Publications of Elizabeth Marsh :chronological combined listing:
%% Journal Articles
@article{fds154205,
Author = {Barber, S. J. and Rajaram, S. and Marsh, E. J},
Title = {Fact Learning: How information accuracy, delay, and repeated
testing change retention and retrieval experience},
Journal = {Memory},
Year = {2008},
Abstract = {Previous classroom studies have shown that the phenomenology
of studied facts changes over time. However, pedagogical
needs preclude both the study of errors and the separation
of the effects delay and repeated testing have on retention
and retrieval experience. We addressed these issues together
in an experiment where participants read stories containing
correct and misleading information and provided Remember,
Just Know, and Familiar judgments on immediate and delayed
general knowledge tests. After two days, information learned
from the stories shifted from Remembered to Just Known, but
repeated testing attenuated this shift. Interestingly,
similar patterns of retrieval and phenomenology were
observed for correct and misleading information with one
important difference – the shift over time to Just Knowing
was significantly greater for correct than for misleading
information. Together, these findings show the roles of
information accuracy, delay, and testing in determining both
retention and the subjective experience of
retrieval.},
Key = {fds154205}
}
@article{fds154206,
Author = {Fazio, L. K. and Marsh, E. J},
Title = {Surprising feedback improves later memory},
Journal = {Psychonomic Bulletin & Review},
Year = {2008},
Abstract = {The hypercorrection effect is the finding that
high-confidence errors are more likely to be corrected after
feedback than are low-confidence errors (Butterfield &
Metcalfe, 2001). In two experiments we explored the idea
that the hypercorrection effect results from increased
attention to surprising feedback. In Experiment 1, subjects
were more likely to remember the appearance of the presented
feedback when the feedback did not match expectations. In
Experiment 2, we replicated this effect using more
distinctive sources, and also demonstrated the
hypercorrection effect in this modified paradigm. Overall,
subjects better remembered both the surface features and the
content of surprising feedback.},
Key = {fds154206}
}
@article{fds154207,
Author = {Marsh, E. J. and Agarwal, P. and Roediger, H. L.,
III},
Title = {Memorial Consequences of Answering SAT II
questions},
Journal = {Journal of Experimental Psychology: Applied},
Year = {2008},
Abstract = {Many thousands of students take standardized tests every
year. In the current research we ask whether answering
standardized test questions affects students’ later test
performance. Prior research has shown both positive and
negative effects of multiple-choice testing on later tests,
with negative effects arising from students selecting
incorrect alternatives on multiple-choice tests and then
believing they were correct (Roediger & Marsh, 2005). In the
current experiments, undergraduates and high school students
answered multiple-choice questions retired from SAT II tests
(that are no longer in the testing pool) on Biology,
Chemistry, U.S. History, and World History, and later
answered cued recall questions about these subjects. In
three experiments, we observed positive testing effects:
more final cued recall questions were answered correctly if
the items had appeared on the initial multiple-choice test.
We also sometimes observed negative testing effects:
intrusions of multiple-choice distractors as answers on the
final cued recall test. Subjects who scored well on the
initial test benefited from taking the test, but
lower-achieving subjects showed either no benefit(college
subjects) or costs from the testing (high school
subjects).},
Key = {fds154207}
}
@article{fds154208,
Author = {Brown, A. S. and Marsh, E. J},
Title = {Creating illusions of past encounter through brief
exposure.},
Journal = {Psychological Science},
Year = {2008},
Abstract = {Titchener (1928) suggested that briefly glancing at a scene
could make it appear strangely familiar when it was fully
processed moments later. The closest laboratory
demonstration used words as stimuli, and showed that briefly
glancing at a to-be-judged word increased belief that it had
been presented in an earlier study list (Jacoby &
Whitehouse, 1989). We evaluated whether a hasty glance could
elicit a false belief in an encounter from a much earlier
time and another place, outside of the experiment. This goal
precluded using word stimuli, so we had subjects evaluate
unfamiliar symbols. Each symbol was preceded by a brief
exposure to an identical symbol, a different symbol, or no
symbol. A brief glance at a symbol increased attributions to
pre-experimental experience, relative to a glance at a
different symbol or no glance at all, providing a possible
mechanism for common illusions of false recognition.},
Key = {fds154208}
}
@article{fds70554,
Author = {Fazio, L. K. and Marsh, E. J},
Title = {Slowing presentation speed increases illusions of
knowledge},
Journal = {Psychonomic Bulletin & Review},
Volume = {15},
Pages = {181-185},
Year = {2008},
Abstract = {Prior research on false memories shows that suggestibility
is often reduced when the presentation rate is slowed enough
to allow monitoring. We examined whether slowing
presentation speed would reduce factual errors learned from
fictional stories. Would subjects use the extra time to
detect the errors in the stories, reducing their
reproduction on a later test? Surprisingly, slowing
presentation speed increased the production of story errors
on a later general knowledge test. Instructing the reader to
mark whether each sentence contained an error, however, did
decrease suggestibility. Readers appear to passively accept
information presented in stories, and need a constant
reminder to monitor for errors. These results highlight
differences between typical episodic false memories and
illusions of knowledge (such as learning from fiction).
