Elizabeth J. Marsh

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

Butler, AC, Godbole, N, and Marsh, EJ. "Explanation feedback is better than correct answer feedback for promoting transfer of learning." Journal of Educational Psychology (2012). (Academic Article)

Umanath, S, and Marsh, EJ. "Understanding how prior knowledge influences memory in older adults (Submitted)." Perspectives on Psychological Science (2012). (Academic Article)

Wing, EA, Marsh, EJ, and Cabeza, R. "Neural correlates of retrieval-based memory enhancement: An fMRI study of the testing effect (Submitted)." Neuropsychologica (2012). (Academic Article)

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

Butler, AC, Fazio, LK, and Marsh, EJ. "The hypercorrection effect persists over a week, but high-confidence errors return." Psychon Bull Rev 18.6 (December 2011): 1238-1244. Full Text

Eslick, AN, Fazio, LK, and Marsh, EJ. "Ironic effects of drawing attention to story errors." Memory 19.2 (February 2011): 184-191. Full Text