Elizabeth J. Marsh
Professor of Psychology and Neuroscience
Why do people sometimes erroneously think that Toronto is the capital of Canada or that raindrops are teardrop-shaped? How is it that a word or fact can be “just out of reach” and unavailable? What changes, if anything, when you read a novel or watch a movie that contradicts real life? Have you ever listened to a conversation only to realize that the speaker is telling your story as if it were their own personal memory? Why do some listeners fail to notice when a politician makes a blatantly incorrect statement? These questions may seem disparate on the surface, but they are related problems, and reflect my broad interests in learning and memory, and the processes that make memory accurate in some cases but erroneous in others. This work is strongly rooted in Cognitive Psychology, but also intersects with Social Psychology, Developmental Psychology, and Education.
Current Appointments & Affiliations
- Professor of Psychology and Neuroscience, Psychology & Neuroscience, Trinity College of Arts & Sciences 2016
- Chair of Psychology and Neuroscience, Psychology & Neuroscience, Trinity College of Arts & Sciences 2021
- Faculty Network Member of the Duke Institute for Brain Sciences, Duke Institute for Brain Sciences, University Institutes and Centers 2011
Contact Information
- 228 Reuben-Cooke Building, Durham, NC 27708
- Box 90086, Durham, NC 27708-0086
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emarsh@psych.duke.edu
(919) 660-5796
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Marsh Memory Lab
- Background
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Education, Training, & Certifications
- Ph.D., Stanford University 1999
- B.A., Drew University 1994
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Previous Appointments & Affiliations
- Associate Chair in the Department of Psychology and Neuroscience, Psychology & Neuroscience, Trinity College of Arts & Sciences 2014 - 2020
- Associate Professor in the Department of Psychology and Neuroscience, Psychology & Neuroscience, Trinity College of Arts & Sciences 2010 - 2016
- Assistant Professor of Psychology and Neuroscience, Psychology & Neuroscience, Trinity College of Arts & Sciences 2006 - 2010
- Assistant Professor of Psychological and Brain Sciences, Duke Institute for Brain Sciences, University Institutes and Centers 2003 - 2006
- Recognition
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In the News
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JAN 17, 2023 Office of Faculty Advancement -
MAY 1, 2022 Duke Research Blog
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Awards & Honors
- Langford Lecture Award. Unknown. December 2010
- Expertise
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Subject Headings
- Research
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Selected Grants
- Aging and Finding Information: Using Google vs. Relying on Other People awarded by Google Inc. 2015 - 2025
- Advancing Artificial Intelligence for the Naval Domain awarded by Office of Naval Research 2018 - 2023
- When are pictures worth a thousand words? Debunking misinformation with images awarded by American Psychological Association 2022 - 2023
- Effects of Aging on Episodic Memory-Dependent Decision Making awarded by National Institutes of Health 2018 - 2023
- Leveraging Older Adults' Social Goals to Improve Memory and Strategy Use awarded by National Institutes of Health 2018 - 2020
- Exploring the potential of essay testing for improving memory and learning awarded by Department of Education 2013 - 2019
- Heuristics for Truth across the Lifespan awarded by American Psychological Foundation 2017 - 2019
- Heuristics for Truth across the Lifespan awarded by American Psychological Association 2017 - 2018
- DIP: Collaborative Research: A Personalized Cyberlearning System based on Cognitive Science awarded by National Science Foundation 2011 - 2016
- Building a better reader: Activating knowledge through retrieval awarded by Spencer Foundation 2014 - 2016
- Publications & Artistic Works
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Selected Publications
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Academic Articles
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Stanley, Matthew L., Peter S. Whitehead, Elizabeth J. Marsh, and Paul Seli. “Prior exposure increases judged truth even during periods of mind wandering.” Psychonomic Bulletin & Review 29, no. 5 (October 2022): 1997–2007. https://doi.org/10.3758/s13423-022-02101-4.Full Text
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Yang, B. W., A. R. Stone, and E. J. Marsh. “Asymmetry in belief revision.” Applied Cognitive Psychology 36, no. 5 (September 1, 2022): 1072–82. https://doi.org/10.1002/acp.3991.Full Text
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Taylor, Morgan K., and Elizabeth J. Marsh. “Predicting others' knowledge in younger and older adulthood.” Psychonomic Bulletin & Review 29, no. 3 (June 2022): 943–53. https://doi.org/10.3758/s13423-021-02036-2.Full Text
