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

Fazio, Lisa K., and Elizabeth J. Marsh. “Older, not younger, children learn more false facts from stories.Cognition, vol. 106, no. 2, Feb. 2008, pp. 1081–89. Epmc, doi:10.1016/j.cognition.2007.04.012. Full Text

Fazio, Lisa K., and Elizabeth J. Marsh. “Slowing presentation speed increases illusions of knowledge.Psychonomic Bulletin & Review, vol. 15, no. 1, Feb. 2008, pp. 180–85. Epmc, doi:10.3758/pbr.15.1.180. Full Text

Brown, Alan S., and Elizabeth J. Marsh. “Evoking false beliefs about autobiographical experience.Psychonomic Bulletin & Review, vol. 15, no. 1, Feb. 2008, pp. 186–90. Epmc, doi:10.3758/pbr.15.1.186. Full Text

Fazio, L. K., and E. J. Marsh. “Slowing presentation speed increases illusions of knowledge.” Psychonomic Bulletin & Review, vol. 15, 2008, pp. 181–85.

Marsh, Elizabeth J., and Patrick O. Dolan. “Test-induced priming of false memories.Psychonomic Bulletin & Review, vol. 14, no. 3, June 2007, pp. 479–83. Epmc, doi:10.3758/bf03194093. Full Text

Marsh, Elizabeth J., et al. “The memorial consequences of multiple-choice testing.Psychonomic Bulletin & Review, vol. 14, no. 2, Apr. 2007, pp. 194–99. Epmc, doi:10.3758/bf03194051. Full Text

Marsh, E. J. “Retelling is not the same as recalling: Implications for memory.” Current Directions in Psychological Science, vol. 16, no. 1, Feb. 2007, pp. 16–20. Scopus, doi:10.1111/j.1467-8721.2007.00467.x. Full Text

Butler, A. C., et al. “When additional multiple-choice lures aid versus hinder later memory.” Applied Cognitive Psychology, vol. 20, no. 7, Nov. 2006, pp. 941–56. Scopus, doi:10.1002/acp.1239. Full Text

Marsh, Elizabeth J. “When does generation enhance memory for location?Journal of Experimental Psychology. Learning, Memory, and Cognition, vol. 32, no. 5, Sept. 2006, pp. 1216–20. Epmc, doi:10.1037/0278-7393.32.5.1216. Full Text

Marsh, Elizabeth J., and Lisa K. Fazio. “Learning errors from fiction: difficulties in reducing reliance on fictional stories.Memory & Cognition, vol. 34, no. 5, July 2006, pp. 1140–49. Epmc, doi:10.3758/bf03193260. Full Text