Dr. Franziska Ingendahl (née Schäfer)
Applied Cognitive Psychology
Working area(s)
Contact
franziska.ingendahl@tu-...
work +49 6151 16-23859
Work
S1|15 224
Alexanderstr. 10
64283
Darmstadt
- Metacognition and Metamemory
- Learning and memory
- Reactive effects of metacognitive judgments
| 2023 to 2025 | Doctor rerum naturalium (Dr. rer. nat.) in Psychology, Technical University of Darmstadt |
| 2022 to 2023 | Graduate student, Center for Doctoral Studies in Social and Behavioral Sciences, Graduate School of Economic and Social Sciences, University of Mannheim |
| 2020 to 2022 | Master of Science Psychology (Focus: Cognitive Psychology and Cognitive Neuroscience), Friedrich-Schiller-University Jena |
| 2017 to 2020 | Bachelor of Science Psychology, University of Mannheim |
| Since 12/2025 | Postdoctoral researcher, Research Group Applied Cognitive Psychology, Technical University of Darmstadt |
| 09/2023 to 05/2025 | Research associate in the project “Metacognition in Human-AI Interaction” (funded by the Forum Interdisciplinary Research, Technical University of Darmstadt) |
| 04/2023 to 11/2025 | Doctoral researcher, Research Group Applied Cognitive Psychology, Technical University of Darmstadt |
| 2021 | Research intern, Chair for Cognition and Perception, Eberhard Karls University Tübingen |
| 2018 to 2022 | Student research assistant, Chair for Cognition and Individual Differences, University of Mannheim |
| 2026 | Award for outstanding academic achievement for the best dissertation in the Department of Human Sciences awarded by the Association of Friends of the Technical University of Darmstadt (Vereinigung der Freunde der Technischen Universität zu Darmstadt e.V.) |
| 2024 | 3-year full doctoral scholarship awarded by the German Academic Scholarship Foundation (Studienstiftung des deutschen Volkes) |
| 2023 | Research Award of the Department of Human Sciences |
| 2023 | Travel grant of the German Academic Exchange Service (DAAD) |
| 2023 | Graduate Conference Award of the Psychonomic Society |
| 2022 | 1-year full scholarship for doctoral studies at the Center for Doctoral Studies in Social and Behavioral Sciences, Graduate School of Economic and Social Sciences, University of Mannheim |
| 2022 | TeaP selected Poster Award (together with Prof. M. Undorf) of the section General Psychology of the German Psychological Society (DGPs) |
| 2022 | Travel grant for female students of the Equal Opportunities Office, Friedrich-Schiller-University Jena |
Error on loading data
An error has occured when loading publications data from TUbiblio. Please try again later.
-
{{ year }}
-
; {{ creator.name.family }}, {{ creator.name.given }}{{ publication.title }}.
; {{ editor.name.family }}, {{ editor.name.given }} (eds.); ; {{ creator }} (Corporate Creator) ({{ publication.date.toString().substring(0,4) }}):
In: {{ publication.series }}, {{ publication.volume }}, In: {{ publication.book_title }}, In: {{ publication.publication }}, {{ publication.journal_volume}} ({{ publication.number }}), ppp. {{ publication.pagerange }}, {{ publication.place_of_pub }}, {{ publication.publisher }}, {{ publication.institution }}, {{ publication.event_title }}, {{ publication.event_location }}, {{ publication.event_dates }}, ISSN {{ publication.issn }}, e-ISSN {{ publication.eissn }}, ISBN {{ publication.isbn }}, DOI: {{ publication.doi.toString().replace('http://','').replace('https://','').replace('dx.doi.org/','').replace('doi.org/','').replace('doi.org','').replace("DOI: ", "").replace("doi:", "") }}, Official URL, {{ labels[publication.type]?labels[publication.type]:publication.type }}, {{ labels[publication.pub_sequence] }}, {{ labels[publication.doc_status] }} - […]
-
Number of items in this list: >{{ publicationsList.length }}
Only the {{publicationsList.length}} latest publications are displayed here.
2025
Ingendahl, F., Halamish, V., & Undorf, M. (2025, 9.-12.03.). Selected findings from a meta-analysis on reactivity to immediate judgments of learning. In S. Navarro-Báez & F. Ingendahl (Chairs), Metacognition and Metamemory II [Symposium]. 67th Conference of Experimental Psychologists (TeaP), Frankfurt (Main), Deutschland.
Ingendahl F., & Undorf, M. (2025, 20.-23.11.). Changes in Learning Strategies Contribute to Negative Reactivity of Immediate Judgments of Learning [Poster presentation]. 66th Annual Meeting of the Psychonomic Society, Denver, USA.
2024
Schäfer, F., & Undorf, M. (2024, 11.-13.09.). Learning Strategies Explain Negative Effects of Soliciting Judgments of Learning on Memory [Poster presentation]. 11th SIG 16 International Biennial Conference of the European Association for Research on Learning and In-struction (EARLI), Heidelberg, Germany.