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Whitehead, Peter S., Amanda Zamary, and Elizabeth J. Marsh. “Transfer of category learning to impoverished contexts.” Psychonomic Bulletin & Review 29, no. 3 (June 2022): 1035–44. https://doi.org/10.3758/s13423-021-02031-7.Full Text
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Yang, Brenda W., Samantha A. Deffler, and Elizabeth J. Marsh. “A comparison of memories of fiction and autobiographical memories.” Journal of Experimental Psychology. General 151, no. 5 (May 2022): 1089–1106. https://doi.org/10.1037/xge0001125.Full Text
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Stanley, M. L., P. S. Whitehead, and E. J. Marsh. “The cognitive processes underlying false beliefs.” Journal of Consumer Psychology 32, no. 2 (April 1, 2022): 359–69. https://doi.org/10.1002/jcpy.1289.Full Text
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McDaniel, Mark A., Elizabeth J. Marsh, and Reshma Gouravajhala. “Individual Differences in Structure Building: Impacts on Comprehension and Learning, Theoretical Underpinnings, and Support for Less Able Structure Builders.” Perspectives on Psychological Science : A Journal of the Association for Psychological Science 17, no. 2 (March 2022): 385–406. https://doi.org/10.1177/17456916211000716.Full Text
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Eliseev, Emmaline Drew, and Elizabeth J. Marsh. “Externalizing autobiographical memories in the digital age.” Trends in Cognitive Sciences 25, no. 12 (December 2021): 1072–81. https://doi.org/10.1016/j.tics.2021.08.005.Full Text
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Yang, Brenda, Samantha A. Deffler, and Elizabeth J. Marsh. “A Comparison of Memories of Fiction and Autobiographical Memories,” July 14, 2021. https://doi.org/10.31234/osf.io/58kpb.Full Text
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Yang, B. W., C. Vargas Restrepo, M. L. Stanley, and E. J. Marsh. “Truncating Bar Graphs Persistently Misleads Viewers.” Journal of Applied Research in Memory and Cognition 10, no. 2 (June 1, 2021): 298–311. https://doi.org/10.1016/j.jarmac.2020.10.002.Full Text
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Datta, Nandini, Tatyana Bidopia, Samir Datta, Gaurie Mittal, Franca Alphin, Beate M. Herbert, Elizabeth J. Marsh, Gavan J. Fitzsimons, Timothy J. Strauman, and Nancy L. Zucker. “Internal states and interoception along a spectrum of eating disorder symptomology.” Physiol Behav 230 (March 1, 2021): 113307. https://doi.org/10.1016/j.physbeh.2020.113307.Full Text Link to Item
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Stanley, M. L., M. K. Taylor, and E. J. Marsh. “Cultural Identity Changes the Accessibility of Knowledge.” Journal of Applied Research in Memory and Cognition 10, no. 1 (March 1, 2021): 44–54. https://doi.org/10.1016/j.jarmac.2020.07.008.Full Text
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Stanley, Matthew L., Alexandria R. Stone, and Elizabeth J. Marsh. “Cheaters claim they knew the answers all along.” Psychonomic Bulletin & Review 28, no. 1 (February 2021): 341–50. https://doi.org/10.3758/s13423-020-01812-w.Full Text
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Arnold, K. M., E. D. Eliseev, A. R. Stone, M. A. McDaniel, and E. J. Marsh. “Two routes to the same place: learning from quick closed-book essays versus open-book essays.” Journal of Cognitive Psychology 33, no. 3 (January 1, 2021): 229–46. https://doi.org/10.1080/20445911.2021.1903011.Full Text Open Access Copy
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Datta, Nandini, Tatyana Bidopia, Samir Datta, Gaurie Mittal, Franca Alphin, Elizabeth J. Marsh, Gavan J. Fitzsimons, Timothy J. Strauman, and Nancy L. Zucker. “Meal skipping and cognition along a spectrum of restrictive eating.” Eat Behav 39 (December 2020): 101431. https://doi.org/10.1016/j.eatbeh.2020.101431.Full Text Link to Item
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Stanley, Matthew L., Elizabeth J. Marsh, and Aaron C. Kay. “Structure-seeking as a psychological antecedent of beliefs about morality.” Journal of Experimental Psychology. General 149, no. 10 (October 2020): 1908–18. https://doi.org/10.1037/xge0000752.Full Text
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Butler, A. C., A. C. Black-Maier, K. Campbell, E. J. Marsh, and A. M. Persky. “Regaining access to marginal knowledge in a classroom setting.” Applied Cognitive Psychology 34, no. 5 (September 1, 2020): 1005–12. https://doi.org/10.1002/acp.3679.Full Text
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Brashier, Nadia M., Emmaline Drew Eliseev, and Elizabeth J. Marsh. “An initial accuracy focus prevents illusory truth.” Cognition 194 (January 2020): 104054. https://doi.org/10.1016/j.cognition.2019.104054.Full Text Open Access Copy
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Brashier, Nadia M., and Elizabeth J. Marsh. “Judging Truth.” Annual Review of Psychology 71 (January 2020): 499–515. https://doi.org/10.1146/annurev-psych-010419-050807.Full Text
