Martin Jakobus Koch

University of Wuerzburg | JMU · Institute for Human-Computer-Media

The study at hand commemorates the legacy of Vivian Cook by highlighting an essential aspect of second-language (L2) writing systems: The significant role of L2 spelling. Furthermore, in response to Cook’s suggestions for future areas of research, we investigated the effectiveness of three literacy intervention programmes on the L2 spelling achieve...

The concept of AI literacy, its promotion, and measurement are important topics as they prepare society for the steadily advancing spread of AI technology. The first purpose of the current study is to advance the measurement of AI literacy by collecting evidence regarding the validity of the Meta AI Literacy Scale (MAILS) by Carolus and colleagues...

Intercultural interactions and encounters offer valuable opportunities not only for cultural exchange and mutual stimulation but also for individual development. The central assumption of the current research is that cultural heterogeneity is a supporting condition for the development of flexibility in goal adjustment (FGA). We used measures for li...

Even though people imagine different embodiments when asked which AI they would like to work with, most studies investigate trust in AI systems without specific physical appearances. This study aims to close this gap by combining influencing factors of trust to analyze their impact on the perceived trustworthiness, warmth, and competence of an embo...

This paper reports on two studies using the Teacher Input Observation Scheme (TIOS), which operationalizes classroom L2 input. Following Truscott & Sharwood Smith (2019), ‘input’ comprises stimuli from the classroom’s situational and discourse context. The TIOS contains 41 instructional techniques across four scales, ‘Cognitively Stimulating Tasks/...

The goal of the current paper is to investigate effects of multilingualism regarding emotional competence (EC). We argue that there might be two paths of influence that connect multilingualism and EC. First, we assume that multilingualism represents a linguistically and culturally heterogeneous context that may stimulate the development of EC. Seco...

Valid measurement of AI literacy is important for the selection of personnel, identification of shortages in skill and knowledge, and evaluation of AI literacy interventions. A questionnaire is missing that is deeply grounded in the existing literature on AI literacy, is modularly applicable depending on the goals, and includes further psychologica...

Research on the benefits of multilingualism has so far primarily examined cognitive benefits with a focus on working memory, executive functions (EFs), or brain-changes (Antoniou, 2019), but also included other variables. The goal of the current research is to extend the multilingual advantage hypothesis to also entail an advantage regarding emotio...

Input quality is an important predictor of language acquisition. According to Truscott & Sharwood Smith (2019), input refers to all external situational and discourse contexts that contribute to a learner’s understanding of language. This, therefore, includes modifications of speech, nonverbal stimuli, materials, and all forms of stimulating activi...

Research suggests that heterogeneous life experiences (e.g. multilingualism) might facilitate the development of mental flexibility. The current paper presents the conceptual replication of a study originally presented by Greve and colleagues [Greve, W., Koch, M., Rasche, V., and Kersten, K. (2021). Extending the Scope of the ‘Cognitive Advantage’...

The goal of the present paper is to develop and validate a questionnaire to assess AI literacy. In particular, the questionnaire should be deeply grounded in the existing literature on AI literacy, should be modular (i.e., including different facets that can be used independently of each other) to be flexibly applicable in professional life dependi...

Despite increasing awareness towards language-sensitive teaching and a growing number of multilingual children, studies still find a strong focus on monolingualism in many German schools. Specific needs of multilingual children are not always adequately supported, and their resources and potential often not fully exploited. However, numerous studi...

Input quality is an important predictor of language acquisition. According to Truscott & Sharwood Smith (2019), input refers to all external situational and discourse contexts that contribute to a learner’s understanding of language. This includes modifications of speech, nonverbal stimuli, materials, and all forms of stimulating activities in whic...

The cognitive advantage (CA) hypothesis claims that multilingualism promotes the development of several basic cognitive capacities. A large number of empirical findings support this hypothesis, but recently there have also been numerous contradictory findings and methodological objections. The present paper extends the investigation of possible cog...

This study explores the relationship of early immersion education, socioeconomic background, and cognitive gains of young learners. We examine the possible advantages of early bilingual education and the impact of family socioeconomic status (SES) for the cognitive development of children. Participants (N=39) were students at regular (German) or im...

The cognitive advantage (CA) hypothesis claims that multilingualism promotes the development of several basic cognitive capacities. A large number of empirical findings support this hypothesis, but recently there have also been numerous contradictory findings and methodological objections. The present paper extends the investigation of possible cog...

Eine Einführung in das Zwei-Prozess-Modell der Entwicklungsregulation von Brandtstädter. - An introduction to Brandtstädter's two-process model of developmental regulation.

Processability Theory (PT; Pienemann, 1998) and its adaption for comprehension Lenzing, 2017, 2019) predict an implicational hierarchy for the emergence of grammatical phenomena in the process of second language acquisition. In this study, we test this prediction using data from 360 students (age: Mean=9.7, SD=.843; 50.6% female) from regular and b...

Linguistic input is considered to be the most important prerequisite for the acquisition of a second language. Over the past decades, theories within a cognitive-interactionist framework have identified numerous aspects of L2 input and of the context in which the L2 is embedded and encountered, which provide cognitive stimulation during the acquisi...