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| Publications of Elizabeth J. Marsh :chronological alphabetical combined listing:
%% Journal Articles
@article{fds371649,
Author = {Stanley, ML and Huang, S and Marsh, EJ and Kay, AC},
Title = {The Role of Structure-Seeking in Moral Punishment},
Journal = {Social Justice Research},
Volume = {36},
Number = {4},
Pages = {410-431},
Year = {2023},
Month = {December},
url = {http://dx.doi.org/10.1007/s11211-023-00416-8},
Abstract = {Four studies (total N = 1586) test the notion that people
are motivated to punish moral rule violators because
punishment offers a way to obtain structure and order in the
world. First, in a correlational study, increased need for
structure was associated with the stronger endorsement
punishment for moral rule violators. This relationship
between need for structure and punishment was not driven by
political conservatism. Three experimental studies then
tested, and corroborated, our main causal hypotheses: that
threats to structure increase punitive judgments for moral
rule violators (i.e., a compensatory mechanism; Study 2) and
that a lack of punishment for wrongdoing (relative to
punishment for wrongdoing) makes the world seem less
structured in the moment (Studies 3 and 4). We compare and
contrast our structure-based account of moral punishment to
other theories and findings across the punishment
literature.},
Doi = {10.1007/s11211-023-00416-8},
Key = {fds371649}
}
@article{fds371744,
Author = {Taylor, MK and Marsh, EJ and Samanez-Larkin, GR},
Title = {Heuristic decision-making across adulthood.},
Journal = {Psychology and aging},
Volume = {38},
Number = {6},
Pages = {508-518},
Year = {2023},
Month = {September},
url = {http://dx.doi.org/10.1037/pag0000726},
Abstract = {In general, research on aging and decision-making has grown
in recent years. Yet, little work has investigated how
reliance on classic heuristics may differ across adulthood.
For example, younger adults rely on the availability of
information from memory when judging the relative frequency
of plane crashes versus car accidents, but it is unclear if
older adults are similarly reliant on this heuristic. In the
present study, participants aged 20-90 years old made
judgments that could be answered by relying on five
different heuristics: anchoring, availability, recognition,
representativeness, and sunk-cost bias. We found no evidence
of age-related differences in the use of the classic
heuristics-younger and older adults employed anchoring,
availability, recognition, and representativeness to equal
degrees in order to make decisions. However, replicating
past work, we found age-related differences in the sunk-cost
bias-older adults were more likely to avoid this fallacy
compared to younger adults. We explain these different
patterns by drawing on the distinctive roles that stored
knowledge and personal experience likely play across
heuristics. (PsycInfo Database Record (c) 2023 APA, all
rights reserved).},
Doi = {10.1037/pag0000726},
Key = {fds371744}
}
@article{fds370236,
Author = {Eliseev, ED and Marsh, EJ},
Title = {Understanding why searching the internet inflates confidence
in explanatory ability},
Journal = {Applied Cognitive Psychology},
Volume = {37},
Number = {4},
Pages = {711-720},
Year = {2023},
Month = {July},
url = {http://dx.doi.org/10.1002/acp.4058},
Abstract = {People rely on the internet for easy access to information,
setting up potential confusion about the boundaries between
an individual's knowledge and the information they find
online. Across four experiments, we replicated and extended
past work showing that online searching inflates people's
confidence in their knowledge. Participants who searched the
internet for explanations rated their explanatory ability
higher than participants who read but did not search for the
same explanations. Two experiments showed that extraneous
web page content (pictures) does not drive this effect. The
last experiment modeled how search engines yield results;
participants saw (but did not search for) a list of hits,
which included “snippets” that previewed web page
content, before reading the explanations. Participants in
this condition were as confident as participants who
searched online. Previewing hits primes to-be-read content,
in a modern-day equivalent of Titchener's famous example of
a brief glance eliciting false feelings of
familiarity.},
Doi = {10.1002/acp.4058},
Key = {fds370236}
}
@article{fds371568,
Author = {Stone, AR and Marsh, EJ},
Title = {Belief in COVID-19 misinformation: Hopeful claims are rated
as truer},
Journal = {Applied Cognitive Psychology},
Volume = {37},
Number = {2},
Pages = {399-408},
Year = {2023},
Month = {March},
url = {http://dx.doi.org/10.1002/acp.4042},
Abstract = {Misinformation surrounding COVID-19 spread rapidly and
widely, posing a significant threat to public health. Here,
we examined whether some types of misinformation are more
believable than others, to the extent that they offer people
hope in uncertain times. An initial group of subjects rated
a series of COVID-19 misinformation statements for whether
each made them feel more or less hopeful (if true). Based on
these ratings, we selected two sets of misinformation that
differed in their average rated hopefulness; the two sets
did not differ in word length or reading ease. In two
studies, people rated their belief in each statement.
Results from both studies revealed that people rated the
more hopeful misinformation (e.g., COVID cures and
prevention methods) as truer than less hopeful
misinformation (e.g., transmission vectors). These findings
are consistent with a motivated reasoning account of
misinformation acceptance.},
Doi = {10.1002/acp.4042},
Key = {fds371568}
}
@article{fds363189,
Author = {Stanley, ML and Whitehead, PS and Marsh, EJ and Seli,
P},
Title = {Prior exposure increases judged truth even during periods of
mind wandering.},
Journal = {Psychonomic bulletin & review},
Volume = {29},
Number = {5},
Pages = {1997-2007},
Year = {2022},
Month = {October},
url = {http://dx.doi.org/10.3758/s13423-022-02101-4},
Abstract = {Much of our day is spent mind-wandering-periods of
inattention characterized by a lack of awareness of external
stimuli and information. Whether we are paying attention or
not, information surrounds us constantly-some true and some
false. The proliferation of false information in news and
social media highlights the critical need to understand the
psychological mechanisms underlying our beliefs about what
is true. People often rely on heuristics to judge the truth
of information. For example, repeated information is more
likely to be judged as true than new information (i.e., the
illusory truth effect). However, despite the prevalence of
mind wandering in our daily lives, current research on the
contributing factors to the illusory truth effect have
largely ignored periods of inattention as experimentally
informative. Here, we aim to address this gap in our
knowledge, investigating whether mind wandering during
initial exposure to information has an effect on later
belief in the truth of that information. That is, does the
illusory truth effect occur even when people report not
paying attention to the information at hand. Across three
studies we demonstrate that even during periods of mind
wandering, the repetition of information increases truth
judgments. Further, our results suggest that the severity of
mind wandering moderated truth ratings, such that greater
levels of mind wandering decreased truth judgements for
previously presented information.},
Doi = {10.3758/s13423-022-02101-4},
Key = {fds363189}
}
@article{fds361194,
Author = {Taylor, MK and Marsh, EJ},
Title = {Predicting others' knowledge in younger and older
adulthood.},
Journal = {Psychonomic bulletin & review},
Volume = {29},
Number = {3},
Pages = {943-953},
Year = {2022},
Month = {June},
url = {http://dx.doi.org/10.3758/s13423-021-02036-2},
Abstract = {Our beliefs about aging affect how we interact with others.
For example, people know that episodic memory declines with
age, and as a result, older adults' memories are less likely
to be trusted. However, not all aspects of remembering
decline with age; semantic memory (knowledge) increases
across adulthood and is relatively unaffected in healthy
aging. In the current work, we examined people's awareness
of this pattern. Participants estimated the knowledge of
hypothetical younger and older adults; in some studies, they
also predicted and demonstrated their own knowledge on the
same measures. Across studies, both younger and older adults
estimated that older adults would perform better on a
knowledge test, demonstrating awareness that knowledge is
not impaired with aging. Furthermore, people's beliefs about
their own knowledge influenced the predictions they made
about others' knowledge. We discuss how this work informs
theories of metacognition and contributes to positive
self-perceptions in older adulthood.},
Doi = {10.3758/s13423-021-02036-2},
Key = {fds361194}
}
@article{fds362549,
Author = {Whitehead, PS and Zamary, A and Marsh, EJ},
Title = {Transfer of category learning to impoverished
contexts.},
Journal = {Psychonomic bulletin & review},
Volume = {29},
Number = {3},
Pages = {1035-1044},
Year = {2022},
Month = {June},
url = {http://dx.doi.org/10.3758/s13423-021-02031-7},
Abstract = {Learning often happens in ideal conditions, but then must be
applied in less-than-ideal conditions - such as when a
learner studies clearly illustrated examples of rocks in a
book but then must identify them in a muddy field. Here we
examine whether the benefits of interleaving (vs. blocking)
study schedules, as well as the use of feature descriptions,
supports the transfer of category learning in new,
impoverished contexts. Specifically, keeping the study
conditions constant, we evaluated learners' ability to
classify new exemplars in the same neutral context versus in
impoverished contexts in which certain stimulus features are
occluded. Over two experiments, we demonstrate that
performance in new, impoverished contexts during test is
greater for participants who received an interleaved (vs.
blocked) study schedule, both for novel and for studied
exemplars. Additionally, we show that this benefit extends
to both a short (3-min) or long (48-h) test delay. The
presence of feature descriptions during learning had no
impact on transfer. Together, these results extend the
growing literature investigating how changes in context
during category learning or test impacts performance and
provide support for the use of interleaving to promote the
far transfer of category knowledge to impoverished
contexts.},
Doi = {10.3758/s13423-021-02031-7},
Key = {fds362549}
}
@article{fds360002,
Author = {Yang, BW and Deffler, SA and Marsh, EJ},
Title = {A comparison of memories of fiction and autobiographical
memories.},
Journal = {Journal of experimental psychology. General},
Volume = {151},
Number = {5},
Pages = {1089-1106},
Year = {2022},
Month = {May},
url = {http://dx.doi.org/10.1037/xge0001125},
Abstract = {People consume, remember, and discuss not only memories of
lived experiences, but also events from works of fiction,
such as books, movies, and TV shows. We argue that these
<i>memories of fiction</i> represent an important category
of event memory, best understood within an autobiographical
memory framework. How do fictional events yield
psychological realities even when they are known to be
invented? We explored this question in three studies by
comparing the memory content, phenomenological qualities,
and functional roles of naturally occurring personal
memories to memories of fiction. In Studies 1 and 2, we
characterized the subjective experience of memories of
fiction by adapting established measures of autobiographical
remembering, such as the Autobiographical Memory
Questionnaire (Rubin et al., 2003), Centrality of Event
Scale (Berntsen & Rubin, 2006), and items from the Thinking
About Life Experiences Scale (Bluck et al., 2005; Pillemer
et al., 2015). In Study 3, we investigated similarities and
differences in personal memories and memories of fiction for
events from childhood or the recent past. In doing so, we
observed the impact of a unique property of memories of
fiction: their ability to be repeatedly reexperienced in
their original form. Taken together, we argue that memories
of fiction can be considered similar to other forms of
autobiographical remembering and describe a theoretical
framework for understanding memories of fiction in the
context of other event memories. (PsycInfo Database Record
(c) 2022 APA, all rights reserved).},
Doi = {10.1037/xge0001125},
Key = {fds360002}
}
@article{fds362981,
Author = {Stanley, ML and Whitehead, PS and Marsh, EJ},
Title = {The cognitive processes underlying false
beliefs},
Journal = {Journal of Consumer Psychology},
Volume = {32},
Number = {2},
Pages = {359-369},
Year = {2022},
Month = {April},
url = {http://dx.doi.org/10.1002/jcpy.1289},
Abstract = {Why do consumers sometimes fall for spurious claims—for
example, brain training games that prevent cognitive
decline, toning sneakers that sculpt one's body, flower
essence that cures depression—and how can consumers
protect themselves in the modern world where information is
shared quickly and easily? As cognitive scientists, we view
this problem through the lens of what we know, more
generally, about how people evaluate information for its
veracity, and how people update their beliefs. That is, the
same processes that support true belief can also encourage
people to sometimes believe misleading or false information.