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De Brigard, F., B. Gessell, B. W. Yang, G. Stewart, and E. J. Marsh. “Remembering possible times: Memory for details of past, future, and counterfactual simulations.” Psychology of Consciousness: Theory Research, and Practice 7, no. 4 (January 1, 2020): 331–39. https://doi.org/10.1037/cns0000220.Full Text
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Yang, Brenda, Camila Vargas Restrepo, and Matthew Stanley. “Truncating Bar Graphs Persistently Misleads Viewers,” September 18, 2019. https://doi.org/10.31234/osf.io/7aq4h.Full Text
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Fazio, L. K., and E. J. Marsh. “Retrieval-Based Learning in Children.” Current Directions in Psychological Science 28, no. 2 (April 1, 2019): 111–16. https://doi.org/10.1177/0963721418806673.Full Text
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Marsh, E. J., and S. Rajaram. “The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition.” Journal of Applied Research in Memory and Cognition 8, no. 1 (March 1, 2019): 1–14. https://doi.org/10.1016/j.jarmac.2018.11.001.Full Text
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Rajaram, S., and E. J. Marsh. “Cognition in the Internet Age: What are the Important Questions?” Journal of Applied Research in Memory and Cognition 8, no. 1 (March 1, 2019): 46–49. https://doi.org/10.1016/j.jarmac.2019.01.004.Full Text
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Stanley, M. L., B. W. Yang, and E. J. Marsh. “When the Unlikely Becomes Likely: Qualifying Language Does Not Influence Later Truth Judgments.” Journal of Applied Research in Memory and Cognition 8, no. 1 (March 1, 2019): 118–29. https://doi.org/10.1016/j.jarmac.2018.08.004.Full Text
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Wang, Wei-Chun, Nadia M. Brashier, Erik A. Wing, Elizabeth J. Marsh, and Roberto Cabeza. “Neural basis of goal-driven changes in knowledge activation.” The European Journal of Neuroscience 48, no. 11 (December 2018): 3389–96. https://doi.org/10.1111/ejn.14196.Full Text
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Wang, Wei-Chun, Nadia M. Brashier, Erik A. Wing, Elizabeth J. Marsh, and Roberto Cabeza. “Knowledge supports memory retrieval through familiarity, not recollection.” Neuropsychologia 113 (May 2018): 14–21. https://doi.org/10.1016/j.neuropsychologia.2018.01.019.Full Text
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Butler, Andrew C., Allison C. Black-Maier, Nathaniel D. Raley, and Elizabeth J. Marsh. “Retrieving and applying knowledge to different examples promotes transfer of learning.” Journal of Experimental Psychology. Applied 23, no. 4 (December 2017): 433–46. https://doi.org/10.1037/xap0000142.Full Text
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Marsh, E. J., and B. W. Yang. “A Call to Think Broadly about Information Literacy.” Journal of Applied Research in Memory and Cognition 6, no. 4 (December 1, 2017): 401–4. https://doi.org/10.1016/j.jarmac.2017.09.012.Full Text
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Marsh, Elizabeth J. “Family Matters: Measuring Impact Through One's Academic Descendants.” Perspectives on Psychological Science : A Journal of the Association for Psychological Science 12, no. 6 (November 2017): 1130–32. https://doi.org/10.1177/1745691617719759.Full Text
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Arnold, Kathleen M., Sharda Umanath, Kara Thio, Walter B. Reilly, Mark A. McDaniel, and Elizabeth J. Marsh. “Understanding the cognitive processes involved in writing to learn.” Journal of Experimental Psychology. Applied 23, no. 2 (June 2017): 115–27. https://doi.org/10.1037/xap0000119.Full Text
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Brashier, Nadia M., Sharda Umanath, Roberto Cabeza, and Elizabeth J. Marsh. “Competing cues: Older adults rely on knowledge in the face of fluency.” Psychology and Aging 32, no. 4 (June 2017): 331–37. https://doi.org/10.1037/pag0000156.Full Text
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Cantor, Allison D., and Elizabeth J. Marsh. “Expertise effects in the Moses illusion: detecting contradictions with stored knowledge.” Memory (Hove, England) 25, no. 2 (February 2017): 220–30. https://doi.org/10.1080/09658211.2016.1152377.Full Text
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Arnold, K. M., D. B. Daniel, J. L. Jensen, M. A. Mcdaniel, and E. J. Marsh. “Structure Building Predicts Grades in College Psychology and Biology.” Applied Cognitive Psychology 30, no. 3 (May 1, 2016): 454–59. https://doi.org/10.1002/acp.3226.Full Text
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Wang, Wei-Chun, Nadia M. Brashier, Erik A. Wing, Elizabeth J. Marsh, and Roberto Cabeza. “On Known Unknowns: Fluency and the Neural Mechanisms of Illusory Truth.” Journal of Cognitive Neuroscience 28, no. 5 (May 2016): 739–46. https://doi.org/10.1162/jocn_a_00923.Full Text
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Mullet, Hillary G., and Elizabeth J. Marsh. “Correcting false memories: Errors must be noticed and replaced.” Memory & Cognition 44, no. 3 (April 2016): 403–12. https://doi.org/10.3758/s13421-015-0571-x.Full Text
