2026

Ingendahl, F., & Undorf, M. (2026). Instructed learning strategy use eliminates negative reactivity of immediate judgments of learning. Psychonomic Bulletin & Review, 33, 47. https://doi.org/10.3758/s13423-025-02844-w

Janson, M. P., Wissel, S., Ingendahl, F., & Undorf, M. (2026). Judgments of learning in the wild: Establishing ecological validity with an intelligent tutoring system in a field study. Learning and Instruction, 103, 102293. https://doi.org/10.1016/j.learninstruc.2025.102293

Patrick, Z., Mann, R., Hillman, C. H., Jung, M., Hayes, S. M., Miller, S. E., Undorf, M., Heffernan, K., & Loprinzi, P. (2026). The moderating effects of individual differences in baseline episodic memory on acute exercise benefits in memory. Memory & Cognition. https://doi.org/10.3758/s13421-025-01833-7

2025

Bröder, A., Navarro-Báez, S., & Undorf, M. (2025). Reducing cheap talk? How monetary incentives affect the accuracy of metamemory judgments. Memory & Cognition, 0123456789. https://doi.org/10.3758/s13421-024-01679-5

Bröder, A., Undorf, M., & Gututui, M. (2025). A combinatorial set of 3,125 cartoon characters based on five attributes for research on categorization, judgment, decision-making, and memory with adults and children. Behavior Research Methods, 57, 244. https://doi.org/10.3758/s13428-025-02758-4

Eberhart, J., Ingendahl, F., & Bryce D. (2025). Are metacognition interventions in young children effective? Evidence from a series of meta-analyses. Metacognition and Learning, 20(1), 7. https://doi.org/10.1007/s11409-024-09405-x

Ingendahl, F., Halamish, V., & Undorf, M. (2025). Do immediate judgments of learning alter memory performance? A meta-analytical review. Psychological Bulletin, 151(7), 892–929. https://doi.org/10.1037/bul0000487

Ingendahl, F., & Undorf, M. (2025). Changes in learning strategies contribute to negative reactivity of immediate judgments of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. https://doi.org/10.1037/xlm0001475

Pisch, F., Undorf, M., Rossmann, V., Ingendahl, F., & Jussupow, E. (2025). Collaborating with LLM-based chatbots can reduce prosociality. International Conference on Information Systems 2025, 12. https://aisel.aisnet.org/icis2025/hti/hti/12/

2024

Ingendahl, M.*, Ingendahl, F.*, Woitzel, J., Alves, H., & Undorf, M. (2024). Bridging the gap between metamemory and attitude formation: Judgments of learning predict evaluative conditioning above and beyond memory. Collabra: Psychology 10(1), 117689. https://doi.org/10.1525/collabra.117689

Loprinzi, P. D., Jung, M., & Undorf, M. (2024). The association between physical activity and memory interference. Psychological Research 88, 2280-2291. https://doi.org/10.1007/s00426-024-02021-z

Navarro-Báez, S., Undorf, M., & Bröder, A. (2024). Predicting the memorability of scene pictures: Improved accuracy through one’s own experience. Quarterly Journal of Experimental Psychology, 00(0), 1-20. https://doi.org/10.1177/17470218241239829

Ingendahl, F., & Undorf, M. (2024). 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, 13(1), 113-123.https://doi.org/10.1037/mac0000113

Undorf, M., Ingendahl, F., & Halamish, V. (2024). Making immediate judgments of learning either enhances or impairs memory: Evidence from 17 experiments with related and unrelated word pairs. Collabra: Psychology, 10(1), 117108. https://doi.org/10.1525/collabra.117108

2023

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, 1–10. https://doi.org/10.1037/xlm0001174

* geteilte Erstautorenschaft