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Dr. Philipp Martzog

Wissenschaftlicher Mitarbeiter

Sprechzeiten:
nach Vereinbarung


Forschung

Arbeitsschwerpunkte:


Laufende Projekte:

  • Der Einfluss von Bildschrimkonsum auf die kognitive, sprachliche und motorische Entwicklung von Kindern, gefördert von der Software AG Stiftung

The influence of electronic screen media on sensorimotor development and mental imagery

Children spend an increasing amount of time in the presence of electronic media. By definition, a medium acts as an intermediary between the observer and the object being directly perceived. In other words, media represent an alternative source of sensory interactions with the world. Moreover, the electronic medium is generally dominated by visual and auditory sensory input in contrast to other modalities (e.g., touch, smell, proprioception).

An increasing body of work indicates that our conceptual development is dependent on sensory experiences pertaining to a combination of senses, of which vision and audition are but two, namely; vestibular, proprioceptive, tactile, thermo, gustatory, olfactory, and visceroceptive modalities. Furthermore, research into the integration of these senses into coherent perceptual experiences (i.e., the binding problem) and sources of conceptual development indicates that children do not effortlessly integrate and derive benefit from this until at least the teenage years.

In this research group, we investigate the effects of increased electronic media usage, with a particular view to the development of senses and mental imagery in non-visual/auditory modalities. We are interested in determining whether:

a)       increased childhood electronic media exposure relates to sensory development in diverse modalities (proprioception, visual, tactile);

b)      this electronic media usage affects sensory integration;

c)       electronic media affect mental imagery abilities;

d)      any observed affects can be compensated by educational experiences, such as motor activity, or outdoor primary sensory experiences.

 

Project funded by the Software AG foundation

 

Project collaborators: 

Dr. Philipp Martzog

Dr. Sebastian Suggate


The fine-motor and sensorimotor foundations of learning

In a series of studies, we have demonstrated that fine motor skills (FMS) link to a range of early cognitive and academic skills. Specifically, preschoolers’ FMS relate to their concurrent and later performance on measures of early literacy, reading, and mathematics skills. Further, we have found evidence that children’s cognitive and language development is also affected by their FMS. The question now is to understand why FMS link to academic and cognitive development.

Understanding why and how children’s FMS influence their cognitive development relates to age-old philosophical struggles in understanding how the body relates to the mind (e.g., dualism) and how the senses influence and can be trusted in thought (e.g., rationalism, empiricism, phenomenology). Moreover, understanding how sensorimotor factors influence cognitive and academic development has implications for numerous disciplines, including education, psychology, medicine, and neurology.

Our current work has implicated three main explanations for links between FMS and cognitive development. The first points towards common developmental underpinnings, the second focuses on the functionality of FMS and sensorimotor skills for learning, and the third on shared internalized processes. One example of the latter explanation we termed the Nimble-Hands, Nimble-Minds hypothesis (Suggate & Stoeger, 2017, Quarterly Journal of Experimental Psychology).

 

Accordingly, we attempt to study links between FMS, sensorimotor skills, and cognitive development in a broad number of ways, touching on a number of disciplines. Particular foci of our work are on:

a)       establishing the key fine and sensorimotor skills involved;

b)      determining links between fine and sensorimotor skills and language and conceptual development;

c)       testing causal pathways between fine and sensorimotor skills and later academic development;

d)      conducting experiments to investigate theoretical explanations for links.

Project collaborators:

Dr. Philipp Martzog

Prof. Heidrun Stöger

Dr. Sebastian Suggate

Rebecca Zack

Publikationen

Veröffentlichungen in Zeitschriften

Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development. Advance online publication. doi:10.1080/15248372.2019.1607862

Martzog, P., Kuttner, S., & Pollak, G. (2016). A comparison of Waldorf and non Waldorf student teachers social emotional competences: Can arts engagement explain differences? Journal of Education for Teaching, 42, 1-14.

Martzog, P., Kuttner, S. & Pollak, G. (2016). Professionelle Überzeugungen angehender Lehrkräfte an Waldorf-und Regelschulen: Ein empirischer Vergleich. Research on Steiner Education, 7, 123-140.  

Martzog, P. & Kuttner, S. (2015). Forschungsprojekt zur Lehrerbildung. Ein Vergleich an Waldorf- und Regelschulen. Lehrerrundbrief. Sonderthema: Pädagogische Forschung,1, 130-136.  

Kuttner, S., Martzog, P. & Pollak, G. (2014). Berufswahlmotive und Bildungsvorstellungen angehender Lehrkräfte an Regel- und Waldorfschulen im Vergleich. Research on Steiner Education, 5, 141-159. 

