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
Fazio, LK, Huelser, BJ, Johnson, A, and Marsh, EJ. "Receiving right/wrong feedback: consequences for learning." Memory 18.3 (April 2010): 335-350. Full Text
Marsh, EJ, and Sink, HE. "Access to handouts of presentation slides during lecture: Consequences for learning." Applied Cognitive Psychology 24.5 (2010): 691-706. Full Text
Brown, AS, and Marsh, EJ. "DIGGING INTO DEJA VU: RECENT RESEARCH ON POSSIBLE MECHANISMS." PSYCHOLOGY OF LEARNING AND MOTIVATION: ADVANCES IN RESEARCH AND THEORY, VOL 53 53 (2010): 33-62. Full Text
Brown, AS, and Marsh, EJ. "Creating Illusions of Past Encounter Through Brief Exposure." PSYCHOLOGICAL SCIENCE 20.5 (May 2009): 534-538. Full Text
Marsh, EJ, Agarwal, PK, and Roediger, HL. "Memorial consequences of answering SAT II questions." J Exp Psychol Appl 15.1 (March 2009): 1-11. Full Text
Brown, AS, and Marsh, EJ. "Creating illusions of past encounter through brief exposure: Research report." Psychological Science 20.5 (2009): 534-538. Full Text
Fazio, LK, and Marsh, EJ. "Older, not younger, children learn more false facts from stories." Cognition 106.2 (February 2008): 1081-1089. Full Text
Fazio, LK, and Marsh, EJ. "Slowing presentation speed increases illusions of knowledge." Psychon Bull Rev 15.1 (February 2008): 180-185.
Fazio, LK, and Marsh, EJ. "Slowing presentation speed increases illusions of knowledge." Psychonomic Bulletin & Review 15 (2008): 181-185. (Academic Article)