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Academic and Professional Career
Academic Career
2009 Dr. rer. soc. (Ph.D.), University of Mannheim (advisor: Edgar Erdfelder) 2005 Diploma (MA) in Psychology, University of Mannheim Professional Career
since 2017 Margarete von Wrangell-Felow (Junior research group leader) 2017 Visiting Scholar, Technion – Israel Institute of Technology, Haifa, Israel 2015 – 2017 Leader of the project “Metamemory and processing fluency” funded by the Deutsche Forschungsgemeinschaft (Modul Eigene Stelle, UN 245/1-1) 2009 – 2015 Post-doctoral research & teaching assistant, Psychology III, University of Mannheim 2006 – 2009 Research & teaching assistant, Psychology III, University of Mannheim -
Awards and Prizes
2020 Heinz Maier-Leibnitz Prize 2020, awarded by the German Research Foundation and the Federal Ministry of Education and Research in recognition of outstanding achievements 2020 Designation as a Rising Star in the Association for Psychological Science (APS) 2018 Poster award, 60th Conference of Experimental Psychologists TeaP (together with Malte Zimdahl) 2015 Psychonomic Society Clifford T. Morgan Best Article Award 2015 for the best paper published in Memory & Cognition 2015 Teaching award for the best seminar in the academic year 2014/2015, University of Mannheim 2006 Otto-Selz Award for the best MA thesis in Psychology, University of Mannheim -
Funding
2019 Travel grant, German Academic Exchange Service 2018 Research grant, German Research Foundation (DFG, UN 345/2-1, duration 3 years), together with Professor Arndt Bröder 2017 Research grant with a temporary position for principal investigators, German Research Foundation (DFG, UN 345/1-3, position transformed into funding for a doctoral student, duration 2 years) 2017 Margarete von Wrangell Fellowship, State of Baden-Württemberg and European Social Fund (duration 5 years) 2016–2017 Starter Grant, University of Mannheim Research Fund, together with Dr. Anke Söllner 2016–2018 Fellow in Fast Track Program of the Robert Bosch Foundation 2015 Research grant with a temporary position for principal investigators, German Research Foundation (DFG, UN 345/1-1, duration 2 years) 2013 Postdoctoral autonomy grant, University of Mannheim 2011 Travel grant, German Academic Exchange Service -
Publications
2021
- Undorf, M., Livneh, I. & Ackerman, R. (2021). Metacognitive control processes in question answering: Help seeking and withholding answers. Metacognition and Learning (forthcoming).
2020
- 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. https://doi.org/10.1027/2151-2604/a000429
- 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(Article 1250), 1–12. https://doi.org/10.3389/fpsyg.2020.01250
- 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. https://doi.org/10.1521/soco.2020.38.5.447
- Tatz, J., Undorf, M. & Peynircioglu, Z. F. (2020). Effect of impoverished information on multisensory integration in judgments of learning. Journal of Experimental Psychology. Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0000953
- Undorf, M. (2020). Fluency illusions in metamemory. In A. M. Cleary (eds.), Memory quirks : the study of odd phenomena in memory (S. 150–174). New York, NY ; London: Routledge, Taylor & Francis.
