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

Mullet, H. G., et al. “Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately.” Journal of Applied Research in Memory and Cognition, vol. 3, no. 3, July 2014, pp. 222–29. Scopus, doi:10.1016/j.jarmac.2014.05.001. Full Text

Butler, A. C., et al. “Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom.” Educational Psychology Review, 2014.

Umanath, Sharda, et al. “Ageing and the Moses illusion: older adults fall for Moses but if asked directly, stick with Noah.Memory (Hove, England), vol. 22, no. 5, Jan. 2014, pp. 481–92. Epmc, doi:10.1080/09658211.2013.799701. Full Text

Slavinsky, J. P., et al. “Open online platforms advancing DSP education.” Icassp, Ieee International Conference on Acoustics, Speech and Signal Processing  Proceedings, Oct. 2013, pp. 8771–75. Scopus, doi:10.1109/ICASSP.2013.6639379. Full Text

Dunlosky, John, et al. “Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.Psychological Science in the Public Interest : A Journal of the American Psychological Society, vol. 14, no. 1, Jan. 2013, pp. 4–58. Epmc, doi:10.1177/1529100612453266. Full Text

Umanath, Sharda, and Elizabeth J. Marsh. “Aging and the memorial consequences of catching contradictions with prior knowledge.Psychology and Aging, vol. 27, no. 4, Dec. 2012, pp. 1033–38. Epmc, doi:10.1037/a0027242. Full Text

Marsh, E. J., et al. “Using Fictional Sources in the Classroom: Applications from Cognitive Psychology.” Educational Psychology Review, vol. 24, no. 3, Sept. 2012, pp. 449–69. Scopus, doi:10.1007/s10648-012-9204-0. Full Text

Butler, Andrew C., et al. “Inferring facts from fiction: reading correct and incorrect information affects memory for related information.Memory (Hove, England), vol. 20, no. 5, July 2012, pp. 487–98. Epmc, doi:10.1080/09658211.2012.682067. Full Text

Umanath, S., et al. “Positive and Negative Effects of Monitoring Popular Films for Historical Inaccuracies.” Applied Cognitive Psychology, vol. 26, no. 4, July 2012, pp. 556–67. Scopus, doi:10.1002/acp.2827. Full Text

Dunlosky, J., et al. “Improving students' learning and comprehension: Promising directions from cognitive and educational psychology.” Psychological Science in the Public Interest, 2012.