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Publications of Elizabeth Marsh    :chronological  combined  bibtex listing:

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Journal Articles

  1. Umanath, S., Butler, A. C., & Marsh, E. J (in press). Using popular films to enhance classroom learning: Mnemonic effects of monitoring misinformation. Applied Cognitive Psychology.  [abs]
  2. Umanath, S., & Marsh, E. J (in press). Aging and the memorial consequences of catching contradictions with prior knowledge.. Psychology & Aging.  [abs]
  3. Butler, A. C., Fazio, L. K., & Marsh, E. J (2011). The hypercorrection effect persists over a week, but high-confidence errors return. Psychonomic Bulletin & Review, 18, 1238-1244.  [abs]
  4. Eslick, A. N., Fazio, L. K., & Marsh, E. J (2011). Ironic effects of drawing attention to story errors. Memory, 19, 184-191.  [abs]
  5. Bottoms, H. C., Eslick, A. N., & Marsh, E. J (2010). Memory and the Moses illusion: Failures to detect contradictions with stored knowledge yield negative memorial consequences. Memory, 18, 670-678.  [abs]
  6. Fazio, L. K., Agarwal, P. K., Marsh, E. J, & Roediger, H. L., III (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38, 407-418.  [abs]
  7. Marsh, E. J., & Sink, H. E (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24, 691-706.  [abs]
  8. Fazio, L. K., Huelser, B. J., Johnson, A., & Marsh, E. J (2010). Receiving right/wrong feedback: Consequences for learning. Memory, 18, 335-350.  [abs]
  9. Fazio, L. K., & Marsh, E. J (2010). Correcting false memories. Psychological Science, 21, 801-803.
  10. Fazio, L. K., & Marsh, E. J (2009). Surprising feedback improves later memory. Psychonomic Bulletin and Review, 16, 88-92.  [abs]
  11. Marsh, E. J., Agarwal, P., & Roediger, H. L., III (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1-11.  [abs]
  12. Brown, A. S., & Marsh, E. J (2009). Creating illusions of past encounter through brief exposure. Psychological Science, 20(534-538).  [abs]
  13. Barber, S. J., Rajaram, S., & Marsh, E. J (2008). Fact Learning: How information accuracy, delay, and repeated testing change retention and retrieval experience. Memory, 16, 934-946.  [abs]
  14. Fazio, L. K., & Marsh, E. J (2008). Slowing presentation speed increases illusions of knowledge. Psychonomic Bulletin & Review, 15, 181-185.  [abs]
  15. Brown, A. S., & Marsh, E. J (2008). Evoking false beliefs about autobiographical experience. Psychonomic Bulletin & Review, 15, 186-190.  [abs]
  16. Fazio, L. K., & Marsh, E. J (2008). Older, not younger, children learn more false facts from stories. Cognition, 106, 1081-1089.  [abs]
  17. Marsh, E. J (2007). Retelling is not the same as Recalling: Implications for Memory. Current Directions in Psychological Science, 16, 16-20.  [abs]
  18. Marsh, E. J., & Dolan, P. O (2007). Test-induced priming of false memories. Psychonomic Bulletin & Review, 14, 479-483.  [abs]
  19. Marsh, E. J., Roediger, H. L., III, Bjork, R. A., & Bjork, E. L (2007). Memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14, 194-199.  [abs]
  20. Marsh, E. J (2006). When does generation enhance memory for location?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 1216-1220.  [abs]
  21. Marsh, E. J., & Fazio, L. K (2006). Learning errors from fiction: Difficulties in reducing reliance on fictional stories. Memory & Cognition, 34, 1140-1149.  [abs]
  22. Butler, A. C., Marsh, E. J., Goode, M. K., & Roediger, H. L., III (2006). When additional multiple-choice lures aid versus hinder later memory. Applied Cognitive Psychology, 20, 941-956.  [abs]
  23. Marsh, E.J., Tversky, B., & Huston, M.B (2005). How eyewitnesses talk about events: Implications for memory. Applied Cognitive Psychology, 19, 531-544.
  24. Roediger, H. L., III, & Marsh, E. J (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 1155-1159.
  25. Marsh, E. J., McDermott, K.B. & Roediger, H.L., III (2004). Does Test-Induced Priming Play a Role in the Creation of False Memories?. Memory, 12(1), 44-55.  [abs]
  26. Marsh, E. J., Dolan, P.O., Balota, D.A. & Roediger, H. L., III (2004). Part-Set Cueing Effects in Younger and Older Adults. Psychology and Aging, 19, 134-144.  [abs]
  27. Marsh, E. J., & Tversky, B (2004). Spinning the Stories of Our Lives. Applied Cognitive Psychology, 18, 491-503.  [abs]
  28. Dudukovic, N.M., Marsh, E.J. & Tversky, B (2004). Telling a Story or Telling it Straight: The Effects of Entertaining Versus Accurate Retellings on Memory. Applied Cognitive Psychology, 18, 125-143.  [abs]
  29. Luminet, O., Curci, A., Marsh, E. J., Wessel, I., Constantin, T., Gencoz, F., & Yogo, M (2004). The cognitive, emotional, and social impacts of the September 11th attacks: Group differences in memory for the reception context and its determinants. The Journal of General Psychology, 131, 197-224.  [abs]
  30. Marsh, E. J., Meade, M.L., & Roediger, H. L., III (2003). Learning Facts From Fiction. Journal of Memory and Language, 49(4), 519-536.  [abs]
  31. Marsh, E. J,. Edelman, G. & Bower, G.H. (2001). Demonstrations of a Generation Effect in Context Memory. Memory & Cognition, 29, 798-805.
  32. Tversky, B. & Marsh E.J. (2000). Biased Retelling of Events Yield Biased Memories. Cognitive Psychology, 40, 1-38.
  33. Marsh, E. J. and Bower, G. H. (1999). Applied Aspects of Source Monitoring. Cognitive Technology, 4, 4-17.

