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Tina Schorr

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Dr. Tina Schorr, Dipl.-Psych.

Short Vita

1976:

Born in Saarbrücken (Germany)

 

1996-2001:

Study of Psychology at the Saarland-University, Saarbrücken

 

1997-2001:

Research assistent at the Department of Psychology, Saarland-University (Prof. Dr. J. Engelkamp; Prof. Dr. W. H. Tack)

1997-2001:

Scholarship from the Friedrich-Ebert-Stiftung

 

12/2001:

Graduation in Psychology at the Saarland-University. Thesis: "Design instruktioneller Beispielkombinationen auf Basis einer kognitiven Aufgabenanalyse zu Bearbeitungsstrategien mathematischer Textaufgaben" [Designing instructional example sets based on a cognitive task analysis of problem-solving strategies for mathematical word problems]

 

Jan-Mar 2002:

Research Associate at the Department of Psychology, Saarland-University (Collaborative Research Center 378 on Resource-Adaptive Cognitive Processes, Prof. Dr. W. H. Tack)

 

Since Apr 2002:

PhD student of the VGK

Contact

E-Mail: mail@tinaschorr.de
WWW: My Homepage

Universität des Saarlandes
Präsidialbüro
Postfach 151150
66041 Saarbrücken (Germany)

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Ph.D. Project

Topic: Competent Information Search in the World Wide Web: Development and Evaluation of a Training for Pupils

Supervisor: Prof. Dr. F. W. Hesse (Tübingen), Prof. Dr. W. H. Tack (Saarbrücken)

Start of the Ph.D. project: Apr 2002

Summary

Today, we are confronted with the need to quickly access information about a lot of different topics concerning our jobs and our private lives. At the same time, there are many information sources available that provide plenty of information. The World Wide Web (WWW) for example enables its users to get information about nearly every topic one can imagine. However, questions arise like "which information is relevant with regard to a specific information goal?" or "which website is authentic enough to use its provided information?". In order to cope with these requirements a user relies on declarative knowledge and procedural skills that allow for competent information utilization if he or she wants to reach the goal to find information that is relevant, valid, and actual at the same time.

But how can a user acquire the knowledge and skills mentioned above? This is the focus of my Ph.D. project, namely to support pupils in learning how to use the WWW competently to achieve their own information goals. For this reason, I developed the computer-based training CIS-WEB (Competent Information Search in the World Wide WEB). The effectiveness of CIS-WEB could be proven in an empirical study in which two school classes (7th and 8th grade) participated.

Download an abstract of this project in PDF-format

Publications

In press

Gerjets, P., Scheiter, K. & Schorr, T. (in press). Modeling processes of volitional action control in multiple-task performance: How to explain effects of goal competition and task difficulty on processing strategies and performance within ACT-R. Cognitive Science Quarterly.

Schorr, T., Gerjets, P. & Scheiter, K. (in press). Analyzing effects of goal competition and task difficulty in multiple-task performance: Volitional action control within ACT-R. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
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2003

Schorr, T., Gerjets, P. & Scheiter, K. (2003). Analyzing effects of goal competition and task difficulty in multiple-task performance: Volitional action control within ACT-R. In F. Schmalhofer & R. Young (Eds.), Proceedings of the European Conference of the Cognitive Science Society (EuroCogSci). Mahwah, NJ: Erlbaum.
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Schorr, T., Gerjets, P. & Scheiter, K. (2003). Volitional Action Control in Multiple-Task Performance: Modeling Effects of Goal Competition and Task Difficulty in ACT-R. In F. Detje, D. Dörner & H. Schaub (Eds.), Proceedings of the Fifth International Conference on Cognitive Modeling (pp. 183-188). Universitäts-Verlag Bamberg.
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2002

Schorr, T., Gerjets, P., Scheiter, K., Laouris, Y. (2002). Designing sets of instructional examples to accomplish different goals of instruction. In W. D. Gray & C. D. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 810-815). Mahwah, NJ: Erlbaum.
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2001

Schorr, T. (2001). Design instruktioneller Beispielkombinationen auf Basis einer kognitiven Aufgabenanalyse zu Bearbeitungsstrategien mathematischer Textaufgaben (Unpublished diploma thesis). Universität des Saarlandes.

Schorr, T. & Gerjets, P. (2001). Textaufgaben aus der Kombinatorik: Eine Analyse von Bearbeitungsstrategien im Rahmen der ACT-R-Architektur (CoPsy Paper 10). Saarbrücken: Fachrichtung Psychologie der Universität des Saarlandes.
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Presentations

2003

Schorr, T. (2003). Competent information search in the world wide web: Development and evaluation of a training for pupils. Poster at the Summerschool of the Virtual Ph.D. Program, Tuebingen (15-19 Sep. 2003).
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Schorr, T. (2003). Informationsrecherchen von Schülern im World Wide Web - Analyse und Trainingskonzeption [Pupils' information searches in the World Wide Web - Analysis and training concept]. Talk at the Fachgruppentagung Medienpsychologie, Saarbruecken (10-12 Sep. 2003).

Schorr, T., Gerjets, P. & Scheiter, K. (2003). Analyzing effects of goal competition and task difficulty in multiple-task performance: Volitional action control with ACT-R. Poster at the European Cognitive Science Conference in Osnabrück (10-13 Sep. 2003).

Schorr, T., Gerjets, P. & Scheiter, K. (2003). Analyzing effects of goal competition and task difficulty in multiple-task performance: Volitional action control within Act-R. Poster at the 25th Annual Conference of the Cognitive Science Society in Boston, MA, USA (31 Jul.-2 Aug. 2003).

Schorr, T., Gerjets, P. & Scheiter, K. (2003). Die Bedeutung von Lernzielen beim Design von Lernmaterial. Talk at the 45. Tagung experimentell arbeitender Psychologen in Kiel (24-26 Mar. 2003).
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Schorr, T., Gerjets, P. & Scheiter, K. (2003). Volitional action control in multiple-task performance: Modeling effects of goal competition and task difficulty in ACT-R. Talk at the 5th International Conference on Cognitive Modeling, Bamberg (10-12 Apr. 2003).
Download

2002

Schorr, T., Gerjets, P. & Scheiter, K. (2002). Design instruktioneller Lernbeispiele in Abhängigkeit von Lernzielen. Talk at the 43. Kongress der Deutschen Gesellschaft für Psychologie in Berlin (22-26 Sep. 2002).
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Schorr, T., Gerjets, P., Scheiter, K. & Laouris, Y. (2002). Designing sets of instructional examples to accomplish different goals of instruction. Poster at the 24th Annual Conference of the Cognitive Science Society, Fairfax, VA, USA (7-12 Aug. 2002).

2001

Schuh, J., Schorr, T. & Gerjets, P. (2001). Computerbasiertes Lernen: Perspektiven und Probleme aus psychologischer Sicht [Computer-based learning: Benefits and problems from a psychological point of view]. Talk at the Tag der Forschung / Tag der offenen Tür der Universität des Saarlandes (9 Jun. 2001).

Teaching

2003

Lost in hyperspace? Angewandte kognitive Psychologie und die neuen Medien (31.1.2003; Universität des Saarlandes).
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2002 / 2003

Evaluation neuer Medien zum Wissenserwerb (together with Prof. Dr. Werner H. Tack; Universität des Saarlandes).

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Last update: 31 Mar 2006, vgk-webmaster@vgk.de