Anchoring on the large literature on truth and belief
updating allows predictions about consumer behavior; it also
highlights possible solutions while casting doubt on other
possible responses to misleading communications.},
Doi = {10.1002/jcpy.1289},
Key = {fds362981}
}
@article{fds359784,
Author = {McDaniel, MA and Marsh, EJ and Gouravajhala, R},
Title = {Individual Differences in Structure Building: Impacts on
Comprehension and Learning, Theoretical Underpinnings, and
Support for Less Able Structure Builders.},
Journal = {Perspectives on psychological science : a journal of the
Association for Psychological Science},
Volume = {17},
Number = {2},
Pages = {385-406},
Year = {2022},
Month = {March},
url = {http://dx.doi.org/10.1177/17456916211000716},
Abstract = {In this article, we highlight an underappreciated individual
difference: structure building. Structure building is
integral to many everyday activities and involves creating
coherent mental representations of conversations, texts,
pictorial stories, and other events. People vary in this
ability in a way not generally captured by other better
known concepts and individual difference measures.
Individuals with lower structure-building ability
consistently perform worse on a range of comprehension and
learning measures than do individuals with higher
structure-building ability, both in the laboratory and in
the classroom. Problems include a range of comprehension
processes, including encoding factual content, inhibiting
irrelevant information, and constructing a cohesive
situation model of a text or conversation. Despite these
problems, recent research is encouraging in that techniques
to improve the learning outcomes for low-ability structure
builders have been identified. We argue that the accumulated
research warrants the recognition of structure building as
an important individual difference in cognitive functioning
and that additional theoretical work is needed to understand
the underpinnings of structure-building deficits.},
Doi = {10.1177/17456916211000716},
Key = {fds359784}
}
@article{fds366196,
Author = {Yang, BW and Stone, AR and Marsh, EJ},
Title = {Asymmetry in belief revision},
Journal = {Applied Cognitive Psychology},
Volume = {36},
Number = {5},
Pages = {1072-1082},
Year = {2022},
Month = {January},
url = {http://dx.doi.org/10.1002/acp.3991},
Abstract = {Information can change: science advances, newspapers retract
claims, and reccomendations shift. Successfully navigating
the world requires updating and changing beliefs, a process
that is sensitive to a person's motivation to change their
beliefs as well as the credibility of the source providing
the new information. Here, we report three studies that
consistently identify an additional factor influencing
belief revision. Specifically, we document an asymmetry in
belief revision: people are better able to believe in a
claim once thought to be false, as opposed to unbelieving
something once believed to be true. We discuss how this
finding integrates and extends prior research on social and
cognitive contributions to belief revisions. This work has
implications for understanding the widespread prevalence and
persistence of false beliefs in contemporary
societies.},
Doi = {10.1002/acp.3991},
Key = {fds366196}
}
@article{fds369704,
Author = {Whitehead, PS and Marsh, EJ},
Title = {Reforming the Seven Sins of Memory to Emphasize Interactions
and Adaptiveness},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {11},
Number = {4},
Pages = {482-484},
Year = {2022},
Month = {January},
url = {http://dx.doi.org/10.1037/mac0000093},
Abstract = {Memory errors can take many forms: forgetting an ice cream
container in the back of a hot car, recalling an accident in
a way that absolves one of culpability, or believing that
election misinformation is true, among many others. Much
research seeks to understand such errors. They provide the
basic scientist with windows into understanding how memory
works and have implications in a myriad of real-world
domains including but not limited to eyewitness testimony,
advertising, education, and the proliferation of political
misinformation (Schacter, 2022b; see also Baddeley et al.,
2002; Dunlosky et al., 2013; Loftus, 1979). In an effort to
gain traction on such errors, the review by Schacter (2022a)
builds on prior work (Schacter, 1999, 2022a, 2022b) that
classifies memory errors into the seven sins of memory: the
sins of commission include misattribution (incorrectly
remembering the source of a memory), bias (knowledge or
beliefs shaping memory of the past), suggestibility
(misleading suggestions leading to memory errors or false
memories), and persistence (the retrieval of aversive
memories), aswell as the sins of omission such as transience
(forgetting information over time), absentmindedness (lack
of attention leading to forgetting), and blocking (failure
to retrieve information stored in memory). This taxonomy
serves several important functions: it emphasizes that there
is more than one kind of memory error and highlights
errors’ similarities and differences; it offers a
convenient way of talking about memory errors (for both
scientists and the general public); it also coins catchy
labels that attract attention to the science of memory
errors. While taxonomies are powerful because they simplify,
this should not be at the cost of understanding the complex
cognitive processes that underlie these memory sins.
Therefore, 2 decades after the original publication of the
“Seven Sins of Memory” (Schacter, 1999), we believe this
taxonomy should more explicitly reflect two things, neither
of which we think is particularly controversial: first, that
many memory errors reflect a confluence of sins, and second,
that it is time to more enthusiastically embrace a “cup
half-full” approach, emphasizing the adaptive nature of
memory},
Doi = {10.1037/mac0000093},
Key = {fds369704}
}
@article{fds359232,
Author = {Eliseev, ED and Marsh, EJ},
Title = {Externalizing autobiographical memories in the digital
age.},
Journal = {Trends in cognitive sciences},
Volume = {25},
Number = {12},
Pages = {1072-1081},
Year = {2021},
Month = {December},
url = {http://dx.doi.org/10.1016/j.tics.2021.08.005},
Abstract = {People externalize their autobiographical memories by
creating representations that exist outside of their minds.
Externalizations often serve personal and social functions,
consistent with theorized functions of autobiographical
memory. With new digital technologies, people are
documenting more memories than ever and are sharing them
with larger audiences. However, these technologies do not
change the core cognitive processes involved in
autobiographical memory, but instead present novel
situations that affect how these processes are deployed.
Smartphones allow events to be recorded as they unfold, thus
directing attention and sometimes impairing memory. Social
media increase the frequency of reviewing and sharing
records which reactivate memories, potentially strengthening
or updating them. Overall, externalization in the digital
age changes what people attend to and remember about their
own experiences.},
Doi = {10.1016/j.tics.2021.08.005},
Key = {fds359232}
}
@article{fds366033,
Author = {Yang, B and Deffler, SA and Marsh, EJ},
Title = {A Comparison of Memories of Fiction and Autobiographical
Memories},
Year = {2021},
Month = {July},
url = {http://dx.doi.org/10.31234/osf.io/58kpb},
Abstract = {<p>People consume, remember, and discuss not only memories
of lived experiences, but also events from works of fiction,
such as books, movies, and television shows. We argue that
these memories of fiction represent an important category of
event memory, best understood within an autobiographical
memory framework. How do fictional events yield
psychological realities even when they are known to be
invented? We explored this question in three studies by
comparing the memory content, phenomenological qualities,
and functional roles of naturally occurring personal
memories to memories of fiction. In Studies 1 and 2, we
characterized the subjective experience of memories of
fiction by adapting established measures of autobiographical
remembering, such as the Autobiographical Memory
Questionnaire (Rubin et al., 2003), Centrality of Event
Scale (Berntsen &amp; Rubin, 2006), and items from the
Thinking About Life Experiences scale (Bluck et al., 2005;
Pillemer et al., 2015). In Study 3, we investigated
similarities and differences in personal memories and
memories of fiction for events from childhood or the recent
past. In doing so, we observed the impact of a unique
property of memories of fiction: their ability to be
repeatedly re-experienced in their original form. Taken
together, we argue that memories of fiction can be
considered similar to other forms of autobiographical
remembering and describe a theoretical framework for
understanding memories of fiction in the context of other
event memories.</p>},
Doi = {10.31234/osf.io/58kpb},
Key = {fds366033}
}
@article{fds358039,
Author = {Yang, BW and Vargas Restrepo and C and Stanley, ML and Marsh,
EJ},
Title = {Truncating Bar Graphs Persistently Misleads
Viewers},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {10},
Number = {2},
Pages = {298-311},
Year = {2021},
Month = {June},
url = {http://dx.doi.org/10.1016/j.jarmac.2020.10.002},
Abstract = {Data visualizations and graphs are increasingly common in
both scientific and mass media settings. While graphs are
useful tools for communicating patterns in data, they also
have the potential to mislead viewers. In five studies, we
provide empirical evidence that y-axis truncation leads
viewers to perceive illustrated differences as larger (i.e.,
a truncation effect). This effect persisted after viewers
were taught about the effects of y-axis truncation and was
robust across participants, with 83.5% of participants
across these 5 studies showing a truncation effect. We also
found that individual differences in graph literacy failed
to predict the size of individuals’ truncation effects.
PhD students in both quantitative fields and the humanities
were susceptible to the truncation effect, but quantitative
PhD students were slightly more resistant when no warning
about truncated axes was provided. We discuss the
implications of these results for the underlying mechanisms
and make practical recommendations for training critical
consumers and creators of graphs.},
Doi = {10.1016/j.jarmac.2020.10.002},
Key = {fds358039}
}
@article{fds358037,
Author = {Datta, N and Bidopia, T and Datta, S and Mittal, G and Alphin, F and Herbert, BM and Marsh, EJ and Fitzsimons, GJ and Strauman, TJ and Zucker, NL},
Title = {Internal states and interoception along a spectrum of eating
disorder symptomology.},
Journal = {Physiol Behav},
Volume = {230},
Pages = {113307},
Year = {2021},
Month = {March},
url = {http://dx.doi.org/10.1016/j.physbeh.2020.113307},
Abstract = {OBJECTIVE: Recent studies on atypical interoceptive
capabilities have focused on clinical populations, including
anorexia nervosa[1,2]. The present exploratory study aims to
characterize the influence of disordered eating symptomology
on interoceptive capabilities in college students, a
population for which dangerous dieting behaviors may emerge.