Manipulations that reduce suggestibility for episodic false
memories do not always reduce suggestibility for illusions
of knowledge.},
Key = {fds70554}
}
@article{fds70555,
Author = {Brown, A. S. and Marsh, E. J},
Title = {Evoking false beliefs about autobiographical
experience},
Journal = {Psychonomic Bulletin & Review},
Volume = {15},
Pages = {186-190},
Year = {2008},
Abstract = {In two experiments, we demonstrate that laboratory
procedures can evoke false beliefs about
autobiographicalexperience. After shallowly processing
photographs of real-world locations, participants returned 1
week (Experiments 1 and 2) or 3 weeks (Experiment 2) later
to evaluate whether they had actually visited each of a
series of new and old pictured locations. Mundane and unique
scenes from an unfamiliar college campus (Duke or SMU)were
shown zero, one, or two times in the first session. Prior
exposure increased participants’ beliefs that they had
visited locations that they had never actually visited.
Furthermore, participants gave higher visit ratings to
mundane than to unique scenes, and this did not vary with
exposure frequency or delay. This laboratory procedure for
inducing autobiographical false beliefs may have
implications for better understanding various illusions of
recognition.},
Key = {fds70555}
}
@article{fds70557,
Author = {Fazio, L. K. and Marsh, E. J},
Title = {Older, not younger, children learn more false facts from
stories},
Journal = {Cognition},
Volume = {106},
Pages = {1081-1089},
Year = {2008},
Abstract = {Early school-aged children listened to stories that
contained correct and incorrect facts. All ages answered
more questions correctly after having heard the correct fact
in the story. Only the older children, however, produced
story errors on a later general knowledge test. Source
errors did not drive the increased suggestibility in older
children, as they were better at remembering source than
were the younger children. Instead, different processes are
involved in learning correct and incorrect facts from
fictional sources. All ages benefited from hearing correct
answers because they activated a pre-existing semantic
network. Older children, however, were better able to form
memories of the misinformation and thus showed greater
suggestibility on the general knowledge test.},
Key = {fds70557}
}
@article{fds52412,
Author = {Marsh, E. J},
Title = {Retelling is not the same as Recalling: Implications for
Memory},
Journal = {Current Directions in Psychological Science},
Volume = {16},
Pages = {16-20},
Year = {2007},
Abstract = {In contrast to laboratory free recall (which emphasizes
detailed and accurate remembering), conversational
retellings depend upon the speaker’s goals, audience, and
the social context more generally. Because memories are
frequently retrieved in social contexts, retellings of
events are often incomplete or distorted, with consequences
for later memory. Selective rehearsal contributes to the
memory effects, as does the schema activated during
retelling. Retellings can be linked to memory errors
observed in domains such as eyewitness testimony and
flashbulb memories; in all of these situations, people
retell events rather than engage in verbatim
remembering.},
Key = {fds52412}
}
@article{fds52411,
Author = {Marsh, E. J. and Dolan, P. O},
Title = {Test-induced priming of false memories},
Journal = {Psychonomic Bulletin & Review},
Volume = {14},
Pages = {479-483},
Year = {2007},
Abstract = {Of interest was whether prior testing of related words
primes false memories in the Deese-Roediger-McDermott (DRM)
paradigm. After studying lists of related words, subjects
made old-new judgments about 0, 3, or 6 related items before
being tested on critical non-presented lures. When the
recognition test was self-paced, prior testing of list items
led to faster false recognition judgments, but did not
increase the rate of false alarms to lures from studied
lists. Critically, this pattern changed when decision-making
at test was speeded. When forced to respond quickly,
presumably precluding the use of monitoring processes, clear
test-induced priming effects were observed in the rate of
false memories. The results are consistent with an
activation-monitoring explanation of false memories and
support that retrieving veridical memories can be a source
of memory error.},
Key = {fds52411}
}
@article{fds52414,
Author = {Marsh, E. J. and Roediger, H. L., III and Bjork, R. A. and Bjork,
E. L},
Title = {Memorial consequences of multiple-choice
testing},
Journal = {Psychonomic Bulletin & Review},
Volume = {14},
Pages = {194-199},
Year = {2007},
Abstract = {The present review addresses whether multiple-choice tests
may change knowledge even as they attempt to measure it.
