Elizabeth J. Marsh

Professor of Psychology and Neuroscience and Associate Chair

Education & Training

  • Ph.D., Stanford University 1999

  • B.A., Drew University 1994


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.


Memory, learning, knowledge, metacognition, education

Slavinsky, JP, Davenport, KJ, Butler, AC, Marsh, EJ, and Baraniuk, RG. "Open online platforms advancing DSP education." ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings (October 18, 2013): 8771-8775. Full Text

Wing, EA, Marsh, EJ, and Cabeza, R. "Neural correlates of retrieval-based memory enhancement: An fMRI study of the testing effect." Neuropsychologia 51.12 (2013): 2360-2370. Full Text

Dunlosky, J, Rawson, KA, Marsh, EJ, Nathan, MJ, and Willingham, DT. "Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology." Psychological Science in the Public Interest, Supplement 14.1 (2013): 4-58. Full Text

Umanath, S, and Marsh, EJ. "Aging and the memorial consequences of catching contradictions with prior knowledge." Psychol Aging 27.4 (December 2012): 1033-1038. Full Text

Goswick, AE, Mullet, HG, and Marsh, EJ. "Suggestibility from stories: Can production difficulties and source monitoring explain a developmental reversal?." Journal of Cognition and Development (2012). (Academic Article)

Umanath, S, Butler, AC, and Marsh, EJ. "Positive and Negative Effects of Monitoring Popular Films for Historical Inaccuracies." Applied Cognitive Psychology 26.4 (2012): 556-567. Full Text

Umanath, S, Butler, AC, and Marsh, EJ. "Using popular films to enhance classroom learning: Mnemonic effects of monitoring misinformation." Applied Cognitive Psychology 26 (2012): 556-567. (Academic Article)

Marsh, EJ, Butler, AC, and Umanath, S. "Using Fictional Sources in the Classroom: Applications from Cognitive Psychology." Educational Psychology Review 24.3 (2012): 449-469. Full Text

Marsh, EJ, Fazio, LK, and Goswick, AE. "Memorial consequences of testing school-aged children." Memory 20.8 (2012): 899-906. Full Text