Elizabeth J. Marsh
Professor of Psychology and Neuroscience
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.
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.