Wolfgang Schoppek  

Dr. Schoppek, Wolfgang

Akademischer Oberrat am Lehrstuhl für Psychologie

E-Mail: wolfgang.schoppek@uni-bayreuth.de
Telefon: 0921 55-4140
Fax: 0921 55-4144
Gebäude: GW II Raum: U1.24
Sprechstunde: Fr 9:00-10:00, Anmeldung per e-Mail



Activities:

Guest Associate Editor in the Research Topic "Complex Problem Solving Beyond the Psychometric Approach" at frontiers in psychology

Gutachtertätigkeit, u.a. für folgende Zeitschriften: Learning and Individual Differences, Computers & Education, Frontiers in Psychology, The Open Psychology Journal, Zeitschrift für Pädagogische Psychologie

Stellvertretender Sprecher der wissenschaftlichen Mitarbeiterinnen und Mitarbeiter der Universität Bayreuth

Mitglied im Vorstand des Landesverbandes Wissenschaftler in Bayern

Selected publications:

  • Schoppek, W. & Fischer, A. (2017). Common process demands of two complex dynamic control tasks: Transfer is mediated by comprehensive strategies. Frontiers in Psychology, 8, 2145. (full text)

  • Schoppek, W. & Fischer, A. (2015). Complex problem solving – single ability or complex phenomenon? Frontiers in Psychology, 6, 1669. (full text)
  • Schoppek, W. (2015). Mehrebenenanalyse oder Varianzanalyse? Ein simulationsbasierter Vergleich von Verfahren zur Auswertung pädagogisch-psychologischer Experimente. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47, 199-209.

  • Schoppek, W. (2012). Dynamic task selection in learning arithmetic: The role of learner control and adaptation based on a hierarchy of skills. Zeitschrift für Pädagogische Psychologie, 26, 43-55.

  • Schoppek, W. & Landgraf, A. (2011). Can a multidimensional hierarchy of skills generate data conforming to the Rasch model? A comparison of methods. Psychological Test and Assessment Modeling, 53, 3-34. (link to pdf file)

  • Schoppek, W. & Tulis, M. (2010). Enhancing arithmetic and word problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103, 239-252. (link to penultimate draft)

  • Schoppek, W. & Tulis, M. (2008). Making practice efficient: Enhancing arithmetic skills by moderate amounts of computer-assisted individualized practice. International Journal of Psychology, 43 (3/4).

  • 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.
     

  • 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.
     

  • 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.
     

  • 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.