METHOD: Ninety-nine participants were randomized to consume
a blinded high calorie or low calorie midday shake.
Participants reported frequency of eating disorder
cognitions and behaviors; indicated changes in satiety,
happiness, and energy pre- and post-consumption; and guessed
the calories in their shake. Outcomes (perceived satiety,
changes in mood, and caloric guess) were regressed on eating
disorder symptoms scores, the high/low calorie shake
condition, and the interaction between these predictors.
RESULTS: Those randomized to receive the high calorie shake
reported feeling fuller, but only when endorsing lower
levels of eating concern. Those randomized to the high
calorie shake reported greater post-meal happiness, but only
at greater levels of eating concerns. Lastly, those with
lower levels of eating restraint reported an expected
positive association between level of fullness and calorie
guess, but those with higher levels of eating restraint did
not exhibit any relationship between perceived fullness and
calorie guess. DISCUSSION: Results of this exploratory
suggest that irregular eating habits (e.g., not eating a
sufficient amount for lunch) may have direct consequences on
interoceptive capabilities. Further, these capacities may be
impacted by individual differences in eating concern and
restraint. Preliminary findings suggest that impairment in
deciphering visceral signals may be associated with the
degree of eating disorder symptomology; such impairment may
occur at lower levels of symptomatology than normative data
would indicate.},
Doi = {10.1016/j.physbeh.2020.113307},
Key = {fds358037}
}
@article{fds358038,
Author = {Stanley, ML and Taylor, MK and Marsh, EJ},
Title = {Cultural Identity Changes the Accessibility of
Knowledge},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {10},
Number = {1},
Pages = {44-54},
Year = {2021},
Month = {March},
url = {http://dx.doi.org/10.1016/j.jarmac.2020.07.008},
Abstract = {Culture plays a significant role in determining what people
believe and claim to know. Here, we argue that, in addition
to shaping what people come to know, culture influences the
accessibility of that knowledge. In five studies, we
examined how activating participants’ American identities
(a cultural identity) influenced their ability to retrieve
well-known information: the 50 U. S. states. Activating
participants’ American identities—relative to other
identities—led them to retrieve more U. S. states over
brief periods of time; the effect disappeared over longer
periods of time. Overall, our results suggest that the
identity activated affects the speed with which relevant
knowledge is retrieved, but that the effect is not large in
magnitude (perhaps contributing to why we did not find the
effect in Study 4). This work provides the first evidence
that cultural identity influences not only what one knows
but also its accessibility.},
Doi = {10.1016/j.jarmac.2020.07.008},
Key = {fds358038}
}
@article{fds354158,
Author = {Stanley, ML and Stone, AR and Marsh, EJ},
Title = {Cheaters claim they knew the answers all
along.},
Journal = {Psychonomic bulletin & review},
Volume = {28},
Number = {1},
Pages = {341-350},
Year = {2021},
Month = {February},
url = {http://dx.doi.org/10.3758/s13423-020-01812-w},
Abstract = {Cheating has become commonplace in academia and beyond. Yet,
almost everyone views themselves favorably, believing that
they are honest, trustworthy, and of high integrity. We
investigate one possible explanation for this apparent
discrepancy between people's actions and their favorable
self-concepts: People who cheat on tests believe that they
knew the answers all along. We found consistent
correlational evidence across three studies that, for those
particular cases in which participants likely cheated, they
were more likely to report that they knew the answers all
along. Experimentally, we then found that participants were
more likely to later claim that they knew the answers all
along after having the opportunity to cheat to find the
correct answers - relative to exposure to the correct
answers without the opportunity to cheat. These findings
provide new insights into relationships between memory,
metacognition, and the self-concept.},
Doi = {10.3758/s13423-020-01812-w},
Key = {fds354158}
}
@article{fds355823,
Author = {Arnold, KM and Eliseev, ED and Stone, AR and McDaniel, MA and Marsh,
EJ},
Title = {Two routes to the same place: learning from quick
closed-book essays versus open-book essays},
Journal = {Journal of Cognitive Psychology},
Volume = {33},
Number = {3},
Pages = {229-246},
Year = {2021},
Month = {January},
url = {http://dx.doi.org/10.1080/20445911.2021.1903011},
Abstract = {Knowing when and how to most effectively use writing as a
learning tool requires understanding the cognitive processes
driving learning. Writing is a generative activity that
often requires students to elaborate upon and organise
information. Here we examine what happens when a standard
short writing task is (or is not) combined with a known
mnemonic, retrieval practice. In two studies, we compared
learning from writing short open-book versus closed-book
essays. Despite closed-book essays being shorter and taking
less time, students learned just as much as from writing
longer and more time intensive open-book essays. These
results differ from students’ own perceptions that they
learned more from writing open-book essays. Analyses of the
essays themselves suggested a trade-off in cognitive
processes; closed-book essays required the retrieval of
information but resulted in lower quality essays as judged
by naïve readers. Implications for educational practice and
possible roles for individual differences are
discussed.},
Doi = {10.1080/20445911.2021.1903011},
Key = {fds355823}
}
@article{fds354151,
Author = {Datta, N and Bidopia, T and Datta, S and Mittal, G and Alphin, F and Marsh,
EJ and Fitzsimons, GJ and Strauman, TJ and Zucker,
NL},
Title = {Meal skipping and cognition along a spectrum of restrictive
eating.},
Journal = {Eat Behav},
Volume = {39},
Pages = {101431},
Year = {2020},
Month = {December},
url = {http://dx.doi.org/10.1016/j.eatbeh.2020.101431},
Abstract = {OBJECTIVE: Inadequate nutrition adversely impacts brain
development and cognitive functioning (Pollitt et al.,
1983). Studies examining the acute impact of eating regular
meals on cognition have reported inconsistent findings,
necessitating the exploration of individual differences in
samples contributing to equivocal results. The present study
examines the impact of skipping lunch on cognitive ability
in college-aged students by including eating restraint as a
moderator. METHODS: Participants were 99 college-aged
students (M = 19.7 years, SD = 1.5) randomized to a
blinded 'lunch' or 'lunch-omission' condition, and assessed
on memory, attention, processing speed, set shifting, and
eating disorder symptomology. RESULTS: Regressing long and
short-term memory on the lunch manipulation, eating
restraint scores, and their interaction revealed significant
interactions: those who had lunch had superior memory
performance, but only for those reporting lower levels of
eating restraint. Regressing set shifting speed on the
manipulation, those who had lunch had slower set shifting
speed than those who skipped, but only for those reporting
lower levels of eating restraint. CONCLUSIONS: Results
suggest that skipping lunch may have immediate consequences
on cognition, however, cognitive enhancing effects may be
diminished in the presence of even low levels of eating
restraint. Findings highlight the significance of purported
subclinical levels of eating restraint and may inform health
education strategies.},
Doi = {10.1016/j.eatbeh.2020.101431},
Key = {fds354151}
}
@article{fds354257,
Author = {Stanley, ML and Marsh, EJ and Kay, AC},
Title = {Structure-seeking as a psychological antecedent of beliefs
about morality.},
Journal = {Journal of experimental psychology. General},
Volume = {149},
Number = {10},
Pages = {1908-1918},
Year = {2020},
Month = {October},
url = {http://dx.doi.org/10.1037/xge0000752},
Abstract = {People differ in their beliefs about the objectivity of
moral claims. We investigated a possible psychological
antecedent that might be associated with people's beliefs
about the objectivity of moral claims. More specifically, we
examined the relationship between the endorsement of moral
objectivism and one's need to see the world as structured,
ordered, and predictable. By believing that the world
comprises objective facts about morality, a simple, rigid,
and unambiguous structure is imposed on the moral landscape
that is invariant to the whims and preferences of any
particular person or group. Our results suggest that those
more in need of personal structure and order in their lives
are indeed more likely to endorse moral objectivism. We
discuss the implications of these results for psychological
theories of control and structure-seeking, and for
cooperation, prosociality, social orderliness, and social
goal pursuit. (PsycInfo Database Record (c) 2020 APA, all
rights reserved).},
Doi = {10.1037/xge0000752},
Key = {fds354257}
}
@article{fds349927,
Author = {Butler, AC and Black-Maier, AC and Campbell, K and Marsh, EJ and Persky,
AM},
Title = {Regaining access to marginal knowledge in a classroom
setting},
Journal = {Applied Cognitive Psychology},
Volume = {34},
Number = {5},
Pages = {1005-1012},
Year = {2020},
Month = {September},
url = {http://dx.doi.org/10.1002/acp.3679},
Abstract = {Students learn large amounts of information, but not all of
it is remembered after courses end – meaning that valuable
class time is often spent reviewing background material.
Crucially, laboratory research suggests different strategies
will be effective when reactivating previously learned
information (i.e. marginal knowledge), as opposed to
learning new information. In two experiments, we evaluated
whether these laboratory results translated to the
classroom. Topics from prior courses were tested to document
which information students could no longer retrieve. Half
were assigned to a not-tested control and half to the
intervention; for these topics, students answered
multiple-choice questions (without feedback) that gave them
the chance to recognize the information they had failed to
retrieve. Weeks later, students completed a final assessment
on all topics. Crucially, multiple-choice testing increased
the retrieval of previously forgotten information, providing
the first classroom demonstration of the reactivation of
marginal knowledge.},
Doi = {10.1002/acp.3679},
Key = {fds349927}
}
@article{fds349628,
Author = {De Brigard and F and Gessell, B and Yang, BW and Stewart, G and Marsh,
EJ},
Title = {Remembering possible times: Memory for details of past,
future, and counterfactual simulations.},
Journal = {Psychology of Consciousness: Theory Research, and
Practice},
Volume = {7},
Number = {4},
Pages = {331-339},
Year = {2020},
Month = {January},
url = {http://dx.doi.org/10.1037/cns0000220},
Abstract = {People’s capacity to mentally simulate future events
(episodic future thinking) as well as what could have
occurred in the past but did not (episodic counterfactual
thinking) critically depends on their capacity to retrieve
episodic memories. All 3 mental simulations are likely
adaptive in that they involve rehearsing possible scenarios
with the goal of improving future performance. However, the
extent to which these mental simulations are useful at a
later time depends on how well they are later remembered.
