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

Marsh, EJ, Tversky, B, and Hutson, M. "How eyewitnesses talk about events: Implications for memory." Applied Cognitive Psychology 19.5 (2005): 531-544. Full Text

Marsh, EJ. "Story stimuli for creating false beliefs about the world." Behav Res Methods Instrum Comput 36.4 (November 2004): 650-655.

Marsh, EJ, Dolan, PO, Balota, DA, and Roediger, HL. "Part-set cuing effects in younger and older adults." Psychol Aging 19.1 (March 2004): 134-144. Full Text

Marsh, EJ, McDermott, KB, and Roediger, HL. "Does test-induced priming play a role in the creation of false memories?." Memory 12.1 (January 2004): 44-55. Full Text

Marsh, EJ, and Tversky, B. "Spinning the stories of our lives." Applied Cognitive Psychology 18.5 (2004): 491-503. Full Text

Dudukovic, NM, Marsh, EJ, and Tversky, B. "Telling a story or telling it straight: The effects of entertaining versus accurate retellings on memory." Applied Cognitive Psychology 18.2 (2004): 125-143. Full Text

Luminet, O, Curci, A, Marsh, EJ, Wessel, I, Constantin, T, Gencoz, F, and Yogo, M. "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." Journal of General Psychology 131.3 (2004): 197-224.

Marsh, EJ, and Bower, GH. "The role of rehearsal and generation in false memory creation." Memory 12.6 (2004): 748-761. Full Text

Marsh, EJ, Meade, ML, and III, HLR. "Learning facts from fiction." Journal of Memory and Language 49.4 (2003): 519-536. Full Text

Marsh, EJ, Edelman, G, and Bower, GH. "Demonstrations of a generation effect in context memory." Memory and Cognition 29.6 (2001): 798-805.