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

Roediger, Henry L., and Elizabeth J. Marsh. “The positive and negative consequences of multiple-choice testing.Journal of Experimental Psychology. Learning, Memory, and Cognition, vol. 31, no. 5, Sept. 2005, pp. 1155–59. Epmc, doi:10.1037/0278-7393.31.5.1155. Full Text

Marsh, E. J., et al. “How eyewitnesses talk about events: Implications for memory.” Applied Cognitive Psychology, vol. 19, no. 5, July 2005, pp. 531–44. Scopus, doi:10.1002/acp.1095. Full Text

Marsh, Elizabeth J., et al. “Learning facts from fiction: effects of healthy aging and early-stage dementia of the Alzheimer type.Neuropsychology, vol. 19, no. 1, Jan. 2005, pp. 115–29. Epmc, doi:10.1037/0894-4105.19.1.115. Full Text

Marsh, Elizabeth J. “Story stimuli for creating false beliefs about the world.Behavior Research Methods, Instruments, & Computers : A Journal of the Psychonomic Society, Inc, vol. 36, no. 4, Nov. 2004, pp. 650–55. Epmc, doi:10.3758/bf03206546. Full Text

Marsh, Elizabeth J., and Gordon H. Bower. “The role of rehearsal and generation in false memory creation.Memory (Hove, England), vol. 12, no. 6, Nov. 2004, pp. 748–61. Epmc, doi:10.1080/09658210344000170. Full Text

Marsh, E. J., and B. Tversky. “Spinning the stories of our lives.” Applied Cognitive Psychology, vol. 18, no. 5, July 2004, pp. 491–503. Scopus, doi:10.1002/acp.1001. Full Text

Luminet, Olivier, et al. “The cognitive, emotional, and social impacts of the September 11 attacks: group differences in memory for the reception context and the determinants of flashbulb memory.The Journal of General Psychology, vol. 131, no. 3, July 2004, pp. 197–224. Epmc, doi:10.3200/genp.131.3.197-224. Full Text

Marsh, Elizabeth J., et al. “Part-set cuing effects in younger and older adults.Psychology and Aging, vol. 19, no. 1, Mar. 2004, pp. 134–44. Epmc, doi:10.1037/0882-7974.19.1.134. Full Text

Dudukovic, N. M., et al. “Telling a story or telling it straight: The effects of entertaining versus accurate retellings on memory.” Applied Cognitive Psychology, vol. 18, no. 2, Mar. 2004, pp. 125–43. Scopus, doi:10.1002/acp.953. Full Text

Marsh, Elizabeth J., et al. “Does test-induced priming play a role in the creation of false memories?Memory (Hove, England), vol. 12, no. 1, Jan. 2004, pp. 44–55. Epmc, doi:10.1080/09658210244000405. Full Text