Dr. Martin J. Koch
Kurzbiografie
| seit April 2024 | Wissenschaftlicher Mitarbeiter, Institut für Allgemeinmedizin, Universitätsklinikum, JMU Würzburg |
| seit Oktober 2022 | Wissenschaftlicher Mitarbeiter, Institut Mensch-Computer-Medien, JMU Würzburg |
| Januar 2022 – September 2022 | Wissenschaftlicher Mitarbeiter, Deutsches Zentrum für Hochschul und Wissenschaftsforschung |
| Oktober 2020 – Dezember 2021 | Wissenschaftlicher Mitarbeiter, Institut für Englische Sprache und Literatur, Universität Hildesheim |
| 20. Oktober 2023 | Abschluss des Promotionsverfahrens zum Dr. phil. am Fachbereich 1, Universität Hildesheim |
| Oktober 2015 – August 2020 | B.Sc. und M.Sc Psychologie mit den Schwerpunkten Klinische Psychologie und Pädagogische Psychologie, Universität Hildesheim |
Publikationen
2024
Mlakar, H., Hirst-Plein, J., & Koch, M. J. (2024). Spelling error analysis in young English language learners from a German background: A comparison of three literacy intervention programmes. Journal of the European Second Language Association, 8(1), 131–147. https://doi.org/10.22599/jesla.113
Koch, M. J., Carolus, A., Wienrich, C., & Latoschik, M. E. (2024). Meta AI Literacy Scale: Further validation and development of a short version. Heliyon, e39686. https://doi.org/10.1016/j.heliyon.2024.e39686
Koch, M. J., & Greve, W. (2024). The benefits of cultural confrontation: Does the experience of cultural heterogeneity predict individual differences in accommodative regulation? International Journal of Intercultural Relations. https://doi.org/10.1016/j.ijintrel.2024.102017
Koch, M. J., Kersten, K., & Greve, W. (2024). An emotional advantage of multilingualism. Bilingualism: Language and Cognition, 1–14. https://doi.org/10.1017/S1366728923000937
Koch, M. J., Wienrich, C. (shared first authorship), Straka, S., Latoschik, M. E., & Carolus, A. (2024). Overview and Confirmatory and Exploratory Factor Analysis of AI Literacy Scale. Computers and Education: Artificial Intelligence, 100310. https://doi.org/10.1016/j.caeai.2024.100310
Krop, P., Koch, M. J., Carolus, A., Latoschik, M. E., & Wienrich, C. (2024). The Effects of Expertise, Humanness, and Congruence on Perceived Trust, Warmth, Competence and Intention to Use Embodied AI. Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, 1–9. https://doi.org/10.1145/3613905.3650749
2023
Koch, M. J. (2023). Multilingualism and Multiculturalism as stimulating developmental conditions for accommodative and emotional competences [Doctoral dissertation, University of Hildesheim]. HilDok. https://doi.org/10.25528/179
Carolus, A., Koch, M. J. (shared first authorship), Straka, S., Latoschik, M. E., & Wienrich, C. (2023). MAILS - Meta AI literacy scale: Development and testing of an AI literacy questionnaire based on well-founded competency models and psychological change- and meta-competencies. Computers in Human Behavior: Artificial Humans, 1(2), 100014. https://doi.org/10.1016/j.chbah.2023.100014
Straka, S., Koch, M. J. (shared first authorship), Carolus, A., Latoschik, M. E., & Wienrich, C. (2023). How do employees imagine AI they want to work with: A drawing study. In A. Schmidt, K. Väänänen, T. Goyal, P. O. Kristensson, & A. Peters (Eds.), Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1–8). ACM. https://doi.org/10.1145/3544549.3585631
Koch, M. J., Greve, W., & Kersten, K. (2023). Extending the cognitive advantage hypothesis: a conceptual replication study of the relationship between multilingualism and flexible goal adjustment. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2189262
2022
Bruhn, A.-C., Genzer, M., Thies, L., Koch, M.J., & Kersten, K. (2022). The interplay of young learners’ verbal self-concept and linguistic competences over time in monolingual and bilingual institutions. In H. Böttger & N. Schlüter (Eds.), Fortschritte im frühen Fremdsprachenlernen: Konferenzband zur 5. Tagung FFF (pp. 94–124). Schriftbild. https://www.stiftung-lernen.de/publikationen_fff_konferenz_5.html
