Franziska Ingendahl
Biographic Data
| ID | 7219425 |
|---|---|
| NAME | Franziska Ingendahl |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Ingendahl |
| SIGNATURE | INGENDAHL F |
| AFFILIATIONS | Technische Universität Darmstadt |
| ORCID | 0000-0002-3232-0768 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Judgments of learning in the wild
The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relativel…
Instructed learning strategy use eliminates negative reactivity of immediate judgments of learning
Predicting one’s own future memory during learning (immediate judgments of learning, JOLs) can reactively alter memory performance. Recent evidence shows that making JOLs is associated with changes in the spontaneous use of learning strategies and that these changes mediate negative effects of immediate JOLs on cued recall of unrelated word pairs. This study tests whether a learning strategy instruction targeted at JOL-induced changes in spontane…
Do immediate judgments of learning alter memory performance? A meta-analytical review
To uncover how people monitor their learning and memory, researchers often elicit learners' predictions of their future memory performance immediately after studying, so-called immediate judgments of learning (JOLs). Previous research on immediate JOL reactivity shows that soliciting immediate JOLs can change memory. It is not well-understood, however, under which conditions making JOLs improves, impairs, or does not affect memory and which proce…
No prominent works on this page.
Do immediate judgments of learning alter memory performance? A meta-analytical review
To uncover how people monitor their learning and memory, researchers often elicit learners' predictions of their future memory performance immediately after studying, so-called immediate judgments of learning (JOLs). Previous research on immediate JOL reactivity shows that soliciting immediate JOLs can change memory. It is not well-understood, however, under which conditions making JOLs improves, impairs, or does not affect memory and which proce…
Judgments of learning in the wild
The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relativel…
Instructed learning strategy use eliminates negative reactivity of immediate judgments of learning
Predicting one’s own future memory during learning (immediate judgments of learning, JOLs) can reactively alter memory performance. Recent evidence shows that making JOLs is associated with changes in the spontaneous use of learning strategies and that these changes mediate negative effects of immediate JOLs on cued recall of unrelated word pairs. This study tests whether a learning strategy instruction targeted at JOL-induced changes in spontane…
Cognition (2 works) · Metacognition (2 works) · Metamemory (2 works) · Cognitive Functions and Memory (1 works) · Cognitive psychology (1 works) · Cued recall (1 works) · Cued speech (1 works) · Health and Well-being Studies (1 works) · Hybrid learning (1 works) · Innovative Teaching and Learning Methods (1 works)