| Hi, I'm Wolfgang Schoppek, a cognitive psychologist, working at the University of Bayreuth, Bavaria. The main topics of my research are the support of learning elementary mathematics and the control of dynamic systems. One important methodology in my research is cognitive modeling.
Currently, I'm developing the adaptive training-software "Merlins Rechenmühle" (Merlin's Math Mill) for practicing elementary mathematics.
Activities:
- Im Wintersemester 2009/2010 vertrete ich die W3-Professur für Pädagogische Psychologie an der Carl-von-Ossietzky-Universität Oldenburg
- The XXIX International Congress of Psychology (ICP), 20-25 July 2008 in Berlin, Germany.
Symposium: Components of arithmetic skills: Their diagnosis, prediction and use in remedial education.
- 45. Kongress der Deutschen Gesellschaft für Psychologie, September 2006 in Nürnberg.
- 44. Kongress der Deutschen Gesellschaft für Psychologie, 26.-30. September 2004 in Göttingen.
- CogSci 2004. The Twenty Sixth Annual Meeting of the Cognitive Science Society, Chicago, IL, August 4-7 2004.
- EuroCogSci 2003, ACT-R-Tutorial at the European Cognitive Science Conference in Osnabrück, September 2003
- CogSci 2002, the Twenty Fourth Annual Meeting of the Cognitive Science Society, Fairfax, VA, August 8-10, 2002.
- CogSci2001, the Twenty Third Annual Meeting of the Cognitive Science Society, Edinburgh, Scotland, UK, August 4-7, 2001.
- Research Assistant Professor at the Human Factors & Applied Cognition Program of George Mason University (October 1999 - September 2000)
- Fifth Annual ACT-R Summer School and Workshop - Carnegie Mellon University, Pittsburgh, PA, USA - July 1998
Selected publications:
 Schoppek, W. (submitted). Efficient computer assisted practice based on a hierarchy of arithmetic skills. Instructional Science.
- Schoppek, W. & Tulis, M. (in press). Enhancing arithmetic and word problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research. (penultimate pdf-draft).
- Schoppek, W. (2004). Teaching structural knowledge in the control of dynamic systems: Direction of causality makes a difference. In K. D. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum Associates, 1219-1224. (link to pdf file)
- Schoppek, W. & Boehm-Davis, D. A. (2004). Opportunities and challenges of modeling user behavior in complex real world tasks. MMI interaktiv, 7, 47-60. (link to pdf file)
 Schoppek, W. & Putz-Osterloh, W. (2004). Informationsverhalten. In G. Schreyögg & A. v. Werder (Eds.), Handwörterbuch der Organisation (pp. 490-497), Stuttgart: Poeschel.
- Schoppek, W. & Putz-Osterloh, W. (2003). Individuelle Unterschiede und die Bearbeitung komplexer Probleme. Zeitschrift für Differentielle und Diagnostische Psychologie, 24, 163-173.
- Schoppek, W. (2002). Stochastic independence between recognition and completion of spatial patterns as a function of causal interpretation. Proceedings of the 24th Annual Conference of the Cognitive Science Society, 804-809, Mahwah, NJ: Erlbaum. (pdf file)
- Schoppek, W. (2002). Examples, rules, and strategies in the control of dynamic systems. Cognitive Science Quarterly, 2, 63-92. (penultimate pdf-draft).
- Schoppek, W. (2001). The influence of causal interpretation on memory for system states. In J. D. Moore & K. Stenning (Eds.), Proceedings of the 23rd Annual Conference of the Cognitive Science Society, 904-909, Mahwah, NJ: Erlbaum. (pdf file)
- Schoppek, W., Boehm-Davis, D.A., Diez, M., Hansberger, J., & Holt, R.W. (2000). Letting ACT-R fly - A model of the interaction between trained airline pilots and the flight management system. Proceedings of the Seventh Annual ACT-R Workshop 2000, Carnegie Mellon University, Pittsburgh, PA. (Slide Show)
- Schoppek, W. (2000). Memory for continually changing information: A task analysis and model of the keeping track task. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd Annual Conference of the Cognitive Science Society, 877-882, Mahwah: Erlbaum. (pdf file)
- Pfitzner, M. & Schoppek, W. (2000). Gemeinsamkeiten und Diskrepanzen in der Bewertung von Unterrichtsstörungen durch Lehrer und Schüler - eine empirische Untersuchung. Unterrichtswissenschaft, 18, 350-378.
- Schoppek, W. (2000). Learning and performance of sequential action under different workload conditions: An ACT-R model. Poster at the 3. International Conference on Cognitive Modeling 2000, Groningen, The Netherlands. (extended abstract)
- Schoppek, W. (1999). Rules and instances in the control of a static system - Modelling the influence of causal interpretation. In I. Wachsmuth & B. Jung (Eds.), KogWiss99. Sankt Augustin: Infix. (pp. 146-151). (pdf file)
- Schoppek, W. (1998). Modeling causal induction. (Paper presented at the Fifth Annual ACT-R Workshop1998, Carnegie Mellon University, Pittsburgh, PA.)
- Schoppek, W. (1998). Toward a theory of the control of dynamic systems. (Paper presented at the 2. European Conference on Cognitive Modelling 1998 in Nottingham, UK)
- Schoppek, W. (1997). Wissen bei der Steuerung dynamischer Systeme - ein prozeßorientierter Forschungsansatz. Zeitschrift für Psychologie, 205, 269-295. (Zusammenfassung)
- Schoppek, W. (1996). Kompetenz, Kontrollmeinung und komplexe Probleme. Bonn: Holos. (Weitere Informationen)
- Schiepek, G, Schoppek, W & Tretter, F. (1992). Synergetics in psychiatry - simulation of evolutionary patterns of schizophrenia on the basis of nonlinear difference equations. In W. Tschacher, G. Schiepek & E. J. Brunner (Eds.), Self-organization and clinical psychology. Berlin: Springer. (pp.163-194).
- Schoppek, W. (1991). Game and reality. Reliability and validity of behavior-patterns in complex situations. The German Journal of Psychology, 15, 326-328.
|