Overall, taking a multiple-choice test boosts performance on
later tests, as compared to non-tested control conditions
(the testing effect). This benefit is not limited to simple
definitional questions, but holds for SAT II questions and
for items designed to tap concepts at a higher level in
Bloom’s (1956) taxonomy of educational objectives.
Students, however, can also learn false facts from
multiple-choice tests; testing leads to persistence of some
multiple-choice lures on later general knowledge tests. Such
persistence appears due to faulty reasoning rather than an
increase in the familiarity of lures. Even though students
may learn false facts from multiple-choice tests, the
positive effects of testing outweigh this
cost.},
Key = {fds52414}
}
@article{fds52408,
Author = {Marsh, E. J},
Title = {When does generation enhance memory for location?},
Journal = {Journal of Experimental Psychology: Learning, Memory, and
Cognition},
Volume = {32},
Pages = {1216-1220},
Year = {2006},
Abstract = {Generation is thought to enhance both item-specific and
relational processing of generated targets, as compared to
read words (McDaniel & Waddill, 1990). Generation
facilitates encoding of the cue-target relation, and
sometimes boosts encoding of relations across list items. Of
interest is whether generation can also increase the
encoding of target-location associations. Because the
literature on this point is mixed, three procedural
differences between studies were identified and manipulated.
A positive generation effect was found for location memory,
but this effect was reduced when subjects wrote down the
study words and when the filler task involved generation.
Generation can enhance location memory in addition to item
memory, but only if the experimental parameters do not
interfere with the processing benefits of
generation.},
Key = {fds52408}
}
@article{fds52409,
Author = {Marsh, E. J. and Fazio, L. K},
Title = {Learning errors from fiction: Difficulties in reducing
reliance on fictional stories},
Journal = {Memory & Cognition},
Volume = {34},
Pages = {1140-1149},
Year = {2006},
Abstract = {Readers rely on fiction as a source of information, even
when fiction contradicts relatively well-known facts about
the world (Marsh, Meade, & Roediger, 2003). Of interest was
whether readers could monitor fiction for errors, in order
to reduce suggestibility. In Experiment 1, explicit warnings
about errors in fiction did not reduce students’ reliance
on stories. In Experiment 2, all subjects were warned before
reading stories written at 6th or 12th grade reading levels.
Even though 6th grade stories freed resources for
monitoring, suggestibility was not reduced. In Experiment 3,
suggestibility was reduced but not eliminated when subjects
pressed a key each time they detected an error during story
reading. Subjects do not appear to spontaneously monitor
fiction for its veracity, but can do so if reminded on a
trial-by-trial basis.},
Key = {fds52409}
}
@article{fds52410,
Author = {Butler, A. C. and Marsh, E. J. and Goode, M. K. and Roediger, H.