Unfortunately, little is known about how such simulations
are remembered. In the current study, we explored this issue
by asking participants to retrieve episodic memories and
generate future and counterfactual simulations in response
to 4 cues: particular places, people, objects, and times. A
day later participants received 3 of the 4 cues and were
asked to recall the remaining 1. Our results indicate that
people and locations are equally well remembered, regardless
of the temporal orientation of the mental simulation. In
contrast, objects in future simulations are recalled less
frequently than are those in memories. Time was poorly
remembered across conditions but especially when remembering
a future or a counterfactual simulation. In light of these
results, we discuss how temporal information may be
incorporated into our hypothetical episodic simulations.
(PsycInfo Database Record (c) 2020 APA, all rights
reserved)},
Doi = {10.1037/cns0000220},
Key = {fds349628}
}
@article{fds345812,
Author = {Brashier, NM and Eliseev, ED and Marsh, EJ},
Title = {An initial accuracy focus prevents illusory
truth.},
Journal = {Cognition},
Volume = {194},
Pages = {104054},
Year = {2020},
Month = {January},
url = {http://dx.doi.org/10.1016/j.cognition.2019.104054},
Abstract = {News stories, advertising campaigns, and political
propaganda often repeat misleading claims, increasing their
persuasive power. Repeated statements feel easier to
process, and thus truer, than new ones. Surprisingly, this
illusory truth effect occurs even when claims contradict
young adults' stored knowledge (e.g., repeating The fastest
land animal is the leopard makes it more believable). In
four experiments, we tackled this problem by prompting
people to behave like "fact checkers." Focusing on accuracy
at exposure (giving initial truth ratings) wiped out the
illusion later, but only when participants held relevant
knowledge. This selective benefit persisted over a delay.
Our findings inform theories of how people evaluate truth
and suggest practical strategies for coping in a "post-truth
world."},
Doi = {10.1016/j.cognition.2019.104054},
Key = {fds345812}
}
@article{fds348415,
Author = {Brashier, NM and Marsh, EJ},
Title = {Judging Truth.},
Journal = {Annual review of psychology},
Volume = {71},
Pages = {499-515},
Year = {2020},
Month = {January},
url = {http://dx.doi.org/10.1146/annurev-psych-010419-050807},
Abstract = {Deceptive claims surround us, embedded in fake news,
advertisements, political propaganda, and rumors. How do
people know what to believe? Truth judgments reflect
inferences drawn from three types of information: base
rates, feelings, and consistency with information retrieved
from memory. First, people exhibit a bias to accept incoming
information, because most claims in our environments are
true. Second, people interpret feelings, like ease of
processing, as evidence of truth. And third, people can (but
do not always) consider whether assertions match facts and
source information stored in memory. This three-part
framework predicts specific illusions (e.g., truthiness,
illusory truth), offers ways to correct stubborn
misconceptions, and suggests the importance of converging
cues in a post-truth world, where falsehoods travel further
and faster than the truth.},
Doi = {10.1146/annurev-psych-010419-050807},
Key = {fds348415}
}
@article{fds366034,
Author = {Yang, B and Restrepo, CV and Stanley, M},
Title = {Truncating Bar Graphs Persistently Misleads
Viewers},
Year = {2019},
Month = {September},
url = {http://dx.doi.org/10.31234/osf.io/7aq4h},
Abstract = {<p>In press: https://doi.org/10.1016/j.jarmac.2020.10.002
Data visualizations and graphs are increasingly common in
both scientific and mass media settings. While graphs are
useful tools for communicating patterns in data, they also
have the potential to mislead viewers. In five studies, we
provide empirical evidence that y-axis truncation leads
viewers to perceive illustrated differences as larger (i.e.,
a truncation effect). This effect persisted after viewers
were taught about the effects of y-axis truncation and was
robust across participants, with 83.5% of participants
across all 5 studies showing a truncation effect. We also
found that individual differences in graph literacy failed
to predict the size of individuals’ truncation effects.
PhD students in both quantitative fields and the humanities
were susceptible to the truncation effect, but quantitative
PhD students were slightly more resistant when no warning
about truncated axes was provided. We discuss the
implications of these results for the underlying mechanisms
and make practical recommendations for training critical
consumers and creators of graphs.</p>},
Doi = {10.31234/osf.io/7aq4h},
Key = {fds366034}
}
@article{fds341737,
Author = {Fazio, LK and Marsh, EJ},
Title = {Retrieval-Based Learning in Children},
Journal = {Current Directions in Psychological Science},
Volume = {28},
Number = {2},
Pages = {111-116},
Year = {2019},
Month = {April},
url = {http://dx.doi.org/10.1177/0963721418806673},
Abstract = {Testing oneself with flash cards, using a clicker to respond
to a teacher’s questions, and teaching another student are
all effective ways to learn information. These learning
strategies work, in part, because they require the retrieval
of information from memory, a process known to enhance later
memory. However, little research has directly examined
retrieval-based learning in children. We review the emerging
literature on the benefits of retrieval-based learning for
preschool and elementary school students and draw on other
literatures for further insights. We reveal clear evidence
for the benefits of retrieval-based learning in children
(starting in infancy). However, we know little about the
developmental trajectory. Overall, the benefits are largest
when the initial retrieval practice is effortful but
successful.},
Doi = {10.1177/0963721418806673},
Key = {fds341737}
}
@article{fds341736,
Author = {Marsh, EJ and Rajaram, S},
Title = {The Digital Expansion of the Mind: Implications of Internet
Usage for Memory and Cognition},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {8},
Number = {1},
Pages = {1-14},
Year = {2019},
Month = {March},
url = {http://dx.doi.org/10.1016/j.jarmac.2018.11.001},
Abstract = {The internet is rapidly changing what information is
available as well as how we find it and share it with
others. Here we examine how this “digital expansion of the
mind” changes cognition. We begin by identifying ten
properties of the internet that likely affect cognition,
roughly organized around internet content (e.g., the sheer
amount of information available), internet usage (e.g., the
requirement to search for information), and the people and
communities who create and propagate content (e.g., people
are connected in an unprecedented fashion). We use these
properties to explain (or ask questions about)
internet-related phenomena, such as habitual reliance on the
internet, the propagation of misinformation, and
consequences for autobiographical memory, among others. Our
goal is to consider the impact of internet usage on many
aspects of cognition, as people increasingly rely on the
internet to seek, post, and share information.},
Doi = {10.1016/j.jarmac.2018.11.001},
Key = {fds341736}
}
@article{fds338051,
Author = {Stanley, ML and Yang, BW and Marsh, EJ},
Title = {When the Unlikely Becomes Likely: Qualifying Language Does
Not Influence Later Truth Judgments},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {8},
Number = {1},
Pages = {118-129},
Publisher = {Elsevier BV},
Year = {2019},
Month = {March},
url = {http://dx.doi.org/10.1016/j.jarmac.2018.08.004},
Abstract = {Judgments and decisions are frequently made under
uncertainty. People often express and interpret this
uncertainty with epistemic qualifiers (e.g., likely,
improbable). We investigate the extent to which qualifiers
influence truth judgments over time. In four studies,
participants studied qualified statements, and two days
later they rated the truth of previously qualified
statements along with new statements. Previously qualified
statements were rated as more likely true than new
statements, even when the qualifiers had distinctly opposite
meanings (i.e., certain versus impossible; Study 1) and when
all qualifiers cast doubt on the veracity of the statements
(e.g., improbable, impossible; Studies 2–4). Three
additional studies suggested that this effect was not
dependent on memory for the qualifiers. Consistent with a
fluency interpretation, prior exposure made the statements
easier to read, driving truth judgments, and overriding the
influence of qualifying information. Implications for
improving communication using qualifiers are
discussed.},
Doi = {10.1016/j.jarmac.2018.08.004},
Key = {fds338051}
}
@article{fds342150,
Author = {Rajaram, S and Marsh, EJ},
Title = {Cognition in the Internet Age: What are the Important
Questions?},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {8},
Number = {1},
Pages = {46-49},
Year = {2019},
Month = {March},
url = {http://dx.doi.org/10.1016/j.jarmac.2019.01.004},
Doi = {10.1016/j.jarmac.2019.01.004},
Key = {fds342150}
}
@article{fds339752,
Author = {Wang, W-C and Brashier, NM and Wing, EA and Marsh, EJ and Cabeza,
R},
Title = {Neural basis of goal-driven changes in knowledge
activation.},
Journal = {The European journal of neuroscience},
Volume = {48},
Number = {11},
Pages = {3389-3396},
Year = {2018},
Month = {December},
url = {http://dx.doi.org/10.1111/ejn.14196},
Abstract = {Depending on a person's goals, different aspects of stored
knowledge are accessed. Decades of behavioral work document
the flexible use of knowledge, but little neuroimaging work
speaks to these questions. We used representational
similarity analysis to investigate whether the relationship
between brain activity and semantic structure of statements
varied in two tasks hypothesized to differ in the degree to
which knowledge is accessed: judging truth (semantic task)
and judging oldness (episodic task). During truth judgments,
but not old/new recognition judgments, a left-lateralized
network previously associated with semantic memory exhibited
correlations with semantic structure. At a neural level,
people activate knowledge representations in different ways
when focused on different goals. The present results
demonstrate the potential of multivariate approaches in
characterizing knowledge storage and retrieval, as well as
the ways that it shapes our understanding and long-term
memory.},
Doi = {10.1111/ejn.14196},
Key = {fds339752}
}
@article{fds333724,
Author = {Wang, W-C and Brashier, NM and Wing, EA and Marsh, EJ and Cabeza,
R},
Title = {Knowledge supports memory retrieval through familiarity, not
recollection.},
Journal = {Neuropsychologia},
Volume = {113},
Pages = {14-21},
Year = {2018},
Month = {May},
url = {http://dx.doi.org/10.1016/j.neuropsychologia.2018.01.019},
Abstract = {Semantic memory, or general knowledge of the world, guides
learning and supports the formation and retrieval of new
episodic memories. Behavioral evidence suggests that this
knowledge effect is supported by recollection-a more
controlled form of memory retrieval generally accompanied by
contextual details-to a greater degree than familiarity-a
more automatic form of memory retrieval generally absent of
contextual details. In the current study, we used functional
magnetic resonance imaging (fMRI) to investigate the role
that regions associated with recollection and familiarity
play in retrieving recent instances of known (e.g., The
Summer Olympic Games are held four years apart) and unknown
(e.g., A flaky deposit found in port bottles is beeswing)
statements. Our results revealed a surprising pattern:
Episodic retrieval of known statements recruited regions
associated with familiarity, but not recollection. Instead,
retrieval of unknown statements recruited regions associated
with recollection. These data, in combination with quicker
reaction times for the retrieval of known than unknown
statements, suggest that known statements can be
successfully retrieved on the basis of familiarity, whereas
unknown statements were retrieved on the basis of
recollection. Our results provide insight into how knowledge
influences episodic retrieval and demonstrate the role of
neuroimaging in providing insights into cognitive processes
in the absence of explicit behavioral responses.},
Doi = {10.1016/j.neuropsychologia.2018.01.019},
Key = {fds333724}
}
@article{fds332045,
Author = {Butler, AC and Black-Maier, AC and Raley, ND and Marsh,
EJ},
Title = {Retrieving and applying knowledge to different examples
promotes transfer of learning.},
Journal = {Journal of experimental psychology. Applied},
Volume = {23},
Number = {4},
Pages = {433-446},
Year = {2017},
Month = {December},
url = {http://dx.doi.org/10.1037/xap0000142},
Abstract = {Introducing variability during learning often facilitates
transfer to new contexts (i.e., generalization). The goal of
the present study was to explore the concept of variability
in an area of research where its effects have received
little attention: learning through retrieval practice. In
four experiments, we investigated whether retrieval practice
with different examples of a concept promotes greater
