Introduction and overview goals and structure of logic

Human Development from Early Childhood to Early Adulthood: Findings from a 20 Year Longitudinal Study

Volumn , Issue , 2011, Pages 1-6

  Bullock, Merry ^a   Schneider, Wolfgang ^b  

^a AMERICAN PSYCHOLOGICAL ASSOCIATION   (United States)

^b UNIVERSITY OF WÜRZBURG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84921384036     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203888544     Document Type: Chapter

References (6)

1. Block, J., & Block, J. H. (2006). Venturing a 30-year longitudinal study. American Psychologist, 61, 315-327.
2. Harway, M., Mednick, S. A., & Mednick, B. (1984). Research strategies: Methodological and practical problems. In S. A. Mednick, M. Harway, & K. M. Finello (Eds.), Handbook of longitudinal research. Vol. 1: Birth and childhood cohorts. New York: Praeger.
3. Schneider, W. (1989). Problems of longitudinal studies with children: Practical, conceptual, and methodological issues. In M. Brambring, F. Losel, & H. Skowronek (Eds.), Children at risk: Assessment, longitudinal research, and intervention (pp. 313-335). New York: de Gruyter.
4. Weinert, F. E., & Helmke, A. (Eds.). (1997). Entwicklung in der Grundschule [Development in elementary school]. Weinheim, Germany: Beltz.
5. Weinert, F. E., & Schneider, W. (Eds.). (1999). Individual development from 3 to 12: Findings from the Munich Longitudinal Study. Cambridge: Cambridge University Press.
6. Weinert, F. E., Schneider, W., Stefanek, J., & Weber, A. (1999). LOGIC: Introduction and overview. In F. E. Weinert & W. Schneider (Eds.), Individual development from 3 to 12: Findings from the Munich Longitudinal Study (pp. 1-8). Cambridge: Cambridge University Press.