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Marsh, E. J., A. D. Cantor, and N. M. Brashier. “Believing that Humans Swallow Spiders in Their Sleep: False Beliefs as Side Effects of the Processes that Support Accurate Knowledge.” Psychology of Learning and Motivation Advances in Research and Theory 64 (January 1, 2016): 93–132. https://doi.org/10.1016/bs.plm.2015.09.003.Full Text
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Fazio, Lisa K., Nadia M. Brashier, B Keith Payne, and Elizabeth J. Marsh. “Knowledge does not protect against illusory truth.” Journal of Experimental Psychology. General 144, no. 5 (October 2015): 993–1002. https://doi.org/10.1037/xge0000098.Full Text
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Deffler, Samantha A., Alan S. Brown, and Elizabeth J. Marsh. “Judging the familiarity of strangers: does the context matter?” Psychonomic Bulletin & Review 22, no. 4 (August 2015): 1041–47. https://doi.org/10.3758/s13423-014-0769-0.Full Text
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Brown, A. S., K. Croft Caderao, L. M. Fields, and E. J. Marsh. “Borrowing Personal Memories.” Applied Cognitive Psychology 29, no. 3 (May 1, 2015): 471–77. https://doi.org/10.1002/acp.3130.Full Text Open Access Copy
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Cantor, Allison D., Andrea N. Eslick, Elizabeth J. Marsh, Robert A. Bjork, and Elizabeth Ligon Bjork. “Multiple-choice tests stabilize access to marginal knowledge.” Memory & Cognition 43, no. 2 (February 2015): 193–205. https://doi.org/10.3758/s13421-014-0462-6.Full Text
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Fazio, Lisa K., Patrick O. Dolan, and Elizabeth J. Marsh. “Learning misinformation from fictional sources: understanding the contributions of transportation and item-specific processing.” Memory (Hove, England) 23, no. 2 (January 2015): 167–77. https://doi.org/10.1080/09658211.2013.877146.Full Text
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Mullet, Hillary G., Sharda Umanath, and Elizabeth J. Marsh. “Recent study, but not retrieval, of knowledge protects against learning errors.” Memory & Cognition 42, no. 8 (November 2014): 1239–49. https://doi.org/10.3758/s13421-014-0437-7.Full Text
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Mullet, H. G., A. C. Butler, B. Verdin, R. von Borries, and E. J. Marsh. “Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately.” Journal of Applied Research in Memory and Cognition 3, no. 3 (July 1, 2014): 222–29. https://doi.org/10.1016/j.jarmac.2014.05.001.Full Text
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Butler, A. C., E. J. Marsh, J. P. Slavinsky, and R. G. Baraniuk. “Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom.” Educational Psychology Review, 2014.
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Umanath, Sharda, Patrick O. Dolan, and Elizabeth J. Marsh. “Ageing and the Moses illusion: older adults fall for Moses but if asked directly, stick with Noah.” Memory (Hove, England) 22, no. 5 (January 2014): 481–92. https://doi.org/10.1080/09658211.2013.799701.Full Text
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Slavinsky, J. P., K. J. Davenport, A. C. Butler, E. J. Marsh, and R. G. Baraniuk. “Open online platforms advancing DSP education.” Icassp, Ieee International Conference on Acoustics, Speech and Signal Processing Proceedings, October 18, 2013, 8771–75. https://doi.org/10.1109/ICASSP.2013.6639379.Full Text
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Dunlosky, John, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham. “Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.” Psychological Science in the Public Interest : A Journal of the American Psychological Society 14, no. 1 (January 2013): 4–58. https://doi.org/10.1177/1529100612453266.Full Text
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Umanath, Sharda, and Elizabeth J. Marsh. “Aging and the memorial consequences of catching contradictions with prior knowledge.” Psychology and Aging 27, no. 4 (December 2012): 1033–38. https://doi.org/10.1037/a0027242.Full Text
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Marsh, E. J., A. C. Butler, and S. Umanath. “Using Fictional Sources in the Classroom: Applications from Cognitive Psychology.” Educational Psychology Review 24, no. 3 (September 1, 2012): 449–69. https://doi.org/10.1007/s10648-012-9204-0.Full Text
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Butler, Andrew C., Nancy A. Dennis, and Elizabeth J. Marsh. “Inferring facts from fiction: reading correct and incorrect information affects memory for related information.” Memory (Hove, England) 20, no. 5 (July 2012): 487–98. https://doi.org/10.1080/09658211.2012.682067.Full Text
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Umanath, S., A. C. Butler, and E. J. Marsh. “Positive and Negative Effects of Monitoring Popular Films for Historical Inaccuracies.” Applied Cognitive Psychology 26, no. 4 (July 1, 2012): 556–67. https://doi.org/10.1002/acp.2827.Full Text
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Butler, A. C., N. Godbole, and E. J. Marsh. “Explanation feedback is better than correct answer feedback for promoting transfer of learning.” Journal of Educational Psychology, 2012.
