B., Hallahan, D.P.& Ianna, S.O.(1982). Meta-attention in learning-disabled and normal students. Learning Disability Quar­terly 5, 29-36.

Lysynchuk, L.M., Pressley, M.& Vye, N.J.(1988). Reciprocal instruc­tion improves standardized reading comprehension performance in poor grade-school comprehenders. Unveröffentlichtes Manuskript. University of Western Ontario.

Meichenbaum, D.& Asarnow, J.(1979). Cognitive behavioral modifi­cation and metacognitive development. In P.C. Kendall& S.D. Hollon(Hrsg.). Cognitive-behavioral interventions: Theory, re­search, and procedures. New York: Academic Press, 11—35.

Meichenbaum, D.& Goodman, J.(1971). Training impulsive children to talks to themself: A means of developing self-control. Journal of Abnormal Psychology 77, 115—126.

Mosley, J.L.(1987). Memory in the mildly retarded: An information processing perspective. In R.P. Barrett& J.L. Matson(Hrsg.). Ad­vances in developmental disorders. Vol. 1. Greenwich: JAI Press, 181—236.

Owings, R., Peterson, G., Bransford, J.D., Morris, C.D.& Stein, B.S. (1980). Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifthgraders. Journal of Educational Psychology 72, 250—256.

Palincsar, A.S.& Brown, A.L.(1984). Reciprocal teaching of compre­hension-fostering and monitoring activities. Cognition and Instruc­tion 1, 117-175,

Ross, A.O.(1981). Lern- und Leseschwäche bei Kindern: Psychologi­sche Aspekte— Ursache und Behandlung. Stuttgart: Hippokrates Verlag(amerikanisches Original von 1976).

Ryan, E.B., Weed, K.A.& Short, E.J.(1986). Cognitive behavior modification: Promoting active, self-regulatory learning styles. In J.K. Torgesen& B.Y.L. Wong(Hrsg.). Psychological and educa­tional perspectives on learning disabilities. Orlando: Academic Press, 367-397.

12 HEILPÄDAGOGISCHE FORSCHUNG Band XVI, Heft 1, 1990