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
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, Edelman, G, and Bower, GH. "Demonstrations of a generation effect in context memory." Memory and Cognition 29.6 (2001): 798-805.
Tversky, B, and Marsh, EJ. "Biased Retellings of Events Yield Biased Memories." Cognitive Psychology 40.1 (2000): 1-38. Full Text
Marsh, EJ, and Bower, GH. "Applied Aspects of Source Monitoring." Cognitive Technology 4 (1999): 4-17. (Academic Article)