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
Phone: 
919.660.5796

Overview

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

Selected Grants

Aging and Finding Information: Using Google vs. Relying on Other People awarded by Google Inc. (Principal Investigator). 2015 to 2025

When are pictures worth a thousand words? Debunking misinformation with images awarded by American Psychological Association (Principal Investigator). 2022 to 2023

Effects of Aging on Episodic Memory-Dependent Decision Making awarded by National Institutes of Health (Co Investigator). 2018 to 2023

Advancing Artificial Intelligence for the Naval Domain awarded by Office of Naval Research (Co-Principal Investigator). 2018 to 2022

Leveraging Older Adults' Social Goals to Improve Memory and Strategy Use awarded by National Institutes of Health (Principal Investigator). 2018 to 2020

Exploring the potential of essay testing for improving memory and learning awarded by Department of Education (Principal Investigator). 2013 to 2019

Heuristics for Truth across the Lifespan awarded by American Psychological Foundation (Principal Investigator). 2017 to 2019

Heuristics for Truth across the Lifespan awarded by American Psychological Association (Principal Investigator). 2017 to 2018

DIP: Collaborative Research: A Personalized Cyberlearning System based on Cognitive Science awarded by National Science Foundation (Principal Investigator). 2011 to 2016

Building a better reader: Activating knowledge through retrieval awarded by Spencer Foundation (Principal Investigator). 2014 to 2016

Roediger, H. L., et al. “Benefits of testing memory: Best practices and boundary conditions.” Current Issues in Memory: Memory Research in the Public Interest, 2021, pp. 360–95. Scopus, doi:10.4324/9781003106715-22. Full Text

Brown, A. S., et al. “Autobiographical editing: Revising our personal past.” Memory Quirks: The Study of Odd Phenomena in Memory, 2020, pp. 3–19.

Marsh, E. J., and B. W. Yang. “Broadening the autobiographical record to include memories of fiction.” Memory Quirks: The Study of Odd Phenomena in Memory, 2020, pp. 32–46.

Marsh, E. J., and M. L. Stanley. “False beliefs: Byproducts of an adaptive knowledge base?The Psychology of Fake News: Accepting, Sharing, and Correcting Misinformation, 2020, pp. 131–46. Scopus, doi:10.4324/9780429295379-10. Full Text

Marsh, Elizabeth, and Emmaline Drew. “Correcting Student Errors and Misconceptions.” The Cambridge Handbook of Cognition and Education, Cambridge University Press, 2019.

Marsh, E. J., and K. M. Arnold. “Retelling experiences and writing essays how: Storytelling reflects and changes memory.” Representations in Mind and World: Essays Inspired by Barbara Tversky, 2017, pp. 137–55. Scopus, doi:10.4324/9781315169781. Full Text

Marsh, E. J., and H. G. Mullet. “Stories and movies can mislead.” False and Distorted Memories, 2016, pp. 87–101. Scopus, doi:10.4324/9781315736242. Full Text

Marsh, E. J., and L. K. Fazio. “Learning from fictional sources.” The Foundations of Remembering: Essays in Honor Of Henry L. Roediger, III, 2011, pp. 395–412. Scopus, doi:10.4324/9780203837672. Full Text

Roediger, H. L., et al. “Benefits of testing memory: Best practices and boundary conditions.” Current Issues in Applied Memory Research, 2009, pp. 13–49. Scopus, doi:10.4324/9780203869611. Full Text

Roediger, H. L., et al. “Benefits of testing memory: Best practices and boundary conditions.” Current Issues in Applied Memory Research, 2009, pp. 13–49. Scopus, doi:10.4324/9780203869611-10. Full Text

Taylor, Morgan K., and Elizabeth J. Marsh. “Predicting others' knowledge in younger and older adulthood.Psychonomic Bulletin & Review, vol. 29, no. 3, June 2022, pp. 943–53. Epmc, doi:10.3758/s13423-021-02036-2. Full Text

Whitehead, Peter S., et al. “Transfer of category learning to impoverished contexts.Psychonomic Bulletin & Review, vol. 29, no. 3, June 2022, pp. 1035–44. Epmc, doi:10.3758/s13423-021-02031-7. Full Text

Yang, Brenda W., et al. “A comparison of memories of fiction and autobiographical memories.Journal of Experimental Psychology. General, vol. 151, no. 5, May 2022, pp. 1089–106. Epmc, doi:10.1037/xge0001125. Full Text

Stanley, Matthew L., et al. “Prior exposure increases judged truth even during periods of mind wandering.Psychonomic Bulletin & Review, Apr. 2022. Epmc, doi:10.3758/s13423-022-02101-4. Full Text

Stanley, M. L., et al. “The cognitive processes underlying false beliefs.” Journal of Consumer Psychology, vol. 32, no. 2, Apr. 2022, pp. 359–69. Scopus, doi:10.1002/jcpy.1289. Full Text

McDaniel, Mark A., et al. “Individual Differences in Structure Building: Impacts on Comprehension and Learning, Theoretical Underpinnings, and Support for Less Able Structure Builders.Perspectives on Psychological Science : A Journal of the Association for Psychological Science, vol. 17, no. 2, Mar. 2022, pp. 385–406. Epmc, doi:10.1177/17456916211000716. Full Text

Eliseev, Emmaline Drew, and Elizabeth J. Marsh. “Externalizing autobiographical memories in the digital age.Trends in Cognitive Sciences, vol. 25, no. 12, Dec. 2021, pp. 1072–81. Epmc, doi:10.1016/j.tics.2021.08.005. Full Text

Yang, B. W., et al. “Truncating Bar Graphs Persistently Misleads Viewers.” Journal of Applied Research in Memory and Cognition, vol. 10, no. 2, June 2021, pp. 298–311. Scopus, doi:10.1016/j.jarmac.2020.10.002. Full Text

Datta, Nandini, et al. “Internal states and interoception along a spectrum of eating disorder symptomology.Physiol Behav, vol. 230, Mar. 2021, p. 113307. Pubmed, doi:10.1016/j.physbeh.2020.113307. Full Text

Stanley, M. L., et al. “Cultural Identity Changes the Accessibility of Knowledge.” Journal of Applied Research in Memory and Cognition, vol. 10, no. 1, Mar. 2021, pp. 44–54. Scopus, doi:10.1016/j.jarmac.2020.07.008. Full Text

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