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.
Butler, A. C., et al. “Explanation feedback is better than correct answer feedback for promoting transfer of learning.” Journal of Educational Psychology, 2012.
Marsh, Elizabeth J., et al. “Memorial consequences of testing school-aged children.” Memory (Hove, England), vol. 20, no. 8, Jan. 2012, pp. 899–906. Epmc, doi:10.1080/09658211.2012.708757. Full Text
Umanath, S., et al. “Using popular films to enhance classroom learning: Mnemonic effects of monitoring misinformation.” Applied Cognitive Psychology, vol. 26, 2012, pp. 556–67.
Marsh, Elizabeth J., et al. “Using verification feedback to correct errors made on a multiple-choice test.” Memory (Hove, England), vol. 20, no. 6, Jan. 2012, pp. 645–53. Epmc, doi:10.1080/09658211.2012.684882. Full Text
Fazio, L. K., et al. “Creating illusions of knowledge: Learning errors that contradict prior knowledge.” Journal of Experimental Psychology: General, 2012.
Wing, E. A., et al. “Neural correlates of retrieval-based memory enhancement: An fMRI study of the testing effect (Submitted).” Neuropsychologica, 2012.
Umanath, S., and E. J. Marsh. “Understanding how prior knowledge influences memory in older adults (Submitted).” Perspectives on Psychological Science, 2012.
Dunlosky, J., et al. “Improving students' learning and comprehension: Promising directions from cognitive and educational psychology.” Psychological Science in the Public Interest, 2012.
Butler, Andrew C., et al. “The hypercorrection effect persists over a week, but high-confidence errors return.” Psychonomic Bulletin & Review, vol. 18, no. 6, Dec. 2011, pp. 1238–44. Epmc, doi:10.3758/s13423-011-0173-y. Full Text
Eslick, Andrea N., et al. “Ironic effects of drawing attention to story errors.” Memory (Hove, England), vol. 19, no. 2, Feb. 2011, pp. 184–91. Epmc, doi:10.1080/09658211.2010.543908. Full Text