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Marsh, Elizabeth J., Jeffrey P. Lozito, Sharda Umanath, Elizabeth L. Bjork, and Robert A. Bjork. “Using verification feedback to correct errors made on a multiple-choice test.” Memory (Hove, England) 20, no. 6 (January 2012): 645–53. https://doi.org/10.1080/09658211.2012.684882.Full Text
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Marsh, Elizabeth J., Lisa K. Fazio, and Anna E. Goswick. “Memorial consequences of testing school-aged children.” Memory (Hove, England) 20, no. 8 (January 2012): 899–906. https://doi.org/10.1080/09658211.2012.708757.Full Text
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Umanath, S., A. C. Butler, and E. J. Marsh. “Using popular films to enhance classroom learning: Mnemonic effects of monitoring misinformation.” Applied Cognitive Psychology 26 (2012): 556–67.
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Umanath, S., and E. J. Marsh. “Understanding how prior knowledge influences memory in older adults (Submitted).” Perspectives on Psychological Science, 2012.
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Wing, E. A., E. J. Marsh, and R. Cabeza. “Neural correlates of retrieval-based memory enhancement: An fMRI study of the testing effect (Submitted).” Neuropsychologica, 2012.
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Dunlosky, J., K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham. “Improving students' learning and comprehension: Promising directions from cognitive and educational psychology.” Psychological Science in the Public Interest, 2012.
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Fazio, L. K., S. J. Barber, S. Rajaram, P. A. Ornstein, and E. J. Marsh. “Creating illusions of knowledge: Learning errors that contradict prior knowledge.” Journal of Experimental Psychology: General, 2012.
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Goswick, A. E., H. G. Mullet, and E. J. Marsh. “Suggestibility from stories: Can production difficulties and source monitoring explain a developmental reversal?” Journal of Cognition and Development, 2012.
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Butler, Andrew C., Lisa K. Fazio, and Elizabeth J. Marsh. “The hypercorrection effect persists over a week, but high-confidence errors return.” Psychonomic Bulletin & Review 18, no. 6 (December 2011): 1238–44. https://doi.org/10.3758/s13423-011-0173-y.Full Text
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Eslick, Andrea N., Lisa K. Fazio, and Elizabeth J. Marsh. “Ironic effects of drawing attention to story errors.” Memory (Hove, England) 19, no. 2 (February 2011): 184–91. https://doi.org/10.1080/09658211.2010.543908.Full Text
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Bottoms, Hayden C., Andrea N. Eslick, and Elizabeth J. Marsh. “Memory and the Moses illusion: failures to detect contradictions with stored knowledge yield negative memorial consequences.” Memory (Hove, England) 18, no. 6 (August 2010): 670–78. https://doi.org/10.1080/09658211.2010.501558.Full Text
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Marsh, E. J., and H. E. Sink. “Access to handouts of presentation slides during lecture: Consequences for learning.” Applied Cognitive Psychology 24, no. 5 (July 1, 2010): 691–706. https://doi.org/10.1002/acp.1579.Full Text
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Fazio, Lisa K., Pooja K. Agarwal, Elizabeth J. Marsh, and Henry L. Roediger. “Memorial consequences of multiple-choice testing on immediate and delayed tests.” Memory & Cognition 38, no. 4 (June 2010): 407–18. https://doi.org/10.3758/mc.38.4.407.Full Text
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Fazio, Lisa K., and Elizabeth J. Marsh. “Correcting false memories.” Psychological Science 21, no. 6 (June 2010): 801–3. https://doi.org/10.1177/0956797610371341.Full Text
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Fazio, Lisa K., Barbie J. Huelser, Aaron Johnson, and Elizabeth J. Marsh. “Receiving right/wrong feedback: consequences for learning.” Memory (Hove, England) 18, no. 3 (April 2010): 335–50. https://doi.org/10.1080/09658211003652491.Full Text
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Brown, A. S., and E. J. Marsh. “Digging into Déjà Vu: Recent Research on Possible Mechanisms” 53, no. C (January 1, 2010): 33–62. https://doi.org/10.1016/S0079-7421(10)53002-0.Full Text
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Brown, Alan S., and Elizabeth J. Marsh. “Creating illusions of past encounter through brief exposure.” Psychological Science 20, no. 5 (May 2009): 534–38. https://doi.org/10.1111/j.1467-9280.2009.02337.x.Full Text
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Marsh, Elizabeth J., Pooja K. Agarwal, and Henry L. Roediger. “Memorial consequences of answering SAT II questions.” Journal of Experimental Psychology. Applied 15, no. 1 (March 2009): 1–11. https://doi.org/10.1037/a0014721.Full Text
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Fazio, Lisa K., and Elizabeth J. Marsh. “Surprising feedback improves later memory.” Psychonomic Bulletin & Review 16, no. 1 (February 2009): 88–92. https://doi.org/10.3758/pbr.16.1.88.Full Text
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Barber, Sarah J., Suparna Rajaram, and Elizabeth J. Marsh. “Fact learning: how information accuracy, delay, and repeated testing change retention and retrieval experience.” Memory (Hove, England) 16, no. 8 (November 2008): 934–46. https://doi.org/10.1080/09658210802360603.Full Text
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Brown, Alan S., and Elizabeth J. Marsh. “Evoking false beliefs about autobiographical experience.” Psychonomic Bulletin & Review 15, no. 1 (February 2008): 186–90. https://doi.org/10.3758/pbr.15.1.186.Full Text
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Fazio, Lisa K., and Elizabeth J. Marsh. “Older, not younger, children learn more false facts from stories.” Cognition 106, no. 2 (February 2008): 1081–89. https://doi.org/10.1016/j.cognition.2007.04.012.Full Text
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Fazio, Lisa K., and Elizabeth J. Marsh. “Slowing presentation speed increases illusions of knowledge.” Psychonomic Bulletin & Review 15, no. 1 (February 2008): 180–85. https://doi.org/10.3758/pbr.15.1.180.Full Text
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Fazio, L. K., and E. J. Marsh. “Slowing presentation speed increases illusions of knowledge.” Psychonomic Bulletin & Review 15 (2008): 181–85.
