Elizabeth J. Marsh

Elizabeth J. Marsh

Professor of Psychology and Neuroscience

External Address: 
212 Reuben-Cooke Building, Durham, NC 27708
Internal Office Address: 
Box 90086, Durham, NC 27708-0086


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.

Education & Training

  • Ph.D., Stanford University 1999

  • B.A., Drew University 1994

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

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

Arnold, K. M., et al. “Two routes to the same place: learning from quick closed-book essays versus open-book essays.” Journal of Cognitive Psychology, Jan. 2021. Scopus, doi:10.1080/20445911.2021.1903011. Full Text

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

De Brigard, F., et al. “Remembering possible times: Memory for details of past, future, and counterfactual simulations.Psychology of Consciousness: Theory Research, and Practice, vol. 7, no. 4, Jan. 2020, pp. 331–39. Scopus, doi:10.1037/cns0000220. 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

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