transfer than repeated retrieval practice with the same
example. Participants watched video clips from a lecture
about geological science and answered application questions
about concepts: either the same question three times or
three different questions. Experiments 3 and 4 also included
conditions that involved repeatedly studying the information
in the application questions (either the same example or
three different examples). Two days later, participants took
a final test with new application questions. All four
experiments showed that variability during retrieval
practice produced superior transfer of knowledge to new
examples. Experiments 3 and 4 also showed a testing effect
and a benefit from studying different examples. Overall,
these findings suggest that repeatedly retrieving and
applying knowledge to different examples is a powerful
method for acquiring knowledge that will transfer to a
variety of new contexts. (PsycINFO Database
Record},
Doi = {10.1037/xap0000142},
Key = {fds332045}
}
@article{fds331410,
Author = {Marsh, EJ and Yang, BW},
Title = {A Call to Think Broadly about Information
Literacy},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {6},
Number = {4},
Pages = {401-404},
Publisher = {Elsevier BV},
Year = {2017},
Month = {December},
url = {http://dx.doi.org/10.1016/j.jarmac.2017.09.012},
Doi = {10.1016/j.jarmac.2017.09.012},
Key = {fds331410}
}
@article{fds332982,
Author = {Marsh, EJ},
Title = {Family Matters: Measuring Impact Through One's Academic
Descendants.},
Journal = {Perspectives on psychological science : a journal of the
Association for Psychological Science},
Volume = {12},
Number = {6},
Pages = {1130-1132},
Year = {2017},
Month = {November},
url = {http://dx.doi.org/10.1177/1745691617719759},
Abstract = {Scientific contributions take many forms, not all of which
result in fame or are captured in traditional metrics of
success (e.g., h factor). My focus is on one of the most
lasting and important contributions a scientist can make:
training scientists who go on to train scientists, who in
turn train more scientists, etc. Academic genealogies
provide many examples of scientists whose names might not be
recognizable today but who trained psychologists that went
on to publish very influential work. Of course success
results from a combination of many factors (including but
not limited to the student's abilities and motivation, luck,
institutional resources, mentoring, etc.), but the field
should find more ways to acknowledge the role that mentoring
does play.},
Doi = {10.1177/1745691617719759},
Key = {fds332982}
}
@article{fds326719,
Author = {Brashier, NM and Umanath, S and Cabeza, R and Marsh,
EJ},
Title = {Competing cues: Older adults rely on knowledge in the face
of fluency.},
Journal = {Psychology and aging},
Volume = {32},
Number = {4},
Pages = {331-337},
Year = {2017},
Month = {June},
url = {http://dx.doi.org/10.1037/pag0000156},
Abstract = {Consumers regularly encounter repeated false claims in
political and marketing campaigns, but very little empirical
work addresses their impact among older adults. Repeated
statements feel easier to process, and thus more truthful,
than new ones (i.e., illusory truth). When judging truth,
older adults' accumulated general knowledge may offset this
perception of fluency. In two experiments, participants read
statements that contradicted information stored in memory; a
post-experimental knowledge check confirmed what individual
participants knew. Unlike young adults, older adults
exhibited illusory truth only when they lacked knowledge
about claims. This interaction between knowledge and fluency
extends dual-process theories of aging. (PsycINFO Database
Record},
Doi = {10.1037/pag0000156},
Key = {fds326719}
}
@article{fds326720,
Author = {Arnold, KM and Umanath, S and Thio, K and Reilly, WB and McDaniel, MA and Marsh, EJ},
Title = {Understanding the cognitive processes involved in writing to
learn.},
Journal = {Journal of experimental psychology. Applied},
Volume = {23},
Number = {2},
Pages = {115-127},
Year = {2017},
Month = {June},
url = {http://dx.doi.org/10.1037/xap0000119},
Abstract = {Writing is often used as a tool for learning. However,
empirical support for the benefits of writing-to-learn is
mixed, likely because the literature conflates diverse
activities (e.g., summaries, term papers) under the single
umbrella of writing-to-learn. Following recent trends in the
writing-to-learn literature, the authors focus on the
underlying cognitive processes. They draw on the largely
independent writing-to-learn and cognitive psychology
learning literatures to identify important cognitive
processes. The current experiment examines learning from 3
writing tasks (and 1 nonwriting control), with an emphasis
on whether or not the tasks engaged retrieval. Tasks that
engaged retrieval (essay writing and free recall) led to
better final test performance than those that did not (note
taking and highlighting). Individual differences in
structure building (the ability to construct mental
representations of narratives; Gernsbacher, Varner, & Faust,
1990) modified this effect; skilled structure builders
benefited more from essay writing and free recall than did
less skilled structure builders. Further, more essay-like
responses led to better performance, implicating the
importance of additional cognitive processes such as
reorganization and elaboration. The results highlight how
both task instructions and individual differences affect the
cognitive processes involved when writing-to-learn, with
consequences for the effectiveness of the learning strategy.
(PsycINFO Database Record},
Doi = {10.1037/xap0000119},
Key = {fds326720}
}
@article{fds322500,
Author = {Cantor, AD and Marsh, EJ},
Title = {Expertise effects in the Moses illusion: detecting
contradictions with stored knowledge.},
Journal = {Memory (Hove, England)},
Volume = {25},
Number = {2},
Pages = {220-230},
Year = {2017},
Month = {February},
url = {http://dx.doi.org/10.1080/09658211.2016.1152377},
Abstract = {People frequently miss contradictions with stored knowledge;
for example, readers often fail to notice any problem with a
reference to the Atlantic as the largest ocean. Critically,
such effects occur even though participants later
demonstrate knowing the Pacific is the largest ocean (the
Moses Illusion) [Erickson, T. D., & Mattson,
M. E. (1981). From words to meaning: A semantic illusion.
Journal of Verbal Learning & Verbal Behavior, 20, 540-551].
We investigated whether such oversights disappear when
erroneous references contradict information in one's expert
domain, material which likely has been encountered many
times and is particularly well-known. Biology and history
graduate students monitored for errors while answering
biology and history questions containing erroneous
presuppositions ("In what US state were the forty-niners
searching for oil?"). Expertise helped: participants were
less susceptible to the illusion and less likely to later
reproduce errors in their expert domain. However, expertise
did not eliminate the illusion, even when errors were bolded
and underlined, meaning that it was unlikely that people
simply skipped over errors. The results support claims that
people often use heuristics to judge truth, as opposed to
directly retrieving information from memory, likely because
such heuristics are adaptive and often lead to the correct
answer. Even experts sometimes use such shortcuts,
suggesting that overlearned and accessible knowledge does
not guarantee retrieval of that information.},
Doi = {10.1080/09658211.2016.1152377},
Key = {fds322500}
}
@article{fds322020,
Author = {Wang, W-C and Brashier, NM and Wing, EA and Marsh, EJ and Cabeza,
R},
Title = {On Known Unknowns: Fluency and the Neural Mechanisms of
Illusory Truth.},
Journal = {Journal of cognitive neuroscience},
Volume = {28},
Number = {5},
Pages = {739-746},
Year = {2016},
Month = {May},
url = {http://dx.doi.org/10.1162/jocn_a_00923},
Abstract = {The "illusory truth" effect refers to the phenomenon whereby
repetition of a statement increases its likelihood of being
judged true. This phenomenon has important implications for
how we come to believe oft-repeated information that may be
misleading or unknown. Behavioral evidence indicates that
fluency, the subjective ease experienced while processing
information, underlies this effect. This suggests that
illusory truth should be mediated by brain regions
previously linked to fluency, such as the perirhinal cortex
(PRC). To investigate this possibility, we scanned
participants with fMRI while they rated the truth of unknown
statements, half of which were presented earlier (i.e.,
repeated). The only brain region that showed an interaction
between repetition and ratings of perceived truth was PRC,
where activity increased with truth ratings for repeated,
but not for new, statements. This finding supports the
hypothesis that illusory truth is mediated by a fluency
mechanism and further strengthens the link between PRC and
fluency.},
Doi = {10.1162/jocn_a_00923},
Key = {fds322020}
}
@article{fds326830,
Author = {Arnold, KM and Daniel, DB and Jensen, JL and Mcdaniel, MA and Marsh,
EJ},
Title = {Structure Building Predicts Grades in College Psychology and
Biology},
Journal = {Applied Cognitive Psychology},
Volume = {30},
Number = {3},
Pages = {454-459},
Publisher = {WILEY},
Year = {2016},
Month = {May},
url = {http://dx.doi.org/10.1002/acp.3226},
Abstract = {Knowing what skills underlie college success can allow
students, teachers, and universities to identify and to help
at-risk students. One skill that may underlie success across
a variety of subject areas is structure building, the
ability to create mental representations of narratives
(Gernsbacher, Varner, & Faust, 1990). We tested if
individual differences in structure-building ability
predicted success in two college classes: introductory to
psychology and introductory biology. In both cases,
structure building predicted success. This effect was
robust, with structure building explaining variance in
course grades even after accounting for high school GPA and
SAT scores (in the psychology course) or a measure of domain
knowledge (in the biology course). The results support the
claim that structure building is an important individual
difference, one that is associated with learning in
different domains.},
Doi = {10.1002/acp.3226},
Key = {fds326830}
}
@article{fds322499,
Author = {Mullet, HG and Marsh, EJ},
Title = {Correcting false memories: Errors must be noticed and
replaced.},
Journal = {Memory & cognition},
Volume = {44},
Number = {3},
Pages = {403-412},
Year = {2016},
Month = {April},
url = {http://dx.doi.org/10.3758/s13421-015-0571-x},
Abstract = {Memory can be unreliable. For example, after reading The new
baby stayed awake all night, people often misremember that
the new baby cried all night (Brewer, 1977); similarly,
after hearing bed, rest, and tired, people often falsely
remember that sleep was on the list (Roediger & McDermott,
1995). In general, such false memories are difficult to
correct, persisting despite warnings and additional study
opportunities. We argue that errors must first be detected
to be corrected; consistent with this argument, two
experiments showed that false memories were nearly
eliminated when conditions facilitated comparisons between
participants' errors and corrective feedback (e.g.,
immediate trial-by-trial feedback that allowed direct
comparisons between their responses and the correct
information). However, knowledge that they had made an error
was insufficient; unless the feedback message also contained
the correct answer, the rate of false memories remained
relatively constant. On the one hand, there is nothing
special about correcting false memories: simply labeling an
error as "wrong" is also insufficient for correcting other
memory errors, including misremembered facts or
mistranslations. However, unlike these other types of
errors--which often benefit from the spacing afforded by
delayed feedback--false memories require a special
consideration: Learners may fail to notice their errors
unless the correction conditions specifically highlight
them.},
Doi = {10.3758/s13421-015-0571-x},
Key = {fds322499}
}
@article{fds322501,
Author = {Marsh, EJ and Cantor, AD and M. Brashier and N},
Title = {Believing that Humans Swallow Spiders in Their Sleep: False
Beliefs as Side Effects of the Processes that Support
Accurate Knowledge},
Journal = {Psychology of Learning and Motivation - Advances in Research
and Theory},
Volume = {64},
Pages = {93-132},
Publisher = {Elsevier},
Year = {2016},
Month = {January},
url = {http://dx.doi.org/10.1016/bs.plm.2015.09.003},
Abstract = {Humans can store, maintain, and retrieve an impressive
amount of information—but the processes that support
accurate knowledge can also lead to errors, such as the
false belief that humans swallow eight spiders in their
sleep each year. In this chapter, we review characteristics
of the knowledge base and explore how five adaptive
properties that support accurate knowledge can also lead to
the learning, storage, and retrieval of falsehoods. First,
people exhibit a bias to believe information is true since,
most of the time, incoming information is indeed true.