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Marsh, Elizabeth J., and Patrick O. Dolan. “Test-induced priming of false memories.” Psychonomic Bulletin & Review 14, no. 3 (June 2007): 479–83. https://doi.org/10.3758/bf03194093.Full Text
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Marsh, Elizabeth J., Henry L. Roediger, Robert A. Bjork, and Elizabeth L. Bjork. “The memorial consequences of multiple-choice testing.” Psychonomic Bulletin & Review 14, no. 2 (April 2007): 194–99. https://doi.org/10.3758/bf03194051.Full Text
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Marsh, E. J. “Retelling is not the same as recalling: Implications for memory.” Current Directions in Psychological Science 16, no. 1 (February 1, 2007): 16–20. https://doi.org/10.1111/j.1467-8721.2007.00467.x.Full Text
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Butler, A. C., E. J. Marsh, M. K. Goode, and H. L. Roediger. “When additional multiple-choice lures aid versus hinder later memory.” Applied Cognitive Psychology 20, no. 7 (November 1, 2006): 941–56. https://doi.org/10.1002/acp.1239.Full Text
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Marsh, Elizabeth J. “When does generation enhance memory for location?” Journal of Experimental Psychology. Learning, Memory, and Cognition 32, no. 5 (September 2006): 1216–20. https://doi.org/10.1037/0278-7393.32.5.1216.Full Text
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Marsh, Elizabeth J., and Lisa K. Fazio. “Learning errors from fiction: difficulties in reducing reliance on fictional stories.” Memory & Cognition 34, no. 5 (July 2006): 1140–49. https://doi.org/10.3758/bf03193260.Full Text
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Roediger, Henry L., and Elizabeth J. Marsh. “The positive and negative consequences of multiple-choice testing.” Journal of Experimental Psychology. Learning, Memory, and Cognition 31, no. 5 (September 2005): 1155–59. https://doi.org/10.1037/0278-7393.31.5.1155.Full Text
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Marsh, E. J., B. Tversky, and M. Hutson. “How eyewitnesses talk about events: Implications for memory.” Applied Cognitive Psychology 19, no. 5 (July 1, 2005): 531–44. https://doi.org/10.1002/acp.1095.Full Text
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Marsh, Elizabeth J., David A. Balota, and Henry L. Roediger. “Learning facts from fiction: effects of healthy aging and early-stage dementia of the Alzheimer type.” Neuropsychology 19, no. 1 (January 2005): 115–29. https://doi.org/10.1037/0894-4105.19.1.115.Full Text
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Marsh, Elizabeth J. “Story stimuli for creating false beliefs about the world.” Behavior Research Methods, Instruments, & Computers : A Journal of the Psychonomic Society, Inc 36, no. 4 (November 2004): 650–55. https://doi.org/10.3758/bf03206546.Full Text
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Marsh, Elizabeth J., and Gordon H. Bower. “The role of rehearsal and generation in false memory creation.” Memory (Hove, England) 12, no. 6 (November 2004): 748–61. https://doi.org/10.1080/09658210344000170.Full Text
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Luminet, Olivier, Antonietta Curci, Elizabeth J. Marsh, Ineke Wessel, Ticu Constantin, Faruk Gencoz, and Masao Yogo. “The cognitive, emotional, and social impacts of the September 11 attacks: group differences in memory for the reception context and the determinants of flashbulb memory.” The Journal of General Psychology 131, no. 3 (July 2004): 197–224. https://doi.org/10.3200/genp.131.3.197-224.Full Text
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Marsh, E. J., and B. Tversky. “Spinning the stories of our lives.” Applied Cognitive Psychology 18, no. 5 (July 1, 2004): 491–503. https://doi.org/10.1002/acp.1001.Full Text
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Dudukovic, N. M., E. J. Marsh, and B. Tversky. “Telling a story or telling it straight: The effects of entertaining versus accurate retellings on memory.” Applied Cognitive Psychology 18, no. 2 (March 1, 2004): 125–43. https://doi.org/10.1002/acp.953.Full Text
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Marsh, Elizabeth J., Patrick O. Dolan, David A. Balota, and Henry L. Roediger. “Part-set cuing effects in younger and older adults.” Psychology and Aging 19, no. 1 (March 2004): 134–44. https://doi.org/10.1037/0882-7974.19.1.134.Full Text
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Marsh, Elizabeth J., Kathleen B. McDermott, and Henry L. Roediger. “Does test-induced priming play a role in the creation of false memories?” Memory (Hove, England) 12, no. 1 (January 2004): 44–55. https://doi.org/10.1080/09658210244000405.Full Text
