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

Bottoms, Hayden C., et al. “Memory and the Moses illusion: failures to detect contradictions with stored knowledge yield negative memorial consequences.Memory (Hove, England), vol. 18, no. 6, Aug. 2010, pp. 670–78. Epmc, doi:10.1080/09658211.2010.501558. Full Text

Marsh, E. J., and H. E. Sink. “Access to handouts of presentation slides during lecture: Consequences for learning.” Applied Cognitive Psychology, vol. 24, no. 5, July 2010, pp. 691–706. Scopus, doi:10.1002/acp.1579. Full Text

Fazio, Lisa K., et al. “Memorial consequences of multiple-choice testing on immediate and delayed tests.Memory & Cognition, vol. 38, no. 4, June 2010, pp. 407–18. Epmc, doi:10.3758/mc.38.4.407. Full Text

Fazio, Lisa K., and Elizabeth J. Marsh. “Correcting false memories.Psychological Science, vol. 21, no. 6, June 2010, pp. 801–03. Epmc, doi:10.1177/0956797610371341. Full Text

Fazio, Lisa K., et al. “Receiving right/wrong feedback: consequences for learning.Memory (Hove, England), vol. 18, no. 3, Apr. 2010, pp. 335–50. Epmc, doi:10.1080/09658211003652491. Full Text

Brown, A. S., and E. J. Marsh. Digging into Déjà Vu: Recent Research on Possible Mechanisms. Vol. 53, no. C, Jan. 2010, pp. 33–62. Scopus, doi:10.1016/S0079-7421(10)53002-0. Full Text

Brown, Alan S., and Elizabeth J. Marsh. “Creating illusions of past encounter through brief exposure.Psychological Science, vol. 20, no. 5, May 2009, pp. 534–38. Epmc, doi:10.1111/j.1467-9280.2009.02337.x. Full Text

Marsh, Elizabeth J., et al. “Memorial consequences of answering SAT II questions.Journal of Experimental Psychology. Applied, vol. 15, no. 1, Mar. 2009, pp. 1–11. Epmc, doi:10.1037/a0014721. Full Text

Fazio, Lisa K., and Elizabeth J. Marsh. “Surprising feedback improves later memory.Psychonomic Bulletin & Review, vol. 16, no. 1, Feb. 2009, pp. 88–92. Epmc, doi:10.3758/pbr.16.1.88. Full Text

Barber, Sarah J., et al. “Fact learning: how information accuracy, delay, and repeated testing change retention and retrieval experience.Memory (Hove, England), vol. 16, no. 8, Nov. 2008, pp. 934–46. Epmc, doi:10.1080/09658210802360603. Full Text