- 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(Article 107176). https://doi.org/10.1016/j.nlm.2020.107176
- Undorf, M. & Bröder, A. (2020). Cue integration in metamemory judgements is strategic. Quarterly Journal of Experimental Psychology : QJEP, 73(4), 629–642. https://doi.org/10.1177/1747021819882308
- Undorf, M. & Halamish, V. (2020). New methods and questions in metamemory research. Zeitschrift für Psychologie, 228(4), 231–232. https://doi.org/10.1027/2151-2604/a000420
- 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(Article 101295). https://doi.org/10.1016/j.learninstruc.2019.101295
2019
- Bröder, A. & Undorf, M. (2019). Metamemory viewed through the judgment lens. Acta Psychologica, 197, 153–165. https://doi.org/10.1016/j.actpsy.2019.04.011
- Bröder, A. & Undorf, M. (2019). Using the lens model to analyze metacognitive judgments of learning. The Brunswik Society Newsletter, 34, 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(1), 97–109. https://doi.org/10.1037/xlm0000571
2018
- Koriat, A., Adiv-Mashinsky, S., Undorf, M. & Schwarz, N. (2018). The prototypical majority effect under social influence. Personality and Social Psychology Bulletin : PSPB, 44(5), 670–683. https://doi.org/10.1177/0146167217744527
- Kuhlmann, B. G. & Undorf, M. (2018). Is all metamemory monitoring spared from aging? A dual-process examination. Psychology and Aging, 33(8), 1152–1167. https://doi.org/10.1037/pag0000318
- Undorf, M., Söllner, A. & Bröder, A. (2018). Simultaneous utilization of multiple cues in judgments of learning. Memory & Cognition, 46(4), 507–519. https://doi.org/10.3758/s13421-017-0780-6
2017
- Undorf, M. & Ackerman, R. (2017). The puzzle of study time allocation for the most challenging items. Psychonomic Bulletin & Review : PB&R, 24(6), 2003–2011. https://doi.org/10.3758/s13423-017-1261-4
- Undorf, M. & Zander, T. (2017). Intuition and metacognition : The effect of semantic coherence on judgments of learning. Psychonomic Bulletin & Review : PB&R, 24(4), 1217–1224. https://doi.org/10.3758/s13423-016-1189-0
- 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 : JML, 92, 293–304. https://doi.org/10.1016/j.jml.2016.07.003
2016
- 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. https://doi.org/10.1037/xlm0000207
2015
- 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. https://doi.org/10.3758/s13421-014-0479-x
2013
- Undorf, M. & Erdfelder, E. (2013). Separation of encoding fluency and item difficulty effects on judgements of learning. Quarterly Journal of Experimental Psychology : QJEP, 66(10), 2060–2072. https://doi.org/10.1080/17470218.2013.777751
2011
- 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. https://doi.org/10.1037/a0023719
2010
- Undorf, M. (2010). Metagedächtnis und Lernen . Berlin: Logos Verlag.
2007
- Erdfelder, E., Cüpper, L., Auer, T.-S. & Undorf, M. (2007). The four-states model of memory retrieval experiences. Zeitschrift für Psychologie, 215(1), 61–71.
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Research Interests and Projects
Current Projects
- Metacognition viewed through the judgment lens, Deutsche Forschungsgemeinschaft (DFG, UN 345/2-1), together with Prof. Dr. Arndt Bröder, University of Mannheim
- The diminishing criterion model as a comprehensive model of metacognitive regulation of effort, Israel Science Foundation, International Cooperation Grant (Individual Research Grant No. 234/18), PI: Prof. Dr. Rakefet Ackerman, Technion – Israel Institute of Technology, Haifa, Israel
- Metamemory and processing fluency, funded by German Research Foundation (DFG, UN 345/1-3)
- Margarete von Wrangell-Fellowship (Financing junior research group leader position, State of Baden-Württemberg and European Social Fund)
Completed Projects
- Metamemory and processing fluency, funded by German Research Foundation (DFG, UN 345/1-1)
- Combining research on judgment and decision making with research on metacognition: A new perspective on metacognitive judgments (Anschubfinanzierung, Forschungsfonds der Universität Mannheim), 2016–2017 as project leader together with Dr. Anke Söllner
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Reviewer activity
- Editor of the special issue „Monitoring Memory: Accuracy, Causes, and Consequences“ in Zeitschrift fuer Psychologie (Issue 2, 2021), together with Prof. Dr. Vered Halamish, Bar-Ilan University, Israel
- Editor of the special issue „New Directions in Metamemory Research“ in Zeitschrift für Psychologie (Issue 4, 2020), together with Prof. Dr. Vered Halamish, Bar-Ilan University, Israel
- Membership in the editorial boards of Journal of Cognitive Psychology; Journal of Experimental Psychology: Learning, Memory, and Cognition; Metacognition and Learning; Zeitschrift fuer Psychologie
- Reviewer for scientific journals: Acta Psychologica; Advances in Cognitive Psychology; Australian Journal of Psychology; Cognition and Emotion; Consciousness and Cognition; Experimental Psychology; Frontiers in Psychology; Journal of Applied Research in Memory and Cognition; Journal of Cognitive Psychology; Journal of Experimental Psychology: Learning, Memory, and Cognition; Journal of General Psychology; Journal of Memory and Language; Learning and Instruction; Memory; Memory & Cognition; New Ideas in Psychology; Open Psychology; PLOS ONE; Psychological Reports; Psychonomic Bulletin & Review; Quarterly Journal of Experimental Psychology; Studies in Educational Evaluation; Zeitschrift für Psychologie
- Reviewer for requests for research funding: Deutsche Forschungsgemeinschaft, National Science Centre Poland