Scientific data of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC): Memory development

Schneider, Wolfgang (Universität Würzburg); Sodian, Beate (Ludwig-Maximilians-Universität München); Knopf, Monika (Johann Wolfgang Goethe-Universität Frankfurt/Main); Weber, Angelika (Hochschule für angewandte Wissenschaften Fachhochschule Würzburg-Schweinfurt)
The Munich "Longitudinal Study of the Genesis of Individual Competencies" (LOGIC) is a comprehensive examination of the differential description of developmental trajectories of cognitive skills and personality characteristics. It also describes individual differences in devel...
published 2014-12-09, Version 1
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Title

Scientific data of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC): Memory development

Creators

Schneider, Wolfgang
Sodian, Beate
Knopf, Monika
Weber, Angelika

Origin Information

Publication Date

2014-12-09

Access

Availability

Delivery
Data and documents are released for academic research and teaching

Contributor

Forschungsdatenzentrum am Leibniz-Institut für Psychologie (ZPID)

Methods

Time Dimension

  • Longitudinal

Collection Mode

  • Psychological measurements and tests
  • Interview

Description

  • Abstract

    The Munich "Longitudinal Study of the Genesis of Individual Competencies" (LOGIC) is a comprehensive examination of the differential description of developmental trajectories of cognitive skills and personality characteristics. It also describes individual differences in development due to the influence of varying school and classroom conditions. The changing state of the development of intelligence, psychomotor behavior, thinking, memory, school knowledge, motivation, personal characteristics, social skills and preferences, and moral reasoning and action were regularly reported. Beginning in 1984, 9 annual survey waves were carried out encompassing 3 points of measurement each. 205 children (aged 4 years and older) from 20 different kindergartens in Munich and from the Fürstenfeldbruck area were examined. In 1997-1998, a follow-up study (wave 10) was conducted with the now 18-year-old subjects. The most recent survey (wave 11) took place in 2003-2005. For this wave, 153 subjects (74.6%) of the initial sample could be obtained. The entire study thus extends over an age range from preschool age to young adulthood (Schneider & Bullock, 2009, Weinert & Schneider, 1999). The development of memory components was investigated at the ages of 4-12, 18, and 23 years. Main focus of the study was: (1) the development of memory capacity, (2) the development of strategic memory, (3) text memory, (4) autobiographical memory. Results showed a slow and steady increase in memory capacity reaching its peak at the ages of 18 to 23 years. No linear increase could be demonstrated in memory strategy use, individual analyses rather showed qualitative leaps in the developmental course of strategic memory. The stability of interindividual differences across age was high. Intercorrelations among the memory components were of only moderate size at the start of the study and did not notably change over the course of the project (Knopf, Schneider, Sodian & Kolling, 2008, Schneider, Hasselhorn & Körkel, 2003, Sodian & Schneider, 1999).

Note

Survey unit: Kindergarten children

Coverage

Temporal Coverage

  • 1984 / 2005

Geographic Coverage

  • Germany (DE)

Relations

Alternative Identifiers

  • 1 (Type: VerbundFDB)

Update Metadata: 2022-05-16 | Issue Number: 14 | Registration Date: 2014-12-15