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Marsh, E. J., M. L. Meade, and H. L. Roediger. “Learning facts from fiction.” Journal of Memory and Language 49, no. 4 (January 1, 2003): 519–36. https://doi.org/10.1016/S0749-596X(03)00092-5.Full Text
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Marsh, E. J., G. Edelman, and G. H. Bower. “Demonstrations of a generation effect in context memory.” Memory & Cognition 29, no. 6 (September 2001): 798–805. https://doi.org/10.3758/bf03196409.Full Text
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Tversky, B., and E. J. Marsh. “Biased retellings of events yield biased memories.” Cognitive Psychology 40, no. 1 (February 2000): 1–38. https://doi.org/10.1006/cogp.1999.0720.Full Text
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Marsh, E. J., and G. H. Bower. “Applied Aspects of Source Monitoring.” Cognitive Technology 4 (1999): 4–17.
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Book Sections
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Roediger, H. L., P. K. Agarwal, S. H. K. Kang, and E. J. Marsh. “Benefits of testing memory: Best practices and boundary conditions.” In Current Issues in Memory: Memory Research in the Public Interest, 360–95, 2021. https://doi.org/10.4324/9781003106715-22.Full Text
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Brown, A. S., L. M. Fields, K. C. Cadero, M. Chmielewski, D. Denman, and E. J. Marsh. “Autobiographical editing: Revising our personal past.” In Memory Quirks: The Study of Odd Phenomena in Memory, 3–19, 2020.
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Marsh, E. J., and B. W. Yang. “Broadening the autobiographical record to include memories of fiction.” In Memory Quirks: The Study of Odd Phenomena in Memory, 32–46, 2020.
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Marsh, E. J., and M. L. Stanley. “False beliefs: Byproducts of an adaptive knowledge base?” In The Psychology of Fake News: Accepting, Sharing, and Correcting Misinformation, 131–46, 2020. https://doi.org/10.4324/9780429295379-10.Full Text
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Marsh, Elizabeth, and Emmaline Drew. “Correcting Student Errors and Misconceptions.” In The Cambridge Handbook of Cognition and Education. Cambridge University Press, 2019.Link to Item
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Marsh, E. J., and K. M. Arnold. “Retelling experiences and writing essays how: Storytelling reflects and changes memory.” In Representations in Mind and World: Essays Inspired by Barbara Tversky, 137–55, 2017. https://doi.org/10.4324/9781315169781.Full Text
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Marsh, E. J., and H. G. Mullet. “Stories and movies can mislead.” In False and Distorted Memories, 87–101, 2016. https://doi.org/10.4324/9781315736242.Full Text
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Marsh, E. J., and L. K. Fazio. “Learning from fictional sources.” In The Foundations of Remembering: Essays in Honor Of Henry L. Roediger, III, 395–412, 2011. https://doi.org/10.4324/9780203837672.Full Text
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Roediger, H. L., P. K. Agarwal, S. H. K. Kang, and E. J. Marsh. “Benefits of testing memory: Best practices and boundary conditions.” In Current Issues in Applied Memory Research, 13–49, 2009. https://doi.org/10.4324/9780203869611.Full Text
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Roediger, H. L., P. K. Agarwal, S. H. K. Kang, and E. J. Marsh. “Benefits of testing memory: Best practices and boundary conditions.” In Current Issues in Applied Memory Research, 13–49, 2009. https://doi.org/10.4324/9780203869611-10.Full Text
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Marsh, E. J., A. N. Eslick, and L. K. Fazio. “False memories.” In Learning and Memory: A Comprehensive Reference, 221–38, 2007. https://doi.org/10.1016/B978-012370509-9.00144-3.Full Text
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- Teaching & Mentoring
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Recent Courses
- PSY 724S: Survey of Current Topics in Psychology and Neuroscience II 2023
- PSY 723S: Survey of Current Topics in Psychology and Neuroscience I 2022
- PSY 764S: Psychology and Neuroscience First Year Seminar II 2022
- PSY 763S: Psychology and Neuroscience First Year Seminar I 2021
- PSY 765S: Psychology and Neuroscience Grant Writing 2021
- Scholarly, Clinical, & Service Activities
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Presentations & Appearances
- Correcting student misconceptions: Linking the laboratory and the classroom. November 1, 2013 2013