Books

  1. Balota, D.A., & Marsh, E.J (2004). Cognitive Psychology: Essential Readings. Key Readings in Cognition. Psychology Press.  [abs]
  2. Roediger, H.L., III, McDermott, K.B., & Marsh, E.J (in preparation). Human memory: Essential Readings. Key Readings in Cognition. Psychology Press.

Chapters in Books

  1. Marsh, E. J., & Roediger, H. L., III "Episodic and autobiographical memory.." Handbook of Psychology: Volume 4, 2nd edition. Ed. A. F. Healy & R. W. Proctor in press
  2. Marsh, E. J., & Butler, A. C "Memory in educational settings." Oxford Handbook of Cognitive Psychology. Ed. D. Resiberg in press
  3. Roediger, H. L., III, Agarwal, P. K., Kang, S. H. K., & Marsh, E. J "Benefits of testing memory: Best practices and boundary conditions." Current issues in applied memory research. Ed. G. M. Davies and D.B. Wright Psychology Press, 2010: 13-49.
  4. Brown, A. S., & Marsh, E. J "Digging into deja vu: Recent research on possible mechanisms." The Psychology of Learning and Motivation. Ed. Brian Ross 2010: 33-62.
  5. Marsh, E. J., Eslick, A. N., & Fazio, L. K "False Memories." Cognitive Psychology of Memory. Ed. H. L. Roediger, III Volume 2 of Learning and Memory: A Comprehensive Reference.Elsevier, 2008
  6. Marsh, E. J., & Fazio, L. K "Learning facts from fiction." The foundations of remembering: Essays in honor of Henry L. Roediger. Ed. James Nairne Psychology Press, 2007: 395-411.
  7. Luminet, O., Curci, A., Marsh, E. J., Wessel, I., Constantin, T., Gencoz,F., & Yogo, M "The cognitive, emotional, and social impact of the September 11th Attacks: Group differences in memory for the reception context and its determinants." Constructive Memory. Ed. B. Kokinov & W. Hirst pp. 210-223Sofia, Bulgaria: New Bulgarian University, 2003
  8. Roediger, H.L., III, & Marsh, E.J "Episodic and Autobiographical Memory." Handbook of Psychology: volume 4, Experimental Psychology. Ed. A.F. Healy & R.W. Proctor NY: John Wiley & Sons, 2003: 475-497.
  9. Marsh, E. J "Memory: Myths, Mysteries, and Realities." Encyclopedia of Education. Ed. J. Guthrie 3eNew York: Macmillan, 2003: 1605-1609.
  10. Jacoby,L.L., Marsh, E.J.,& Dolan, P.O "Forms of Bias: Age-Related Differences in Memory." Perspectives on Human Memory and Cognitive Aging: Essays in Honoiur of Fergus Craik. Ed. M. Naveh-Benjamin, M.Moscovitch, & H.L. Roediger, III Philadelphia: Psychology Press, 2002: 240-252.
  11. Roediger, H.L., III, Marsh, E.J, & Lee, S.C "Varieties of Memory." Memory and Cognitive Processes, volume 2 of H. Pashler(ed) Steven's Handbook, of Experimental Psychology. Ed. D. Medin 3eNew York: John Wiley & Sons, 2002

Articles Submitted

  1. Marsh, E. J., Butler, A. C., & Umanath, S (under review). Using fictional sources in the classroom: Applications from cognitive psychology. Educational Psychology Review.  [abs]
  2. Butler, A. C., Dennis, N. A., & Marsh, E. J (Invited revision under review). Inferring facts from fiction: Reading correct and incorrect information affects memory for related information. Memory.  [abs]
  3. Goswick, A. E., Mullet, H. G., & Marsh, E. J (under review). Suggestibility from stories: Can production difficulties and source monitoring explain a developmental reversal?. Journal of Cognition and Development.  [abs]
  4. Marsh, E. J., Fazio, L. K., & Goswick, A. E (under review). Memorial consequences of testing school-aged children. Memory.  [abs]
  5. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (under review). Improving students' learning and comprehension: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest.
  6. Marsh, E. J., Lozito, J. P., Umanath, S., Bjork, E. L., & Bjork, R. A (under review). Using feedback to correct errors made on a multiple-choice test. Memory.  [abs]

Commentaries/Book Reviews

  1. Marsh, E. J., & Multhaup, K. (2007). [Dual coding theory: It's not just for cognitive psychologists anymore. A review of Mind and Its Evolution]. PsycCritiques.
  2. Marsh, E. J., & Fazio, L. K (2006). [Finding memory in hard-to-reach places. A Review of Why life speeds up as you get older: How memory shapes our past (ISBN 0-532-83424-4) by Douwe Draaisma]. PsyCRITIQUES.

Book Reviews

  1. Marsh, E. J., & Eslick, A. N (2009). [Review of Why students don’t like school by D. Willingham]. Educational Horizons, 87, 206-210.

Other

  1. Roediger, H. L., III, & Marsh, E. J (2009). False memories. Scholarpedia, 4(8), 3858. (Scholarpedia is a peer-reviewed online encyclopedia.).
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