Martzog, P., Chen W., Stoeger H., Shi J., & Ziegler A. (2012). Specifying relations between fine motor skills and cognitive abilities: a cross-cultural study. In H. Stoeger, A. Aljughaiman, & B. Harder (Eds.), Talent development and excellence (pp. 135-154). Münster: LIT.

Martzog, P., Stöger, H. & Ziegler, A. (2009). Neue empirische Befunde zum Underachievement Hochbegabter. Heilpädagogik online, 8, 90-112.

Stoeger, H., Ziegler, A., & Martzog, P. (2008). Deficits in fine motor skill as an important factor in the identification of gifted underachievers in primary school. Psychology Science, 50, 134-146.

Ziegler, A., Stoeger, H. & Martzog, P. (2008). Feinmotorikdefizite als Ursache des Underachievements begabter Grundschüler. Diskurs Kindheits- und Jugendforschung, 3, 53-66.

 

Veröffentlichungen in Büchern

Loebell, P. & Martzog, P. (Hrsg.) (2016). Wege zur Lehrerpersönlichkeit - Kompetenzerwerb, Persönlichkeitsentwicklung und aktuelle Herausforderungen in der Lehrerbildung. Opladen: Budrich.

Martzog, P. (2016): Lehr-Lernforschung und zeitgemäße Feedbackkultur. In: Jost Schieren (Hg): Handbuch Waldorfpädagogik und Erziehungswissenschaft – Standortbestimmung und Entwicklungsperspektiven (S. 447-474). Weinheim: Beltz.

Martzog, P., (2015). Feinmotorische Fertigkeiten und Kognitive Fähigkeiten bei Vorschulkindern. Marburg: Tectum.

Vorträge


Hoyer, S. & Martzog, P. (2017). Entwicklung von Messinstrumenten zur empirischen Analyse von Transformationen in Überzeugungssystemen angehender Lehrkräfte. Vortrag auf der 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Heidelberg.  

Kuttner, S., Martzog, P., & Pollak, G. (2015). Examining the Efficacy of the Waldorf Teacher Training: A Comparative Study. Presentation at the Congress of European Network for Academic Steiner Teacher Education (ENASTE), Vienna, Austria.

Kuttner, S., Martzog, P., & Pollak, G. (2014). A comparison of Waldorf- and State school teacher`s tolerance of ambiguity. Presentation at the European Conference of Educational Research (ECER), Porto, Portugal.

Martzog, P. (2013). Aktuelle Befunde und Entwicklungen in der Lernpsychologie. Eingeladener Vortrag anlässlich des Arbeitsgruppentreffens für Erziehungswissenschaftler und Waldorfpädagogen, Kassel.

Martzog, P. & Stoeger, H. (2011). Prädiktive Bedeutung feinmotorischer Fähigkeiten für Wissen und schlussfolgerndes Denken bei Vorschulkindern.: Poster auf der 76.Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Klagenfurt, Österreich.

Martzog, P. & Stöger, H. (2011). Relevanz feinmotorischer Fertigkeiten für Entwicklungen im kognitiven Bereich bei Vorschulkindern. Vortrag auf der 20. Fachgruppentagung Entwicklungspsychologie (DGPs), Erfurt.

Martzog, P. & Stöger, H. (2011). Untersuchung der Beziehung zwischen feinmotorischen und kognitiven Fähigkeitsaspekten bei Vorschulkindern. Vortrag auf der 75. Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Bamberg.

Martzog, P., Meier, E. & Stöger, H. (2010). Einschätzungsgenauigkeit feinmotorischer Fertigkeiten durch ErzieherInnen. Poster auf der Jahrestagung der Deutschen Gesellschaft für Psychologie (DGPs), Bremen.

Martzog, P., Stöger, H. & Ziegler, A. (2009). Feinmotorische Fertigkeiten und kognitives Lernen im Vorschulalter. Vortrag auf der 51. Tagung experimentell arbeitender Psychologen (Teap), Jena.

Ziegler, A., Stoeger, H., & Martzog, P. (2008). Fine-motor-skills and Underachievement of Gifted Students: Presentation at the 10th Asia-Pacific Conference on Giftedness "Nurturing Talents for the Global Community", Singapore.

  1. Fakultät für Psychologie, Pädagogik und Sportwissenschaft
  2. Institut für Bildungswissenschaft

Dr. Philipp Martzog

PT 5.0.10

Foto Graggo - 3935 - 191q

Tel.: 0941/943-1774
Fax: 0941/943-1993

philipp.martzog@ur.de