Second, we utilize a fluency-based heuristic for judging
truth since—again, most of the time—easy processing
reliably signals that something is true. Third, the
knowledge base is productive: people use existing knowledge
to make new inferences, which are typically accurate but
occasionally are inappropriate and result in errors. Fourth,
existing knowledge supports new learning, so our ingrained
misconceptions can foster new errors and interfere with
learning the truth. Fifth, because it would be too taxing to
carefully compare all incoming information to stored
knowledge, we do not require a perfect match and often
accept information as “good enough.” As a result, errors
that are similar to the truth often slip by undetected, and
sometimes are later reproduced. Finally, we discuss methods
for correcting errors and potential barriers to the
correction of misconceptions. In particular, it is essential
to refute the error as well as provide a simple alternative
to replace it. Overall, the processes that support accurate
knowledge and false beliefs are the same, and can lead to
competing representations in memory.},
Doi = {10.1016/bs.plm.2015.09.003},
Key = {fds322501}
}
@article{fds252727,
Author = {Fazio, LK and Brashier, NM and Payne, BK and Marsh,
EJ},
Title = {Knowledge does not protect against illusory
truth.},
Journal = {Journal of experimental psychology. General},
Volume = {144},
Number = {5},
Pages = {993-1002},
Year = {2015},
Month = {October},
ISSN = {0096-3445},
url = {http://dx.doi.org/10.1037/xge0000098},
Abstract = {In daily life, we frequently encounter false claims in the
form of consumer advertisements, political propaganda, and
rumors. Repetition may be one way that insidious
misconceptions, such as the belief that vitamin C prevents
the common cold, enter our knowledge base. Research on the
illusory truth effect demonstrates that repeated statements
are easier to process, and subsequently perceived to be more
truthful, than new statements. The prevailing assumption in
the literature has been that knowledge constrains this
effect (i.e., repeating the statement "The Atlantic Ocean is
the largest ocean on Earth" will not make you believe it).
We tested this assumption using both normed estimates of
knowledge and individuals' demonstrated knowledge on a
postexperimental knowledge check (Experiment 1). Contrary to
prior suppositions, illusory truth effects occurred even
when participants knew better. Multinomial modeling
demonstrated that participants sometimes rely on fluency
even if knowledge is also available to them (Experiment 2).
Thus, participants demonstrated knowledge neglect, or the
failure to rely on stored knowledge, in the face of fluent
processing experiences.},
Doi = {10.1037/xge0000098},
Key = {fds252727}
}
@article{fds252733,
Author = {Deffler, SA and Brown, AS and Marsh, EJ},
Title = {Judging the familiarity of strangers: does the context
matter?},
Journal = {Psychonomic bulletin & review},
Volume = {22},
Number = {4},
Pages = {1041-1047},
Year = {2015},
Month = {August},
ISSN = {1069-9384},
url = {http://dx.doi.org/10.3758/s13423-014-0769-0},
Abstract = {Context affects face recognition, with people more likely to
recognize an acquaintance when that person is encountered in
an expected and familiar place. However, we demonstrate that
a familiar context can also incorrectly lead to feeling that
a stranger is known. More specifically, we asked whether a
familiar place can increase the belief that a stranger has
been encountered outside of the experimental context (e.g.,
in the news or in real life). Novel faces were paired with
novel places, famous places (landmarks), or neutral (solid
color) backgrounds, and participants rated the
pre-experimental familiarity of each novel face. Across four
experiments, participants misinterpreted the familiarity of
the landmark backgrounds as evidence of knowing the faces
outside of the experimental context. This effect only
disappeared when participants failed to integrate the face
with the place, judging that the two did not fit together.
Our findings suggest that familiarity is not judged in
isolation; rather, people are unable to completely
disentangle the familiarity of the individual components of
a scene.},
Doi = {10.3758/s13423-014-0769-0},
Key = {fds252733}
}
@article{fds252728,
Author = {Brown, AS and Croft Caderao and K and Fields, LM and Marsh,
EJ},
Title = {Borrowing Personal Memories},
Journal = {Applied Cognitive Psychology},
Volume = {29},
Number = {3},
Pages = {471-477},
Publisher = {WILEY},
Year = {2015},
Month = {May},
ISSN = {0888-4080},
url = {http://hdl.handle.net/10161/10380 Duke open
access},
Abstract = {The present investigation documents memory borrowing in
college-age students, defined as the telling of others'
autobiographical stories as if they are one's own. In both
pilot and online surveys, most undergraduates admit to
borrowing personal stories from others or using details from
others' experiences to embellish their own retellings. These
behaviors appear primarily motivated by a desire to
permanently incorporate others' experiences into one's own
autobiographical record (appropriation), but other reasons
include to temporarily create a more coherent or engaging
conversational exchange (social connection), simplify
conveying somebody else's interesting experience
(convenience), or make oneself look good (status
enhancement). A substantial percentage of respondents
expressed uncertainty as to whether an autobiographical
experience actually belonged to them or to someone else, and
most respondents have confronted somebody over ownership of
a particular story. Documenting memory borrowing is
important as the behavior has potential consequences for the
creation of false memories.},
Doi = {10.1002/acp.3130},
Key = {fds252728}
}
@article{fds252734,
Author = {Cantor, AD and Eslick, AN and Marsh, EJ and Bjork, RA and Bjork,
EL},
Title = {Multiple-choice tests stabilize access to marginal
knowledge.},
Journal = {Memory & cognition},
Volume = {43},
Number = {2},
Pages = {193-205},
Year = {2015},
Month = {February},
ISSN = {0090-502X},
url = {http://dx.doi.org/10.3758/s13421-014-0462-6},
Abstract = {Marginal knowledge refers to knowledge that is stored in
memory, but is not accessible at a given moment. For
example, one might struggle to remember who wrote The Call
of the Wild, even if that knowledge is stored in memory.
Knowing how best to stabilize access to marginal knowledge
is important, given that new learning often requires
accessing and building on prior knowledge. While even a
single opportunity to restudy marginal knowledge boosts its
later accessibility (Berger, Hall, & Bahrick, 1999), in many
situations explicit relearning opportunities are not
available. Our question is whether multiple-choice tests
(which by definition expose the learner to the correct
answers) can also serve this function and, if so, how
testing compares to restudying given that tests can be
particularly powerful learning devices (Roediger & Karpicke,
2006). In four experiments, we found that multiple-choice
testing had the power to stabilize access to marginal
knowledge, and to do so for at least up to a week.
