World's Best Scientists 2026 revealed!
Wolfgang Schneider

Wolfgang Schneider

D-Index & Metrics

Psychology

D-Index
79
Citations
22073
World Ranking
1523
National Ranking
64

Wolfgang Schneider publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Wolfgang Schneider sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 473 publications — 96th percentile

96% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Wolfgang Schneider D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Wolfgang Schneider sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 79 D-Index — 87th percentile

87% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Wolfgang Schneider is affiliated with the University of Würzburg in Germany. Their research primarily spans the field of psychology, with a focus on developmental and educational psychology, oceanography, education, cultural studies, and experimental and cognitive psychology.

Their recent academic output includes a range of papers published between 2020 and 2022 in notable journals and venues: Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research (2020, Perspectives on Psychological Science), The role of metacognitive competences in the development of school achievement among gifted adolescents (2021, Child Development), A source of isotopically light organic carbon in a low-pH anoxic marine zone (2021, Nature Communications), Executive Functions and Fine Motor Skills in Kindergarten as Predictors of Arithmetic Skills in Elementary School (2020, Developmental Neuropsychology), and The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications (2022, Advances in child development and behavior).

Schneider has collaborated frequently with a number of scholars, including Sandra Schmiedeler, Tobias Richter, Rubén Escribano, Armin Stock, and Catharina Tibken.

The scholar has published in various venues multiple times, including TUbilio (Technical University of Darmstadt), Psychologische Rundschau, Frontiers in Marine Science, Water, and ASU Arbeitsmedizin Sozialmedizin Umweltmedizin.

Wolfgang Schneider's work touches on several main topics such as marine and coastal ecosystems, reading and literacy development, medical practices and rehabilitation, psychoanalysis and social critique, arts, culture, and music studies, education, achievement, and giftedness, as well as educational strategies and epistemologies.

Their book publications are associated with several publishers, notably oekom verlag, Verlag Dr. Otto Schmidt eBooks, and Hogrefe AG eBooks, with titles including Jetzt in Zukunft, Zur Nachhaltigkeit in der Soziokultur (2021), ZVG (2020), and Eine Gesellschaft zwischen Narzissmus, Hysterie und Abhängigkeit (2022).

Best Publications

  • Exploring the Impact of Phonological Awareness, Visual-Spatial Working Memory, and Preschool Quantity--Number Competencies on Mathematics Achievement in Elementary School: Findings from a 3-year Longitudinal Study.

    Kristin Krajewski;Wolfgang Schneider

  • Memory Development Between 2 and 20

    Wolfgang Schneider;Michael Pressley

  • Cognitive strategies: Good strategy users coordinate metacognition and knowledge

    Michael Pressley;John G. Borkowski;Wolfgang Schneider

  • The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education

    Wolfgang Schneider

  • Early Development of Quantity to Number-Word Linkage as a Precursor of Mathematical School Achievement and Mathematical Difficulties: Findings from a Four-Year Longitudinal Study.

    Kristin Krajewski;Wolfgang Schneider

  • Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs.

    Wolfgang Schneider;Ellen Roth;Marco Ennemoser

  • Good information processing: What it is and how education can promote it

    Michael Pressley;John G. Borkwski;Wolfgang Schneider

  • Metacognition and mathematics education

    Wolfgang Schneider;Cordula Artelt

  • Home Literacy Environment and the Beginning of Reading and Spelling.

    Frank Niklas;Wolfgang Schneider

  • Memory Development Between Two and Twenty

    Wolfgang Schneider;Michael Pressley

  • Empathy in children with autism and conduct disorder: group‐specific profiles and developmental aspects

    Christina Schwenck;Julia Mergenthaler;Katharina Keller;Julie Zech

  • Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children

    Wolfgang Schneider;Joachim Körkel;Franz Emanuel Weinert

  • Short- and Long-Term Effects of Training Phonological Awareness in Kindergarten: Evidence from Two German Studies.

    Wolfgang Schneider;Petra Küspert;Ellen Roth;Mechtild Visé

  • Predictors of Reading Literacy.

    Cordula Artelt;Ulrich Schiefele;Wolfgang Schneider

  • Nonword reading across orthographies: How flexible is the choice of reading units?

    Usha Goswami;Johannes C. Ziegler;Louise Dalton;Wolfgang Schneider

  • The Development of Metacognitive Knowledge in Children and Adolescents

    Wolfgang Schneider;Elisabeth Löffler

  • Individual development from 3 to 12: Findings from the Munich Longitudinal Study.

    Franz Emanuel Weinert;Wolfgang Schneider

  • Memory performance and competencies : issues in growth and development

    Franz E. Weinert;Wolfgang Schneider;Future Directions

  • Pseudohomophone effects and phonological recoding procedures in reading development in English and German

    Usha Goswami;Johannes C. Ziegler;Louise Dalton;Wolfgang Schneider

  • Knowledge about the mind: links between theory of mind and later metamemory.

    Kathrin Lockl;Wolfgang Schneider

  • Metacognition, strategy use, and instruction

    Harriet Salatas Waters;Wolfgang Schneider;John G. Borkowski

  • Memory Development in Children

    W. Schneider

Frequent Co-Authors

Ulrich Schiefele
Ulrich Schiefele University of Potsdam
Manfred Prenzel
Manfred Prenzel Technical University of Munich
Claudia M. Roebers
Claudia M. Roebers University of Bern
Geert K. Moortgat
Geert K. Moortgat Max Planck Society
John P. Burrows
John P. Burrows University of Bremen
Harald J. Freyberger
Harald J. Freyberger University of Greifswald
Eckhard Klieme
Eckhard Klieme Leibniz Association
Michael Pressley
Michael Pressley Michigan State University
Beate Sodian
Beate Sodian Ludwig-Maximilians-Universität München
David F. Bjorklund
David F. Bjorklund Florida Atlantic University

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