Monika Undorf
Biographic Data
| ID | 7219426 |
|---|---|
| NAME | Monika Undorf |
| GIVEN NAMES | Monika |
| FAMILY NAME | Undorf |
| SIGNATURE | UNDORF M |
| AFFILIATIONS | Technische Universität Darmstadt |
| ORCID | 0000-0002-0118-824X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| 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…
Mending metacognitive illusions in JOLs
Metacognitive monitoring of cognitive processes is not always accurate. Metacognitive illusions occur when metacognitive judgments rely on invalid information or fail to rely on valid information. This study tested the effectiveness of different forms of feedback in mending metacognitive illusions in judgments of learning (JOLs). Across four experiments, participants completed three study-test cycles with JOLs in which they studied different word…
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…
The association between physical activity and memory interference
“You don't know what this means to me” – Uncovering idiosyncratic influences on metamemory judgments
Studies of the mind often focus on general effects on cognitive processes, whereas influences of idiosyncratic interactions between participants and items evade experimental control or assessment. For instance, assessments of one's own learning and memory processes-metamemory judgments-are attributed to people's reliance on commonly shared characteristics of study materials (e.g., word frequency) or learning conditions (e.g., number of study oppo…
Hindsight bias in metamemory
Hindsight bias describes people's tendency to overestimate how accurately they have predicted an event's outcome after obtaining knowledge about it. Outcome knowledge has been shown to influence various forms of judgments, but it is unclear whether outcome knowledge also produces a hindsight bias on Judgments of Learning (JOLs). Three experiments tested whether people overestimated the accuracy of their memory predictions after obtaining knowledg…
No prominent works on this page.
Hindsight bias in metamemory
Hindsight bias describes people's tendency to overestimate how accurately they have predicted an event's outcome after obtaining knowledge about it. Outcome knowledge has been shown to influence various forms of judgments, but it is unclear whether outcome knowledge also produces a hindsight bias on Judgments of Learning (JOLs). Three experiments tested whether people overestimated the accuracy of their memory predictions after obtaining knowledg…
“You don't know what this means to me” – Uncovering idiosyncratic influences on metamemory judgments
Studies of the mind often focus on general effects on cognitive processes, whereas influences of idiosyncratic interactions between participants and items evade experimental control or assessment. For instance, assessments of one's own learning and memory processes-metamemory judgments-are attributed to people's reliance on commonly shared characteristics of study materials (e.g., word frequency) or learning conditions (e.g., number of study oppo…
The association between physical activity and memory interference
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…
Mending metacognitive illusions in JOLs
Metacognitive monitoring of cognitive processes is not always accurate. Metacognitive illusions occur when metacognitive judgments rely on invalid information or fail to rely on valid information. This study tested the effectiveness of different forms of feedback in mending metacognitive illusions in judgments of learning (JOLs). Across four experiments, participants completed three study-test cycles with JOLs in which they studied different word…
Cognition (5 works) · Metacognition (5 works) · Metamemory (5 works) · Cognitive psychology (4 works) · Memory Processes and Influences (4 works) · Psychology (4 works) · Recall (3 works) · Child and Animal Learning Development (2 works) · Cued recall (2 works) · Developmental psychology (2 works)