Importantly, such tests did not need to be paired with
feedback, although testing was no more powerful than
studying. Overall, the results support the idea that one's
knowledge base is unstable, with individual pieces of
information coming in and out of reach. The present findings
have implications for a key educational challenge: ensuring
that students have continuing access to information they
have learned.},
Doi = {10.3758/s13421-014-0462-6},
Key = {fds252734}
}
@article{fds252740,
Author = {Fazio, LK and Dolan, PO and Marsh, EJ},
Title = {Learning misinformation from fictional sources:
understanding the contributions of transportation and
item-specific processing.},
Journal = {Memory (Hove, England)},
Volume = {23},
Number = {2},
Pages = {167-177},
Year = {2015},
Month = {January},
ISSN = {0965-8211},
url = {http://dx.doi.org/10.1080/09658211.2013.877146},
Abstract = {People often pick up incorrect information about the world
from movies, novels and other fictional sources. The
question asked here is whether such sources are a
particularly potent source of misinformation. On the one
hand, story-reading involves transportation into a fictional
world, with a possible reduction in access to one's prior
knowledge (likely reducing the chances that the reader will
notice errors). On the other hand, stories encourage
relational processing as readers create mental models,
decreasing the likelihood that they will encode and remember
more peripheral details like erroneous facts. To test these
ideas, we examined suggestibility after readers were exposed
to misleading references embedded in stories and lists that
were matched on a number of dimensions. In two experiments,
suggestibility was greater following exposure to
misinformation in a list of sentences rather than a coherent
story, even though the story was rated as more engaging than
the list. Furthermore, processing the story with an
item-specific processing task (inserting missing letters)
increased later suggestibility, whereas this task had no
impact on suggestibility when misinformation was presented
within a list. The type of processing used when reading a
text affects suggestibility more than engagement with the
text.},
Doi = {10.1080/09658211.2013.877146},
Key = {fds252740}
}
@article{fds252735,
Author = {Mullet, HG and Umanath, S and Marsh, EJ},
Title = {Recent study, but not retrieval, of knowledge protects
against learning errors.},
Journal = {Memory & cognition},
Volume = {42},
Number = {8},
Pages = {1239-1249},
Year = {2014},
Month = {November},
ISSN = {0090-502X},
url = {http://dx.doi.org/10.3758/s13421-014-0437-7},
Abstract = {Surprisingly, people incorporate errors into their knowledge
bases even when they have the correct knowledge stored in
memory (e.g., Fazio, Barber, Rajaram, Ornstein, & Marsh,
2013). We examined whether heightening the accessibility of
correct knowledge would protect people from later
reproducing misleading information that they encountered in
fictional stories. In Experiment 1, participants studied a
series of target general knowledge questions and their
correct answers either a few minutes (high accessibility of
knowledge) or 1 week (low accessibility of knowledge) before
exposure to misleading story references. In Experiments 2a
and 2b, participants instead retrieved the answers to the
target general knowledge questions either a few minutes or 1
week before the rest of the experiment. Reading the relevant
knowledge directly before the story-reading phase protected
against reproduction of the misleading story answers on a
later general knowledge test, but retrieving that same
correct information did not. Retrieving stored knowledge
from memory might actually enhance the encoding of relevant
misinformation.},
Doi = {10.3758/s13421-014-0437-7},
Key = {fds252735}
}
@article{fds287923,
Author = {Mullet, HG and Butler, AC and Verdin, B and von Borries, R and Marsh,
EJ},
Title = {Delaying feedback promotes transfer of knowledge despite
student preferences to receive feedback immediately},
Journal = {Journal of Applied Research in Memory and
Cognition},
Volume = {3},
Number = {3},
Pages = {222-229},
Year = {2014},
Month = {July},
ISSN = {2211-3681},
url = {http://dx.doi.org/10.1016/j.jarmac.2014.05.001},
Abstract = {Educators and researchers who study human learning often
assume that feedback is most effective when given
immediately. However, a growing body of research has
challenged this assumption by demonstrating that delaying
feedback can facilitate learning. Advocates for immediate
feedback have questioned the generalizability of this
finding, suggesting that such effects only occur in highly
controlled laboratory settings. We report a pair of
experiments in which the timing of feedback was manipulated
in an upper-level college engineering course. Students
practiced applying their knowledge of complex engineering
concepts on weekly homework assignments, and then received
feedback either immediately after the assignment deadline or
1 week later. When students received delayed feedback, they
performed betteron subsequent course exams that contained
new problems about the same concepts. Although delayed
feedback produced superior transfer of knowledge, students
reported that they benefited most from immediate feedback,
revealing a metacognitive disconnect between actual and
perceived effectiveness.},
Doi = {10.1016/j.jarmac.2014.05.001},
Key = {fds287923}
}
@article{fds252744,
Author = {Umanath, S and Dolan, PO and Marsh, EJ},
Title = {Ageing and the Moses illusion: older adults fall for Moses
but if asked directly, stick with Noah.},
Journal = {Memory (Hove, England)},
Volume = {22},
Number = {5},
Pages = {481-492},
Year = {2014},
Month = {January},
ISSN = {0965-8211},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23705952},
Abstract = {Many people respond "two" to the question "How many animals
of each kind did Moses take on the ark?", even though they
know the reference should be to Noah. The Moses Illusion
demonstrates a failure to apply stored knowledge (Erickson &
Mattson, 1981). Of interest was whether older adults' robust
knowledge bases would protect them from vulnerability to
this illusion. Of secondary interest were any age
differences in the memorial consequences of the illusion,
and whether older adults' prior knowledge would protect them
from later reproducing information from distorted questions
(e.g., later saying that Moses took two animals of each kind
on the ark). Surprisingly, older adults fell for the Moses
Illusion more often than did younger adults. However,
falling for the illusion did not affect older adults' later
memory; they were less suggestible than young adults. Most
importantly, older adults were more likely to recover from
exposure to distorted questions and respond correctly.
Explanations of these findings, drawing on theories of
cognitive ageing, are discussed.},
Doi = {10.1080/09658211.2013.799701},
Key = {fds252744}
}
@article{fds252739,
Author = {Butler, AC and Marsh, EJ and Slavinsky, JP and Baraniuk,
RG},
Title = {Integrating Cognitive Science and Technology Improves
Learning in a STEM Classroom},
Journal = {Educational Psychology Review},
Volume = {26},
Number = {2},
Pages = {331-340},
Publisher = {Springer Nature},
Year = {2014},
ISSN = {1040-726X},
url = {http://dx.doi.org/10.1007/s10648-014-9256-4},
Abstract = {The most effective educational interventions often face
significant barriers to widespread implementation because
they are highly specific, resource intense, and/or
comprehensive. We argue for an alternative approach to
improving education: leveraging technology and cognitive
science to develop interventions that generalize, scale, and
can be easily implemented within any curriculum. In a
classroom experiment, we investigated whether three simple,
but powerful principles from cognitive science could be
combined to improve learning. Although implementation of
these principles only required a few small changes to
standard practice in a college engineering course, it
significantly increased student performance on exams. Our
findings highlight the potential for developing inexpensive,
yet effective educational interventions that can be
implemented worldwide. © 2014 Springer Science+Business
Media New York.},
Doi = {10.1007/s10648-014-9256-4},
Key = {fds252739}
}
@article{fds252741,
Author = {Slavinsky, JP and Davenport, KJ and Butler, AC and Marsh, EJ and Baraniuk, RG},
Title = {Open online platforms advancing DSP education},
Journal = {ICASSP, IEEE International Conference on Acoustics, Speech
and Signal Processing - Proceedings},
Pages = {8771-8775},
Publisher = {IEEE},
Year = {2013},
Month = {October},
ISSN = {1520-6149},
url = {http://dx.doi.org/10.1109/ICASSP.2013.6639379},
Abstract = {Two open, online educational platforms, OpenStax Exercises
and OpenStax Tutor, are working to revolutionize the way in
which students learn concepts in diverse subject areas. Born
and tested in the area of signal processing education, these
tools bring to bear cutting-edge ideas in cognitive science
and machine learning to automatically build personalized
learning pathways for today's students and to advance the
field of learning science. These platforms are introduced
and initial results discussed. © 2013 IEEE.},
Doi = {10.1109/ICASSP.2013.6639379},
Key = {fds252741}
}
@article{fds252743,
Author = {Dunlosky, J and Rawson, KA and Marsh, EJ and Nathan, MJ and Willingham,
DT},
Title = {Improving Students' Learning With Effective Learning
Techniques: Promising Directions From Cognitive and
Educational Psychology.},
Journal = {Psychological science in the public interest : a journal of
the American Psychological Society},
Volume = {14},
Number = {1},
Pages = {4-58},
Year = {2013},
Month = {January},
ISSN = {1529-1006},
url = {http://dx.doi.org/10.1177/1529100612453266},
Abstract = {Many students are being left behind by an educational system
that some people believe is in crisis. Improving educational
outcomes will require efforts on many fronts, but a central
premise of this monograph is that one part of a solution
involves helping students to better regulate their learning
through the use of effective learning techniques.
Fortunately, cognitive and educational psychologists have
been developing and evaluating easy-to-use learning
techniques that could help students achieve their learning
goals. In this monograph, we discuss 10 learning techniques
in detail and offer recommendations about their relative
utility. We selected techniques that were expected to be
relatively easy to use and hence could be adopted by many
students. Also, some techniques (e.g., highlighting and
rereading) were selected because students report relying
heavily on them, which makes it especially important to
examine how well they work. The techniques include
elaborative interrogation, self-explanation, summarization,
highlighting (or underlining), the keyword mnemonic, imagery
use for text learning, rereading, practice testing,
distributed practice, and interleaved practice. To offer
recommendations about the relative utility of these
techniques, we evaluated whether their benefits generalize
across four categories of variables: learning conditions,
student characteristics, materials, and criterion tasks.
Learning conditions include aspects of the learning
environment in which the technique is implemented, such as
whether a student studies alone or with a group. Student
characteristics include variables such as age, ability, and
level of prior knowledge. Materials vary from simple
concepts to mathematical problems to complicated science
texts. Criterion tasks include different outcome measures
that are relevant to student achievement, such as those
tapping memory, problem solving, and comprehension. We
attempted to provide thorough reviews for each technique, so
this monograph is rather lengthy. However, we also wrote the
monograph in a modular fashion, so it is easy to use. In
particular, each review is divided into the following
sections: General description of the technique and why it
should work How general are the effects of this technique?
2a. Learning conditions 2b. Student characteristics
2c. Materials 2d. Criterion tasks Effects in
representative educational contexts Issues for
implementation Overall assessment The review for each
technique can be read independently of the others, and
particular variables of interest can be easily compared
across techniques. To foreshadow our final recommendations,
the techniques vary widely with respect to their
generalizability and promise for improving student learning.
Practice testing and distributed practice received high
utility assessments because they benefit learners of
different ages and abilities and have been shown to boost
students' performance across many criterion tasks and even
in educational contexts. Elaborative interrogation,
self-explanation, and interleaved practice received moderate
utility assessments. The benefits of these techniques do
generalize across some variables, yet despite their promise,
they fell short of a high utility assessment because the
evidence for their efficacy is limited. For instance,
elaborative interrogation and self-explanation have not been
adequately evaluated in educational contexts, and the
benefits of interleaving have just begun to be
systematically explored, so the ultimate effectiveness of
these techniques is currently unknown. Nevertheless, the
techniques that received moderate-utility ratings show
enough promise for us to recommend their use in appropriate
situations, which we describe in detail within the review of
each technique. Five techniques received a low utility
assessment: summarization, highlighting, the keyword
mnemonic, imagery use for text learning, and rereading.