L., III},
Title = {When additional multiple-choice lures aid versus hinder
later memory},
Journal = {Applied Cognitive Psychology},
Volume = {20},
Pages = {941-956},
Year = {2006},
Abstract = {Three experiments were conducted to investigate whether
increasing the number of lures on a multiple-choice test
helps, hinders, or has no effect on later memory. All three
patterns have been reported in the literature. In Experiment
1, the stimuli were unrelated word lists, and increasing the
number of lures on an initial multiple-choice test led to
better performance on later free recall and cued recall
tasks. In contrast, in Experiments 2 and 3, stimuli were
facts from prose materials, and increasing the number of
multiple-choice lures led to robust costs in cued recall and
smaller costs in free recall. The results are discussed in
terms of differences in initial multiple-choice
performance.},
Key = {fds52410}
}
@article{fds29580,
Author = {Marsh, E.J. and Tversky, B. and Huston, M.B},
Title = {How eyewitnesses talk about events: Implications for
memory},
Journal = {Applied Cognitive Psychology},
Volume = {19},
Pages = {531-544},
Year = {2005},
Key = {fds29580}
}
@article{fds40722,
Author = {Roediger, H. L., III and Marsh, E. J},
Title = {The positive and negative consequences of multiple-choice
testing},
Journal = {Journal of Experimental Psychology: Learning, Memory, &
Cognition},
Volume = {31},
Pages = {1155-1159},
Year = {2005},
Key = {fds40722}
}
@article{fds24798,
Author = {Marsh, E. J. and McDermott, K.B. and Roediger, H.L.,
III},
Title = {Does Test-Induced Priming Play a Role in the Creation of
False Memories?},
Journal = {Memory},
Volume = {12},
Number = {1},
Pages = {44-55},
Year = {2004},
Abstract = {We investigated the role of test-induced priming in creating
false memories in the Deese/Roediger- McDermott (DRM)
paradigm, in which subjects study lists of related words
(bed, rest, awake) and then falsely recall or recognize a
related word (sleep) on a later test. However, in
experiments using three different procedures, we found that
the number of related words tested prior to the critical
word had surprisingly little impact on false recall and
recognition. We manipulated the location of the critical
item in tests of yes/no recognition, word- stem cued recall,
and part-set cued recall. We consistently obtained high
probabilities of false recall and recognition, but the
probability was unaffected by the number of related items
presented prior to the test of the critical item.
Surprisingly, test-induced priming of the critical item does
not seem to play a large role in this memory
illusion.},
Key = {fds24798}
}
@article{fds24799,
Author = {Marsh, E. J. and Dolan, P.O. and Balota, D.A. and Roediger, H. L.,
III},
Title = {Part-Set Cueing Effects in Younger and Older
Adults},
Journal = {Psychology and Aging},
Volume = {19},
Pages = {134-144},
Year = {2004},
Abstract = {In three experiments, we examined part-set cuing effects in
younger and older adults. Participants listened to lists of
category exemplars, and later recalled them. Across
conditions, recall was uncued, or cued with a subset of
studied items. In Experiment 1, younger and older adults
were cued with some of the category names, and they
remembered fewer never-cued categories as compared to a free
recall condition. In Experiment 2, a similar effect was
observed when the cues were category exemplars (as opposed
to category names). There was also an age difference: by
some measures, a small number of cues impaired older adults
more than younger adults. In Experiment 3, we replicated
this result and also found that older adults were
disproportionately slow in the presence of cues. In all
experiments, older adults showed robust part- set cuing
effects and in some cases, they were disproportionately
impaired by the cues.},
Key = {fds24799}
}
@article{fds24800,
Author = {Marsh, E. J. and Tversky, B},
Title = {Spinning the Stories of Our Lives},
Journal = {Applied Cognitive Psychology},
Volume = {18},
Pages = {491-503},
Year = {2004},
Abstract = {The way people talk about past events can affect the way
they remember them (Tversky & Marsh, 2000). The current
research explores how people naturally talk about events
from their own lives. Participants recorded what, when, and
how they told others about events from their lives. In
general, participants talked about recent emotional events,
and told them primarily to peers in order to convey facts
and/or to entertain. Participants labeled a significant
proportion (42%) of their retellings as inaccurate. In
contrast, they labeled 61% of retellings as distorted (as
containing exaggerations, omissions, minimizations, or
additions); not all distorted retellings were considered
‘inaccurate.’ Social context shaped the stories people
told. For example, participants cited the audience as a
reason for changing their stories of the same event. People
construct stories as they retrieve and use memories in a
social context.},
Key = {fds24800}
}
@article{fds24801,
Author = {Dudukovic, N.M. and Marsh, E.J. and Tversky, B},
Title = {Telling a Story or Telling it Straight: The Effects of
Entertaining Versus Accurate Retellings on
Memory},
Journal = {Applied Cognitive Psychology},
Number = {18},
Pages = {125-143},
Year = {2004},
Abstract = {People retell events for different reasons. Sometimes they
try to be accurate, other times entertaining. What
characterizes retellings from different perspectives? How
does retelling perspective affect later recall of events? In
the current research, participants retold a story either
three times or not at all. By instruction, retellings were
either entertaining or accurate. Compared to accurate
retellings, entertaining retellings contained more affect,
but fewer sensory references. On a subsequent memory test,
participants who retold with an accuracy goal recalled the
greatest number of story events, and their recall protocols
were the most accurate and detailed, and least exaggerated.
