Elizabeth J. Marsh

Professor of Psychology and Neuroscience and Associate Chair

Education & Training

  • Ph.D., Stanford University 1999

  • B.A., Drew University 1994

Overview

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.

Expertise

Memory, learning, knowledge, metacognition, education

Brown, AS, Croft Caderao, K, Fields, LM, and Marsh, EJ. "Borrowing Personal Memories." Applied Cognitive Psychology 29.3 (May 2015): 471-477. Full Text Open Access Copy

Cantor, AD, Eslick, AN, Marsh, EJ, Bjork, RA, and Bjork, EL. "Multiple-choice tests stabilize access to marginal knowledge." Memory & cognition 43.2 (February 2015): 193-205. Full Text

Fazio, LK, Dolan, PO, and Marsh, EJ. "Learning misinformation from fictional sources: understanding the contributions of transportation and item-specific processing." Memory (Hove, England) 23.2 (January 2015): 167-177. Full Text

Mullet, HG, Umanath, S, and Marsh, EJ. "Recent study, but not retrieval, of knowledge protects against learning errors." Memory & cognition 42.8 (November 2014): 1239-1249. Full Text

Mullet, HG, Butler, AC, Verdin, B, von Borries, R, and Marsh, EJ. "Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately." Journal of Applied Research in Memory and Cognition 3.3 (September 2014): 222-229. Full Text

Mullet, HG, Butler, AC, Verdin, B, von Borries, R, and Marsh, EJ. "Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately." Journal of Applied Research in Memory and Cognition 3.3 (July 1, 2014): 222-229. Full Text

Butler, AC, Marsh, EJ, Slavinsky, JP, and Baraniuk, RG. "Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom." Educational Psychology Review 26.2 (June 2014): 331-340. Full Text

Umanath, S, Dolan, PO, and Marsh, EJ. "Ageing and the Moses Illusion: Older adults fall for Moses but if asked directly, stick with Noah." Memory 22.5 (January 1, 2014): 481-492. Full Text

Pages