Bild: Smadar Bergmann

Prof. Dr. Monika Undorf

Angewandte Kognitionspsychologie


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• Metagedächtnis

• Metakognitionen

• Lernen und Erinnern

• Habilitation an der Universität Mannheim (2021)

• Promotion (Dr. rer. soc.) an der Universität Mannheim (2009)

• Studium der Psychologie an der Rheinischen Friedrich-Wilhelms-Universität Bonn und der Universität Mannheim (2000 – 2005)

• seit 2023: Professorin (W3) für Angewandte Kognitionspsychologie, Technische Universität Darmstadt

• 2017-2023: Margarete von Wrangell-Fellow (Nachwuchsgruppenleiterin) an der Universität Mannheim

• 2022: Fellow am Israel Institute for Advanced Studies, The Hebrew University, Jerusalem

• 2017: Visiting Scholar am Technion – Israel Institute of Technology, Haifa, Israel

• 2015-2017: Eigene Stelle, finanziert durch die Deutsche Forschungsgemeinschaft, Universität Mannheim

• 2006–2015: Wissenschaftliche Mitarbeiterin bei Prof. Edgar Erdfelder, Lehrstuhl für Kognitive Psychologie und Differentielle Psychologie, Universität Mannheim

• Fellowship am Israel Institute for Advanced Studies, The Hebrew University, Jerusalem, Israel (2022)

• Heinz Maier-Leibnitz-Preis 2020, verliehen von der Deutschen Forschungsgemeinschaft und dem Bundesministerium für Bildung von Forschung

• Auszeichnung als Rising Star in der Association for Psychological Science APS (2020)

• Psychonomic Society Clifford T. Morgan Best Article Award 2015 in Memory & Cognition (2015)

• Lehrpreis der Fachbereichsvertretung Psychologie für das beste Seminar im Akademischen Jahr 2014/2015 (2015)

• Otto-Selz-Preis für die beste psychologische Diplomarbeit an der Universität Mannheim (2006)

Schäfer, F., & Undorf, M. (2023). On the educational relevance of immediate judgment of learning reactivity: No effects of predicting one’s memory for general-knowledge facts. Journal of Applied Research in Memory and Cognition.

Halamish, V., & Undorf, M. (2023). Why do judgments of learning modify memory? Evidence from identical pairs and relatedness judgments. Journal of Experimental Psychology: Learning, Memory, and Cognition.

Mendes, P. S., & Undorf, M. (2022). On the pervasive effect of word frequency in metamemory. The Quarterly Journal of Experimental Psychology, 75(8), 1411–1427.

Undorf, M., Navarro-Báez, S., & Bröder, A. (2022). “You don’t know what this means to me” – Uncovering idiosyncratic influences on metamemory judgments. Cognition, 222, 105011.

Undorf, M., Navarro-Báez, S., & Zimdahl, M. F. (2022). Metacognitive Illusions. In R. F. Pohl (Ed.), Cognitive Illusions: Intriguing Phenomena in Thinking, Judgment and Memory. Routledge.

Halamish, V., & Undorf, M. (2021). Accuracy, causes, and consequences of monitoring one’s own learning and memory. Zeitschrift für Psychologie, 229(2), 87–88.

Tatz, J. R., Undorf, M., & Peynircioğlu, Z. F. (2021). Effect of impoverished information on multisensory integration in judgments of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(3), 481–497.

Undorf, M. (2021). Das Gedächtnis über das Gedächtnis. Gehirn&Geist.

Undorf, M., & Bröder, A. (2021). Metamemory for naturalistic scenes: Assessment of accuracy and cue utilization. Memory & Cognition, 49(7), 1405–1422.

Undorf, M., Livneh, I., & Ackerman, R. (2021). Metacognitive control processes in question answering: Help seeking and withholding answers. Metacognition and Learning, 16(2), 431–458.

Zimdahl, M. F., & Undorf, M. (2021). Hindsight bias in metamemory: Outcome knowledge influences the recollection of judgments of learning. Memory, 29(5), 559–572.

Halamish, V., & Undorf, M. (2020). Do learners spontaneously monitor their memory? The gap between educational-developmental and cognitive-experimental research. Zeitschrift für Psychologie, 228(4), 304–305.

Koriat, A., Undorf, M., Newman, E., & Schwarz, N. (2020). Subjective confidence in the response to personality questions: Some insight into the construction of people’s responses to test items. Frontiers in Psychology, 11, 1250.