- Acquiring Misconceptions: The role of Knowledge neglect. October 1, 2013 2013
- Cognition in the Classroom: _x000B_Connecting Cognitive Psychology with Educational Practice. October 1, 2013 2013
- Acquiring Misconceptions: The role of Knowledge Neglect. June 1, 2013 2013
- Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. May 1, 2013 2013
- Illusions of Knowledge. April 1, 2013 2013
- A Discussion of Age Differences_x000B_ in Suggestibility. March 1, 2013 2013
- Accessibility of Prior Knowledge and Susceptibility to Semantic Illusions. November 1, 2012 2012
- Aging and Reduced Suggestibility: The Role of Prior Knowledge. November 1, 2012 2012
- Prior Knowledge Must Be Evaluated to Protect Against Illusory Truth Effects. November 1, 2012 2012
- Retrieval Variability Promotes Superior Transfer of Learning. November 1, 2012 2012
- Learning from Multiple-choice Tests. September 27, 2012 2012
- Correcting Student Errors. March 1, 2012 2012
- Creating Illusions of Knowledge: Learning Errors that Contradict Prior Knowledge. November 4, 2011 2011
- Don't I Know You? Exploring How Context Affects the Perceived Familiarity of Strangers. November 4, 2011 2011
- Inferring Facts From Fiction: Reading Correct and Incorrect Information Affects Memory for Related Information.. November 4, 2011 2011
- Learning From Fiction: Error Detection in Younger and Older Adults. November 4, 2011 2011
- Retelling Versus Recalling: The Effects of Rehearsal On Qualitative Aspects of Autobiographical Memory. November 4, 2011 2011
- Using Feedback To Correct Students’ Misconceptions. May 28, 2011 2011
- Illusions of Knowledge. December 1, 2010 2010
- The effects of multiple-choice tseting and feedback on school-aged children. November 19, 2010 2010
- Ironic effects of drawing attention to story facts. November 18, 2010 2010
- The hypercorrection effect persists over a week, but high confidence errors return. November 18, 2010 2010
- Cognition in the classroom: Applying Cognitive Psychology to education. November 1, 2010 2010
- Illusions of Knowledge. November 1, 2010 2010
- Increasing the complexity of the feedback message promotes superior transfer of learning. March 1, 2010 2010
- Knowledge Neglect. March 1, 2010 2010
- Memorial consequences of failures to monitor and control access to prior knowledge. January 1, 2010 2010
- Error prevalence affects detection in the moses illusion paradigm. November 21, 2009 2009
- Persistence of the hypercorrection effect. November 20, 2009 2009
- Prior knowledge does not protect against illusory truth effects. November 20, 2009 2009
- Illusions of Knowledge. October 28, 2009 2009
- Memorial consequences of multiple-choice testing in school-aged children. October 17, 2009 2009
- Teaching readers to read critically. May 23, 2009 2009
- Knowledge neglect: Memorial consequences of failures to detect contradictions with stored knowledge. May 22, 2009 2009
- Illusions of Knowledge. February 28, 2009 2009
- Detecting Contradictions with Stored Knowledge. February 7, 2009 2009
- Illusions of knowledge in children and adults. January 28, 2009 2009
- Ironic Effects Of Story Reading. November 15, 2008 2008
- Multiple Choice Tests Improve Access to Marginal Knowledge. November 14, 2008 2008
- Using Feedback to Correct Mistakes Made on a Multiple-Choice Test. November 14, 2008 2008
- Memorial Consequences of Multiple-choice testing. April 18, 2008 2008
- Illusions of Knowledge. February 29, 2008 2008
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Outreach & Engaged Scholarship
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Service to the Profession
- Participant. Faculty Short Course on Improving Departmental Climate. Duke Office of Faculty Advancement & Duke Office of Institutional Equity. August 2, 2021 - August 5, 2021 2021
- Consulting Editor : Educational Psychology Review. 2013 2013
- Reviewer : National Science Foundation, Cyberlearning. December 18, 2012 2012
- Reviewer : National Science Foundation, REESE. December 18, 2012 2012
- Associate Editor : Journal of Experimental Psychology: Learning, Memory, & Cognition. 2011 2011
- Consulting Editor : Perspectives on Psychological Science. 2011 2011
- Editorial Board : Journal of Experimental Psychology: Learning, Memory, & Cognition. 2010 - 2011 2010 - 2011
- President : Southeastern Workers in Memory (SWIM). 2009 2009
Some information on this profile has been compiled automatically from Duke databases and external sources. (Our About page explains how this works.) If you see a problem with the information, please write to Scholars@Duke and let us know. We will reply promptly.
