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

Rajaram, S., and E. J. Marsh. “Cognition in the Internet Age: What are the Important Questions?Journal of Applied Research in Memory and Cognition, vol. 8, no. 1, Mar. 2019, pp. 46–49. Scopus, doi:10.1016/j.jarmac.2019.01.004. 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

Wang, Wei-Chun, et al. “Neural basis of goal-driven changes in knowledge activation.The European Journal of Neuroscience, vol. 48, no. 11, Dec. 2018, pp. 3389–96. Epmc, doi:10.1111/ejn.14196. Full Text

Wang, Wei-Chun, et al. “Knowledge supports memory retrieval through familiarity, not recollection.Neuropsychologia, vol. 113, May 2018, pp. 14–21. Epmc, doi:10.1016/j.neuropsychologia.2018.01.019. Full Text

Butler, Andrew C., et al. “Retrieving and applying knowledge to different examples promotes transfer of learning.Journal of Experimental Psychology. Applied, vol. 23, no. 4, Dec. 2017, pp. 433–46. Epmc, doi:10.1037/xap0000142. Full Text

Marsh, E. J., and B. W. Yang. “A Call to Think Broadly about Information Literacy.” Journal of Applied Research in Memory and Cognition, vol. 6, no. 4, Dec. 2017, pp. 401–04. Scopus, doi:10.1016/j.jarmac.2017.09.012. Full Text

Marsh, Elizabeth J. “Family Matters: Measuring Impact Through One's Academic Descendants.Perspectives on Psychological Science : A Journal of the Association for Psychological Science, vol. 12, no. 6, Nov. 2017, pp. 1130–32. Epmc, doi:10.1177/1745691617719759. Full Text

Brashier, Nadia M., et al. “Competing cues: Older adults rely on knowledge in the face of fluency.Psychology and Aging, vol. 32, no. 4, June 2017, pp. 331–37. Epmc, doi:10.1037/pag0000156. Full Text

Arnold, Kathleen M., et al. “Understanding the cognitive processes involved in writing to learn.Journal of Experimental Psychology. Applied, vol. 23, no. 2, June 2017, pp. 115–27. Epmc, doi:10.1037/xap0000119. Full Text

Cantor, Allison D., and Elizabeth J. Marsh. “Expertise effects in the Moses illusion: detecting contradictions with stored knowledge.Memory (Hove, England), vol. 25, no. 2, Feb. 2017, pp. 220–30. Epmc, doi:10.1080/09658211.2016.1152377. Full Text