Kersten, K., Blackman, A., Funke, F.L., Akram, T., Kliebisch, M., & Koch, M.J. (2022). Input quality affects L1 and L2 proficiency and moderates the effect of socioeconomic status. In H. Böttger & N. Schlüter (Eds.), Fortschritte im frühen Fremdsprachenlernen: Konferenzband zur 5. Tagung FFF (pp. 255–280). Schriftbild. https://www.stiftung-lernen.de/publikationen_fff_konferenz_5.html
2021
Greve, W., Koch, M., Rasche, V., & Kersten, K. (2021). Extending the scope of the ‘cognitive advantage’ hypothesis: Multilingual individuals show higher flexibility of goal adjustment. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.1922420
Trebits, A., Koch, M. J., Ponto. K., Bruhn, A.-C., Adler, M., & Kersten, K. (2021). Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1943307
2020
Denker, M.-L., Jentzsch, L. K., & Koch, M. J. (2020). Das Zwei-Prozessmodell der Entwicklungsregulation. In W. Greve (Ed.), Bewältigung und Entwicklung (pp. 419 - 433). Universitätsverlag Hildesheim. https://doi.org/10.18442/155
Wissenschaftliche Vorträge
Koch, M. J., Carolus, A. Straka, S., Latoschik, M. E., & Wienrich, C. (2023, November 6–7). MAILS - Meta AI Literacy Scale: Development and testing of an AI Literacy questionnaire based on well-founded competency models and psychological change- and meta-competencies [Conference presentation]. 2nd TRR 318 Conference “Measuring Understanding”, Paderborn, Germany.
Koch, M. J., Kersten, K., Greve, W. (2023, June 7–10). Multilingualism influences emotional competence via cultural frame switching but not language switching, executive functions or divergent thinking: Support for the stimulation hypothesis [Conference presentation]. EBFL – Multilingualism in education 2023. Monte Verità, Switzerland.
Bruhn, A.-C., Koch, M. J. & Kersten, K. (2023, March 18–21). The interplay of young learners’ verbal self-concept and linguistic competences over time in monolingual and bilingual settings [Conference presentation]. AAAL 2023 Conference, Portland, OR, United States.
Baumgart, J., Koch, M. J. & Kersten, K. (2022, August 29–31). Implementation of technology-mediated TBLT in primary EFL classrooms [Conference presentation]. 9th International Conference on Task-Based Language Teaching, Innsbruck, Austria.
Bruhn, A.-C., Koch, M. J., Kersten, K. (2022, August 24–27). The development of verbal self-concept and linguistic competencies of young learners in monolingual and bilingual settings [Conference presentation]. EuroSLA 31, 2022, Fribourg, Swiss.
Koch, M. J., Kersten, K., Greve, W. (2022, August 24–27). An emotional advantage of multilingualism: What can degree of multiligualism tell us about emotional competence? [Conference presentation]. EuroSLA 31, 2022, Fribourg, Swiss.
Akram, T., Blackman, A., Funke, F.L., Kliebisch, M., Koch, M., & Kersten, K. (2021, December 10–11). Effekt von Inputqualität auf Deutsch- und Englischkompetenzen [Poster presentation]. 5. Konferenz: Fortschritte im frühen Fremdsprachenlernen, Virtual event.
Koch, M. J., Kersten, K., & Greve, W. (2021, August 15–20). Beyond language: The long-term benefits of multilingualism for self-regulation [Conference presentation]. AILA World Congress 2021, Virtual event, Groningen, Netherlands.
Koch, M. J., Kersten, K., & Greve, W. (2021, March 20–23). Implicational scaling in L2 receptive grammatical skill: Is it deterministic or probabilistic? [Conference presentation]. AAAL 2021, Virtual event.
Kersten, K., Bruhn, A.-C., Koch, M. J., & Schriek, J. (2019, August 28–31). The effect of L2 input and cognitively stimulating tasks on Second Language Acquisition [Conference presentation]. EuroSLA 29 2019, Lund, Sweden.