Schäfer, F., & Undorf, M. (2024, 17.-20.03.). The role of learning strategies in reactivity of judgments of learning. In F. Schäfer & S.Navarro-Báez (Chairs), Recent Insights on the Basis, Accuracy, and Impact of Metacognitive Judgments [Symposium]. 66th Conference of Experimental Psychologists (TeaP), Regensburg Germany.
2023
Schäfer, F., & Undorf, M. (2023, 16.-19.11..). Making Judgments of Learning During Learning Does Not Affect Performance in Short-Answer and Multiple-Choice Tests [Poster presentation]. 64th Annual Meeting of the Psychonomic Society, San Francisco, USA.
Schäfer, F., & Undorf, M. (2023, 23.-26.03.). Assessing Metamemory Beliefs with Indirect Measures [Talk]. 65th Conference of Experimental Psychologists (TeaP), Trier, Germany.
2022
Schäfer, F., & Undorf, M. (2022, 24.06.). Making JOLs during learning does not affect performance in short-answer and multiple-choice tests. In D. Bryce (Chair), The basis, impact, and development of monitoring judgments: New experimental approaches in metamemory [Symposium]. 10th SIG 16 International Biennial Conference of the European Association for Research on Learning and Instruction (EARLI).
Schäfer, F., & Undorf, M. (2022, 20.-23.03.). Does Making Judgments of Learning Improve Performance for Educationally Relevant Material in Multiple-Choice and Short-Answer Tests? [Poster presentation]. 64th Conference of experimental psychologists (TeaP), Köln, Germany.
2021
Schäfer, F., & Undorf, M. (2021, 14.-17.03.). Positive and Negative Reactivity in Judgments of Learning: Shared or Distinct Mechanisms? [Poster presentation]. 63rd Conference of Experimental Psychologists (TeaP), Ulm, Germany.
Teaching
- Experimental Psychology (BSc Psychology: 03-03-0001): Summer term 2023, Summer term 2024, Summer term 2025
- Experimental Psychological Internship (BSc Psychology: 03-03-0007): Winter term 2023/2024, Winter term 2025/2026
Supervised theses
Bachelor theses
- Bai, M. (2024). Ein neuer Blick aufs Lernen? Wie persönliche Bedeutung und Judgments of Learning das Gedächtnis beeinflussen können.
- Gruber, L. (2024). Der Einfluss der Abgabe von Judgments of Learning auf das Lernen von Gebäude-Höhe-Paaren: Eine Untersuchung anhand visueller und numerischer Informationen.
- Hones, C. (2025). Die Rolle von Konkretheit für die Art der Reaktivität von Judgments of Learning für assoziierte und nicht assoziierte Wortpaare.
- Klingemann, M. (2025). Die Rolle von persönlicher Bedeutsamkeit beim Lernen für Reaktivität von Judgments of Learning.
- Mateen, F. (2025). 'Summarize in 10Words‘ – Metacognition and Trust Do Not Influence AI-Assisted Text Summarization Tasks.
- Plößer, L. (2026). Beeinflussen Lernstrategien die Reaktivität von Judgments of Learning? Eine Untersuchung zur kausalen Rolle von Strategieanweisungen beim Lernen.
- Rahnamaei, N. (2024). Reflektieren beim Lernen: Der Einfluss von Judgement of learning auf die Lernleistung mit bildungsrelevanten Materialien. Welche Relevanz haben Lernstrategien im Studium in diesem Zusammenhang?
- Remiorz, J. (2025). Die Changed-GoalHypothese: Wie Judgments of Learning die Priorisierung von Lernmaterialien beeinflussen.
- Scherer, L. N. (2024). Reflektieren beim Lernen: Der Einfluss von Judgement of learning auf die Lernleistung mit bil-dungsrelevanten Materialien. Welche Relevanz hat „actively open minded thinking“ in diesem Zusammenhang?
- Schwickert, L. (2025). Die Rolle von Gedächtnisleistung für die beobachtete Art der Reaktivität von Judgments of Learning.
- Stein, T. (2025). Verbesserung mentaleBilder die Gedächtnisleistung für nicht-assoziierte Wortpaare? Eine Untersuchungder negativen Reaktivität von Judgments-of-Learning.
- Wilch, H. C. (2025). Changed-Goal Hypothese und persönliche Bedeutsamkeit – Unterschiedet sich JOL Reaktivität hinsichtlich der persönlichen Relevanz der Lerninhalte?
- Witoszek, J. (2024). Beeinflussen Judgments of Learning mittels reaktiver Effekte das Gedächtnis beim Lernen bildungsrelevanter Inhalte? Eine Untersuchung am Beispiel von Stichwortdefinitionen.
Master theses
- Auer, S. (2024). Die Auswirkungen von Gamification auf den Lernerfolg: Eine Untersuchung der Quiz-App “StudyMate“.
- Herklotz, C. (2024). Lernen im organisationalen Weiterbildungskontext: eine Interviewstudie zu Zielen und der Nutzung von Metakognition.
- Kostova, S. (2025). Hängt die Art der Reaktivität mit der Assoziation der Wortpaare zusammen oder der Höhe der Gedächtnisleistung zusammen?