However, recognition memory did not differ across groups,
suggesting that differences in retrieval structures
(necessary for recall but not recognition) were key to
understanding later differences in memory. Compared to
telling it straight, the creative process of telling a story
leads to qualitative and quantitative changes in later
recall.},
Key = {fds24801}
}
@article{fds24814,
Author = {Luminet, O. and Curci, A. and Marsh, E. J. and Wessel, I. and Constantin, T. and Gencoz, F. and Yogo, M},
Title = {The cognitive, emotional, and social impacts of the
September 11th attacks: Group differences in memory for the
reception context and its determinants},
Journal = {The Journal of General Psychology},
Volume = {131},
Pages = {197-224},
Year = {2004},
Abstract = {This study examined group differences in memories for
hearing the news and reactions to the September 11th
attacks. We measured memory for reception context (immediate
memory for the circumstances in which people first heard the
news) and eleven predictors of the consistency of memory for
reception context over time (or "flashbulb memory"). Shortly
after 9/11/01, a questionnaire was distributed to 3665
participants in 9 countries. US vs. non-US respondents
showed large differences in self-rated importance of the
news and in memory for event-related facts. The groups
showed moderate differences in background knowledge and
emotional feelings states. Within non-US groups, large
differences were found for emotional feeling states and
moderate ones for personal rehearsal, background knowledge
and attitudes towards the US. We discuss the implications of
these findings for the study of group differences in memory
and for the formation of flashbulb memories.},
Key = {fds24814}
}
@article{fds21778,
Author = {Marsh, E. J. and Meade, M.L. and Roediger, H. L.,
III},
Title = {Learning Facts From Fiction},
Journal = {Journal of Memory and Language},
Volume = {49},
Number = {4},
Pages = {519-536},
Year = {2003},
Abstract = {People’s knowledge about the world comes from many
sources, including fictional ones such as movies and novels.
In three experiments, we investigated how people learn and
integrate information from fictional sources with their
general world knowledge. Subjects read a series of short
stories that contained information about the real world.
After a short delay, all participants took a general
knowledge test. Subjects did indeed use information from the
stories to answer general knowledge questions. Prior reading
of facts boosted participants’ abilities to produce both
obscure and better-known facts, and the effect held for both
correct and incorrect facts (misinformation). Repeated
reading of the stories increased the effect. After a delay
of one week, effects of story exposure were strongest for
items that also had been tested in the first session.
Subjects were aware of use of story information, but
interestingly, story exposure also increased belief that the
facts had been known prior to the experimental session, even
for misinformation answers that were rarely produced without
story reading.},
Key = {fds21778}
}
@article{fds21779,
Author = {Marsh, E. J and . Edelman, G. and Bower, G.H.},
Title = {Demonstrations of a Generation Effect in Context
Memory},
Journal = {Memory & Cognition},
Volume = {29},
Pages = {798-805},
Year = {2001},
Key = {fds21779}
}
@article{fds21780,
Author = {Tversky, B. and Marsh E.J.},
Title = {Biased Retelling of Events Yield Biased Memories},
Journal = {Cognitive Psychology},
Volume = {40},
Pages = {1-38},
Year = {2000},
Key = {fds21780}
}
@article{fds21781,
Author = {Marsh, E. J. and Bower, G. H.},
Title = {Applied Aspects of Source Monitoring},
Journal = {Cognitive Technology},
Volume = {4},
Pages = {4-17},
Year = {1999},
Key = {fds21781}
}
%% Books
@book{fds11113,
Author = {Balota, D.A. and Marsh, E.J},
Title = {Cognitive Psychology: Essential Readings},
Booktitle = {Key Readings in Cognition},
Publisher = {Psychology Press},
Year = {2004},
Abstract = {Cognitive psychology is an enormous field with a rich
history. One problem confronting instructors in cognitive
psychology courses is covering such diverse topics as
pattern recognition, attention, memory, language,decision-making,
and problem solving. It is virtually impossible to both
cover these topics and also provide details regarding the
beauty of the experimental studies that have tackled
important topics in a single textbook or in a semester of
lectures. The goal of this book is to help fill this void
and provide students with the opportunity to learn about the
details of the actual articles and chapters that have had
major influences in the development of this
discipline.},
Key = {fds11113}
}
@book{fds21788,
Author = {Roediger, H.L., III and McDermott, K.B. and Marsh,
E.J},
Title = {Human memory: Essential Readings},
Series = {Key Readings in Cognition},
Publisher = {Psychology Press},
Year = {2004},
Key = {fds21788}
}
%% Chapters in Books
@article{fds154211,
Author = {Roediger, H. L., III and Agarwal, P. K. and Kang, S. H. K. and Marsh, E. J},
Title = {Benefits of Testing Memory: Best Practices and Boundary
Conditions},
Booktitle = {New Frontiers in Applied Memory},
Publisher = {Psychology Press},
Editor = {G. M. Davies and D.B. Wright},
Year = {2008},
Key = {fds154211}
}
@article{fds139458,
Author = {Marsh, E. J. and Eslick, A. N. and Fazio, L.
