Elizabeth J. Marsh

Elizabeth J. Marsh

Professor of Psychology and Neuroscience

External Address: 
228 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

Stanley, Matthew L., et al. “Cheaters claim they knew the answers all along.Psychonomic Bulletin & Review, vol. 28, no. 1, Feb. 2021, pp. 341–50. Epmc, doi:10.3758/s13423-020-01812-w. 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, vol. 33, no. 3, Jan. 2021, pp. 229–46. Scopus, doi:10.1080/20445911.2021.1903011. Full Text Open Access Copy

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

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, vol. 7, no. 4, Jan. 2020, pp. 331–39. 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