Koriat, A., Undorf, M., & Schwarz, N. (2020). The effects of group conformity on the prototypical majority effect for confidence and response latency. Social Cognition, 38(5), 447–469.

Undorf, M. (2020). Fluency illusions in metamemory. In A. M. Cleary & B. L. Schwartz (Eds.), Memory quirks: The study of odd phenomena in memory (pp. 150–174). New York, NY: Routledge.

Undorf, M., Amaefule, C. O., & Kamp, S.-M. (2020). The neurocognitive basis of metamemory: Using the N400 to study the contribution of fluency to judgments of learning. Neurobiology of Learning and Memory, 169, 107176.

Undorf, M., & Bröder, A. (2020). Cue integration in metamemory judgements is strategic. Quarterly Journal of Experimental Psychology, 73(4), 629–642.

Undorf, M., & Halamish, V. (2020). New methods and questions in metamemory research. Zeitschrift für Psychologie, 228(4), 231–232.

Undorf, M., Mah, E. Y., McDonald, D.-L. L., Hamzagic, Z. I., Burnell, R., Garry, M., & Bernstein, D. M. (2020). People who cheat on tests accurately predict their performance on future tests. Learning and Instruction, 66, 101295.

Bröder, A., & Undorf, M. (2019). Metamemory viewed through the judgment lens. Acta Psychologica, 107, 153–165.

Bröder, A., & Undorf, M. (2019). Using the lens model to analyze metacognitive judgments of learning. Brunswik Society Newsletter 2019, 4–6.

Undorf, M., & Zimdahl, M. F. (2019). Metamemory and memory for a wide range of font sizes: What is the contribution of perceptual fluency? Journal of Experimental Psychology. Learning, Memory, and Cognition, 45, 97–109.

Koriat, A., Adiv-Mashinsky, S., Undorf, M., & Schwarz, N. (2018). The prototypical majority effect under social influence. Personality and Social Psychology Bulletin, 44(5), 679–683.

Kuhlmann, B. G., & Undorf, M. (2018). Is all metamemory monitoring spared from aging? A dual-process examination. Psychology and Aging, 33(8), 1152–1167.

Undorf, M., Söllner, A., & Bröder, A. (2018). Simultaneous utilization of multiple cues in judgments of learning. Memory & Cognition, 46(4), 507–519.

Undorf, M., & Ackerman, R (2017). The puzzle of study time allocation for the most challenging items. Psychonomic Bulletin & Review, 24(6), 2003–2011.

Undorf, M., & Zander, T. (2017). Intuition and metacognition: The effect of semantic coherence on judgments of learning. Psychonomic Bulletin & Review, 24(4), 1217–1224.–016-1189–0

Undorf, M., Zimdahl, M. F., & Bernstein, D. M. (2017). Perceptual fluency contributes to effects of stimulus size on judgments of learning. Journal of Memory and Language, 92, 293–304.

Undorf, M., Böhm, S., & Cüpper, L. (2016). Do judgments of learning predict automatic influences of memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(6), 882–896.

Undorf, M., & Erdfelder, E. (2015). The relatedness effect on judgments of learning: A closer look at the contribution of processing fluency. Memory & Cognition, 43(4), 647–658.–014-0479-x – Clifford T. Morgan Best Article Award in Memory & Cognition 2015

Undorf, M., & Erdfelder, E. (2013). Separation of encoding fluency and item difficulty effects on judgements of learning. The Quarterly Journal of Experimental Psychology, 66(10), 2060–2072.

Undorf, M., & Erdfelder, E. (2011). Judgments of learning reflect encoding fluency: Conclusive evidence for the ease-of-processing hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1264–1269.

Undorf, M. (2010). Metagedächtnis und Lernen. Berlin: Logos.

Erdfelder, E., Cüpper, L., Auer, T.-S., & Undorf, M. (2007). The four-states model of memory retrieval experiences. Zeitschrift für Psychologie / Journal of Psychology, 215(1), 61–71.

Erdfelder, E., & Undorf, M. (2003). Quantitative Methoden in der Entwicklungspsychologie. In H. H. Uslucan & A. Born (Hrsg.), Studientexte Entwicklungspsychologie (pp. 293–321). Köln: Kölner Studien Verlag.