K},
Title = {False Memories},
Volume = {2},
Series = {Volume 2 of Learning and Memory: A Comprehensive
Reference.},
Booktitle = {Cognitive Psychology of Memory},
Publisher = {Elsevier},
Editor = {H. L. Roediger, III},
Year = {2008},
Key = {fds139458}
}
@article{fds52416,
Author = {Marsh, E. J. and Fazio, L. K},
Title = {Learning facts from fiction},
Pages = {395-411},
Booktitle = {The foundations of remembering: Essays in honor of Henry L.
Roediger},
Publisher = {Psychology Press},
Editor = {James Nairne},
Year = {2007},
Key = {fds52416}
}
@article{fds21783,
Author = {Luminet, O. and Curci, A. and Marsh, E. J. and Wessel, I. and Constantin, T. and Gencoz, F. and Yogo, M},
Title = {The cognitive, emotional, and social impact of the September
11th Attacks: Group differences in memory for the reception
context and its determinants},
Series = {pp. 210-223},
Booktitle = {Constructive Memory},
Publisher = {Sofia, Bulgaria: New Bulgarian University},
Editor = {B. Kokinov and W. Hirst},
Year = {2003},
Key = {fds21783}
}
@article{fds21784,
Author = {Roediger, H.L., III and Marsh, E.J},
Title = {Episodic and Autobiographical Memory},
Pages = {475-497},
Booktitle = {Handbook of Psychology: volume 4, Experimental
Psychology},
Publisher = {NY: John Wiley & Sons},
Editor = {A.F. Healy and R.W. Proctor},
Year = {2003},
Key = {fds21784}
}
@article{fds21785,
Author = {Marsh, E. J},
Title = {Memory: Myths, Mysteries, and Realities},
Series = {3e},
Pages = {1605-1609},
Booktitle = {Encyclopedia of Education},
Publisher = {New York: Macmillan},
Editor = {J. Guthrie},
Year = {2003},
Key = {fds21785}
}
@article{fds21786,
Author = {Jacoby, L.L. and Marsh, E.J. and & Dolan, P.O},
Title = {Forms of Bias: Age-Related Differences in
Memory},
Pages = {240-252},
Booktitle = {Perspectives on Human Memory and Cognitive Aging: Essays in
Honoiur of Fergus Craik},
Publisher = {Philadelphia: Psychology Press},
Editor = {M. Naveh-Benjamin and M.Moscovitch and H.L. Roediger,
III},
Year = {2002},
Key = {fds21786}
}
@article{fds21787,
Author = {Roediger, H.L., III and Marsh, E.J and Lee, S.C},
Title = {Varieties of Memory},
Series = {3e},
Booktitle = {Memory and Cognitive Processes, volume 2 of H. Pashler(ed)
Steven's Handbook, of Experimental Psychology},
Publisher = {New York: John Wiley & Sons},
Editor = {D. Medin},
Year = {2002},
Key = {fds21787}
}
%% Commentaries/Book Reviews
@article{fds70556,
Author = {Marsh, E. J. and Multhaup, K.},
Title = {Dual coding theory: It's not just for cognitive
psychologists anymore. A review of Mind and Its
Evolution},
Journal = {PsycCritiques},
Year = {2007},
Key = {fds70556}
}
@article{fds52415,
Author = {Marsh, E. J. and Fazio, L. K},
Title = {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},
Journal = {PsyCRITIQUES},
Year = {2006},
Key = {fds52415}
}
