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Elizabeth J. Marsh, Associate Professor of Psychology and Neuroscience and Faculty Network Member of Duke Institute for Brain Sciences and Associate Chair of Psychology & Neuroscience

Elizabeth J. Marsh

Research Summary:
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.


Cognition and Cognitive Neuroscience

Representative Publications:   (More Publications)   (search)

  1. EJ Marsh, G Edelman and GH Bower (2001). Demonstrations of a generation effect in context memory. Memory and Cognition, 29(6), 798-805.  [abs]
  2. EJ Marsh, ML Meade and HLR III (2003). Learning facts from fiction. Journal of Memory and Language, 49(4), 519-536. [doi]  [abs]
  3. EJ Marsh, PO Dolan, DA Balota and HL Roediger (2004). Part-set cuing effects in younger and older adults.. Psychol Aging, 19(1), 134-144. [15065937], [doi]  [abs]
  4. HLK III and EJ Marsh (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning Memory and Cognition, 31(5), 1155-1159. [doi]  [abs]
  5. EJ Marsh and LK Fazio (2006). Learning errors from fiction: difficulties in reducing reliance on fictional stories.. Mem Cognit, 34(5), 1140-1149. [17128612]  [abs]
  6. EJ Marsh, HL Roediger, RA Bjork and EL Bjork (2007). The memorial consequences of multiple-choice testing.. Psychon Bull Rev, 14(2), 194-199. [17694900]  [abs]
  7. EJ Marsh and PO Dolan (2007). Test-induced priming of false memories.. Psychon Bull Rev, 14(3), 479-483. [17874592]  [abs]
  8. EJ Marsh (2007). Retelling is not the same as recalling: Implications for memory. Current Directions in Psychological Science, 16(1), 16-20. [doi]  [abs]
Current Ph.D. Students   (Former Students)

Postdocs Mentored

  • Katie Arnold (2013 - present)  
  • Andrew Butler (2009 - present)  

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