Franziska Ingendahl (née Schäfer) M.Sc.
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
| Since 2022 | Ph.D. student in Psychology, University of Mannheim and 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 09/2023 | Research associate in the project “Metacognition in Human-AI Interaction” (funded by the Forum Interdisciplinary Research, Technical University of Darmstadt) |
| Since 04/2023 | 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 |
| 2024 | 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 |
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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.
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]. 65th 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
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.
- Mateen, F. (2025). 'Summarize in 10Words‘ – Metacognition and Trust Do Not Influence AI-Assisted Text SummarizationTasks.
- 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?
- Stein, T. (2025). Verbesserung mentaleBilder die Gedächtnisleistung für nicht-assoziierte Wortpaare? Eine Untersuchungder negativen Reaktivität von Judgments-of-Learning.
- 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.