Elizabeth J. Marsh, Professor of Psychology and Neuroscience and Faculty Network Member of Duke Institute for Brain Sciences and Associate Chair of Psychology & Neuroscience
- Contact Info:
Teaching (Fall 2016):
- Psy 763s.01, P&n first year seminar i
- Soc/psych 127, M 03:05 PM-04:35 PM
|Postdoctoral Research Fellow||Washington University in St. Louis||2003|
Cognition and Cognitive Neuroscience
- Research Interests:
My research focuses on understanding learning and memory, and the processes that make memory accurate in some cases and erroneous in others.
One interest is how people acquire and update their knowledge bases. Of interest are the conditions that promote learning and long-term retention of knowledge, the mechanisms through which errors enter the knowledge base, the correction of misconceptions, and the phenomenology of knowledge representations. These interests coincide with the goals of educators, meaning that this work has implications for educational practice.
A second interest involves remembering the personal past. Of interest is how people retrieve and use memories in social contexts, and the memorial consequences of such behavior. The ways memories are recalled in everyday situations typically differ from how recall is studied in the lab, and a complete understanding of memory must encompass how memory is actually used.
My training was in cognitive psychology, with an emphasis on behavioral experiments. While much of my work focuses on memory in young adults, new research is extending this work to young children and older adults, to capture a lifespan perspective on remembering.
- Areas of Interest:
- Acquisition, maintenance, and updating of knowledge bases
Representation and processing of fiction
Correcting student misconceptions
Misattributions of familiarity and déjà vu
Story-telling: Essay-writing and autobiographical retellings
- Lab Website
- Current Ph.D. Students
- Postdocs Mentored
- Representative Publications
- Marsh, EJ; Edelman, G; Bower, GH (2001). Demonstrations of a generation effect in context memory. Memory and Cognition, 29(6), 798-805. [abs]
- Marsh, EJ; Meade, ML; III, HLR (2003). Learning facts from fiction. Journal of Memory and Language, 49(4), 519-536. [doi] [abs]
- Marsh, EJ; Dolan, PO; Balota, DA; Roediger, HL (2004).
Part-set cuing effects in younger and older adults.. Psychology and Aging, 19(1), 134-144. , [doi] [abs]
- III, HLK; Marsh, EJ (2005).
The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(5), 1155-1159. [doi] [abs]
- Marsh, EJ; Fazio, LK (2006). Learning errors from fiction: difficulties in reducing reliance on fictional stories.. Memory & Cognition, 34(5), 1140-1149.  [abs]
- Marsh, EJ; Roediger, HL; Bjork, RA; Bjork, EL (2007). The memorial consequences of multiple-choice testing.. Psychonomic Bulletin and Review, 14(2), 194-199.  [abs]
- Marsh, EJ; Dolan, PO (2007). Test-induced priming of false memories.. Psychonomic Bulletin and Review, 14(3), 479-483.  [abs]
- Marsh, EJ (2007). Retelling is not the same as recalling: Implications for memory. Current Directions in Psychological Science, 16(1), 16-20. [doi] [abs]