Elizabeth J. Marsh
Professor of Psychology and Neuroscience and Associate Chair
Education & Training
Ph.D., Stanford University 1999
B.A., Drew University 1994
Overview
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.
Expertise
Memory, learning, knowledge, metacognition, education
Location
Contact
Links
Datta, Nandini, et al. “Meal skipping and cognition along a spectrum of restrictive eating.” Eat Behav, vol. 39, Dec. 2020, p. 101431. Pubmed, doi:10.1016/j.eatbeh.2020.101431. Full Text
Stanley, Matthew L., et al. “Structure-seeking as a psychological antecedent of beliefs about morality.” Journal of Experimental Psychology. General, vol. 149, no. 10, Oct. 2020, pp. 1908–18. Epmc, doi:10.1037/xge0000752. Full Text
Stanley, Matthew L., et al. “Cheaters claim they knew the answers all along.” Psychonomic Bulletin & Review, Sept. 2020. Epmc, doi:10.3758/s13423-020-01812-w. Full Text
Butler, A. C., et al. “Regaining access to marginal knowledge in a classroom setting.” Applied Cognitive Psychology, vol. 34, no. 5, Sept. 2020, pp. 1005–12. Scopus, doi:10.1002/acp.3679. Full Text
Brashier, Nadia M., et al. “An initial accuracy focus prevents illusory truth.” Cognition, vol. 194, Jan. 2020, p. 104054. Epmc, doi:10.1016/j.cognition.2019.104054. Full Text Open Access Copy
Brashier, Nadia M., and Elizabeth J. Marsh. “Judging Truth.” Annual Review of Psychology, vol. 71, Jan. 2020, pp. 499–515. Epmc, doi:10.1146/annurev-psych-010419-050807. Full Text
De Brigard, F., et al. “Remembering Possible Times: Memory for Details of Past, Future, and Counterfactual Simulations.” Psychology of Consciousness: Theory Research, and Practice, Jan. 2020. Scopus, doi:10.1037/cns0000220. Full Text
Fazio, L. K., and E. J. Marsh. “Retrieval-Based Learning in Children.” Current Directions in Psychological Science, vol. 28, no. 2, Apr. 2019, pp. 111–16. Scopus, doi:10.1177/0963721418806673. Full Text
Stanley, M. L., et al. “When the Unlikely Becomes Likely: Qualifying Language Does Not Influence Later Truth Judgments.” Journal of Applied Research in Memory and Cognition, vol. 8, no. 1, Mar. 2019, pp. 118–29. Scopus, doi:10.1016/j.jarmac.2018.08.004. Full Text
Marsh, E. J., and S. Rajaram. “The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition.” Journal of Applied Research in Memory and Cognition, vol. 8, no. 1, Mar. 2019, pp. 1–14. Scopus, doi:10.1016/j.jarmac.2018.11.001. Full Text
Pages
Marsh, E. J., and E. D. Eliseev. “Correcting student errors and misconceptions.” The Cambridge Handbook of Cognition and Education, 2019, pp. 437–59. Scopus, doi:10.1017/9781108235631.018. Full Text
Marsh, E. J., and K. M. Arnold. “Retelling experiences and writing essays how: Storytelling reflects and changes memory.” Representations in Mind and World: Essays Inspired by Barbara Tversky, 2017, pp. 137–55. Scopus, doi:10.4324/9781315169781. Full Text
Marsh, E. J., and H. G. Mullet. “Stories and movies can mislead.” False and Distorted Memories, 2016, pp. 87–101. Scopus, doi:10.4324/9781315736242. Full Text
Marsh, E. J., and L. K. Fazio. “Learning from fictional sources.” The Foundations of Remembering: Essays in Honor Of Henry L. Roediger, III, 2011, pp. 395–412. Scopus, doi:10.4324/9780203837672. Full Text
Roediger, H. L., et al. “Benefits of testing memory: Best practices and boundary conditions.” Current Issues in Applied Memory Research, 2009, pp. 13–49. Scopus, doi:10.4324/9780203869611. Full Text
Selected Grants
Aging and Finding Information: Using Google vs. Relying on Other People awarded by Google Inc. (Principal Investigator). 2015 to 2025
Effects of Aging on Episodic Memory-Dependent Decision Making awarded by National Institutes of Health (Co Investigator). 2018 to 2023
Advancing Artificial Intelligence for the Naval Domain awarded by Office of Naval Research (Co-Principal Investigator). 2018 to 2022
Leveraging Older Adults' Social Goals to Improve Memory and Strategy Use awarded by National Institutes of Health (Principal Investigator). 2018 to 2020
Exploring the potential of essay testing for improving memory and learning awarded by Department of Education (Principal Investigator). 2013 to 2019
Heuristics for Truth across the Lifespan awarded by American Psychological Foundation (Principal Investigator). 2017 to 2019
Heuristics for Truth across the Lifespan awarded by American Psychological Association (Principal Investigator). 2017 to 2018
DIP: Collaborative Research: A Personalized Cyberlearning System based on Cognitive Science awarded by National Science Foundation (Principal Investigator). 2011 to 2016
Building a better reader: Activating knowledge through retrieval awarded by Spencer Foundation (Principal Investigator). 2014 to 2016
Langford Lecture Award. Unknown. December 2010