These techniques were rated as low utility for numerous
reasons. Summarization and imagery use for text learning
have been shown to help some students on some criterion
tasks, yet the conditions under which these techniques
produce benefits are limited, and much research is still
needed to fully explore their overall effectiveness. The
keyword mnemonic is difficult to implement in some contexts,
and it appears to benefit students for a limited number of
materials and for short retention intervals. Most students
report rereading and highlighting, yet these techniques do
not consistently boost students' performance, so other
techniques should be used in their place (e.g., practice
testing instead of rereading). Our hope is that this
monograph will foster improvements in student learning, not
only by showcasing which learning techniques are likely to
have the most generalizable effects but also by encouraging
researchers to continue investigating the most promising
techniques. Accordingly, in our closing remarks, we discuss
some issues for how these techniques could be implemented by
teachers and students, and we highlight directions for
future research.},
Doi = {10.1177/1529100612453266},
Key = {fds252743}
}
@article{fds221830,
Author = {Fazio, L. K. and Dolan, P. O. and Marsh, E. J},
Title = {Learning misinformation from fictional sources:
Understanding the contributions of transportation and
item-specific processing},
Journal = {Memory},
Year = {2013},
Abstract = {People often pick up incorrect information about the world
from movies, novels and other fictional sources. The
question asked here is whether such sources are a
particularly potent source of misinformation. On the one
hand, story-reading involves transportation into a fictional
world, with a consequent reduction in access to one’s
prior knowledge (likely reducing the chances that the reader
will notice errors). On the other hand, stories encourage
relational processing as readers create mental models,
decreasing the likelihood they will encode and remember more
peripheral details like erroneous facts. To test these
ideas, we examined suggestibility after readers were exposed
to misleading references embedded in stories and lists that
were matched on a number of dimensions. In two experiments,
suggestibility was greater following exposure to
misinformation in a list of sentences rather than a coherent
story, even though the story was rated as more engaging than
the list. Furthermore, processing the story with an
item-specific processing task (inserting missing letters)
increased later suggestibility, whereas this task had no
impact on suggestibility when misinformation was presented
within a list. The type of processing used when reading a
text affects suggestibility more than engagement with the
text.},
Key = {fds221830}
}
@article{fds252763,
Author = {Umanath, S and Marsh, EJ},
Title = {Aging and the memorial consequences of catching
contradictions with prior knowledge.},
Journal = {Psychology and aging},
Volume = {27},
Number = {4},
Pages = {1033-1038},
Year = {2012},
Month = {December},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22308998},
Abstract = {This experiment tested the possibility that older adults are
less susceptible to semantic illusions because they are more
likely to notice contradictions with stored knowledge. Older
and young adults encoded stories containing factual
inaccuracies; critically, half the participants were
instructed to mark any errors they noticed. Older adults
reproduced fewer story-errors on a later general knowledge
test, but there were no age differences in marking errors
during encoding. However, older adults were better able to
recover and answer correctly after failing to notice errors
during story-reading. Implications for false memories and
semantic illusions are discussed.},
Doi = {10.1037/a0027242},
Key = {fds252763}
}
@article{fds252760,
Author = {Marsh, EJ and Butler, AC and Umanath, S},
Title = {Using Fictional Sources in the Classroom: Applications from
Cognitive Psychology},
Journal = {Educational Psychology Review},
Volume = {24},
Number = {3},
Pages = {449-469},
Publisher = {Springer Nature},
Year = {2012},
Month = {September},
ISSN = {1040-726X},
url = {http://dx.doi.org/10.1007/s10648-012-9204-0},
Abstract = {Fictional materials are commonly used in the classroom to
teach course content. Both laboratory experiments and
classroom demonstrations illustrate the benefits of using
fiction to help students learn accurate information about
the world. However, fictional sources often contain
factually inaccurate content, making them a potent vehicle
for learning misinformation about the world. We briefly
review theoretical issues relevant to whether learners
process fictional sources differently before exploring how
individual differences, learning activities, and assessment
characteristics may affect learning from fiction. This
review focuses on our own experimental approaches for
studying learning from fiction, including learning from
short stories and from films, while connecting to a broader
educational literature on learning from fictional sources.
Throughout the review, implications for educational use and
future directions for experimental research are noted. ©
2012 Springer Science+Business Media, LLC.},
Doi = {10.1007/s10648-012-9204-0},
Key = {fds252760}
}
@article{fds252759,
Author = {Butler, AC and Dennis, NA and Marsh, EJ},
Title = {Inferring facts from fiction: reading correct and incorrect
information affects memory for related information.},
Journal = {Memory (Hove, England)},
Volume = {20},
Number = {5},
Pages = {487-498},
Year = {2012},
Month = {July},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22640369},
Abstract = {People can acquire both true and false knowledge about the
world from fictional stories. The present study explored
whether the benefits and costs of learning about the world
from fictional stories extend beyond memory for directly
stated pieces of information. Of interest was whether
readers would use correct and incorrect story references to
make deductive inferences about related information in the
story, and then integrate those inferences into their
knowledge bases. Participants read stories containing
correct, neutral, and misleading references to facts about
the world; each reference could be combined with another
reference that occurred in a later sentence to make a
deductive inference. Later they answered general knowledge
questions that tested for these deductive inferences. The
results showed that participants generated and retained the
deductive inferences regardless of whether the inferences
were consistent or inconsistent with world knowledge, and
irrespective of whether the references were placed
consecutively in the text or separated by many sentences.
Readers learn more than what is directly stated in stories;
they use references to the real world to make both correct
and incorrect inferences that are integrated into their
knowledge bases.},
Doi = {10.1080/09658211.2012.682067},
Key = {fds252759}
}
@article{fds304691,
Author = {Umanath, S and Butler, AC and Marsh, EJ},
Title = {Positive and Negative Effects of Monitoring Popular Films
for Historical Inaccuracies},
Journal = {Applied Cognitive Psychology},
Volume = {26},
Number = {4},
Pages = {556-567},
Publisher = {WILEY},
Year = {2012},
Month = {July},
ISSN = {0888-4080},
url = {http://dx.doi.org/10.1002/acp.2827},
Abstract = {Summary: History educators often use popular films in the
classroom to teach critical thinking through an exercise
that involves identifying historical inaccuracies in the
films. We investigated how this exercise affects the
acquisition of true and false historical knowledge. In two
experiments, subjects studied texts about historical topics
and watched clips from corresponding films. Each film
contained one piece of information that contradicted the
text (i.e. misinformation). Some subjects received
instructions to monitor for inaccuracies in the films. After
a delay, they were tested on the texts. Monitoring
instructions did not reduce subjects' acquisition of
misinformation, and even when subjects successfully detected
the inaccuracies, they sometimes still reproduced the
misinformation. However, when they received feedback about
the inaccuracies, the production of misinformation was
substantially reduced. Overall, these findings indicate that
educators should provide feedback when using popular films
for this critical thinking exercise so that students do not
acquire false knowledge. © 2012 John Wiley & Sons,
Ltd.},
Doi = {10.1002/acp.2827},
Key = {fds304691}
}
@article{fds252757,
Author = {Marsh, EJ and Lozito, JP and Umanath, S and Bjork, EL and Bjork,
RA},
Title = {Using verification feedback to correct errors made on a
multiple-choice test.},
Journal = {Memory (Hove, England)},
Volume = {20},
Number = {6},
Pages = {645-653},
Year = {2012},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22640417},
Abstract = {A key educational challenge is how to correct students'
errors and misconceptions so that they do not persist.
Simply labelling an answer as correct or incorrect on a
short-answer test (verification feedback) does not improve
performance on later tests; error correction requires
receiving answer feedback. We explored the generality of
this conclusion and whether the effectiveness of
verification feedback depends on the type of test with which
it is paired. We argue that, unlike for short-answer tests,
learning whether one's multiple-choice selection is correct
or incorrect should help participants narrow down the
possible answers and identify specific lures as false. To
test this proposition we asked participants to answer a
series of general knowledge multiple-choice questions. They
received no feedback, answer feedback, or verification
feedback, and then took a short-answer test immediately and
two days later. Verification feedback was just as effective
as answer feedback for maintaining correct answers.
Importantly, verification feedback allowed learners to
correct more of their errors than did no feedback, although
it was not as effective as answer feedback. Overall,
verification feedback conveyed information to the learner,
which has both practical and theoretical
implications.},
Doi = {10.1080/09658211.2012.684882},
Key = {fds252757}
}
@article{fds252758,
Author = {Marsh, EJ and Fazio, LK and Goswick, AE},
Title = {Memorial consequences of testing school-aged
children.},
Journal = {Memory (Hove, England)},
Volume = {20},
Number = {8},
Pages = {899-906},
Year = {2012},
Month = {January},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22891857},
Abstract = {A large literature shows that retrieval practice is a
powerful tool for enhancing learning and memory in
undergraduates (Roediger & Karpicke, 2006a). Much less work
has examined the memorial consequences of testing
school-aged children. Our focus is on multiple-choice tests,
which are potentially problematic since they minimise
retrieval practice and also expose students to errors (the
multiple-choice lures). To examine this issue, second
graders took a multiple-choice general knowledge test (e.g.,
What country did the Pilgrims come from: England, Germany,
Ireland, or Spain?) and later answered a series of short
answer questions, some of which corresponded to questions on
the earlier multiple-choice test. Without feedback, the
benefits of prior testing outweighed the costs for easy
questions. However, for hard questions, the large increase
in multiple-choice lure answers on the final test meant that
the cost of prior testing outweighed the benefits when no
feedback was provided. This negative testing effect was
eliminated when children received immediate feedback
(consisting of the correct answer) after each
multiple-choice selection. Implications for educational
practice are discussed.},
Doi = {10.1080/09658211.2012.708757},
Key = {fds252758}
}
@article{fds252752,
Author = {Goswick, AE and Mullet, HG and Marsh, EJ},
Title = {Suggestibility from stories: Can production difficulties and
source monitoring explain a developmental
reversal?},
Journal = {Journal of Cognition and Development},
Volume = {14},
Number = {4},
Pages = {607-616},
Publisher = {Informa UK Limited},
Year = {2012},
url = {http://dx.doi.org/10.1080/15248372.2012.710864},
Abstract = {Children’s memories improve throughout childhood, and this
improvement is often accompanied by a reduction in
suggestibility. In this context, it is surprising that older
children learn and reproduce more factual errors from
stories than do younger children (Fazio & Marsh, 2008). The
present study examined whether this developmental reversal
is limited to production tests, or whether younger children
are still less suggestible when choosing between the correct
answer and story error on a multiple-choice test. A second
goal was to further explore the role of source monitoring in
children’s suggestibility, by examining children’s
awareness of learning within versus before the experiment.
Five-year-olds and 7-year-olds listened to stories
containing correct, neutral and misleading factual
references, and later took either a multiple-choice or
short-answer general knowledge test. In addition, they
judged whether each answer had occurred in the stories and
whether they had known it before the experiment. Critically,
a developmental reversal in suggestibility was observed on
both tests; younger children were less suggestible even when
faced with the story errors at test. Although older children
showed superior source discriminability for whether their
answers had appeared in the stories, they showed an illusion
of prior knowledge, believing they had known their
misinformation answers all along. To this effect, older
children’s increased suggestibility may be due not only to
their superior memory capacity for specific story errors,
but also to their ability and tendency to integrate story
information into their knowledge base.},
Doi = {10.1080/15248372.2012.710864},
Key = {fds252752}
}
@article{fds252753,
Author = {Wing, EA and Marsh, EJ and Cabeza, R},
Title = {Neural correlates of retrieval-based memory enhancement: An
fMRI study of the testing effect},
Journal = {Neuropsychologica},
Volume = {51},
Number = {12},
Pages = {2360-2370},
Year = {2012},
ISSN = {0028-3932},
url = {http://dx.doi.org/10.1016/j.neuropsychologia.2013.04.004},
Abstract = {Restudying material is a common method for learning new
information, but not necessarily an effective one. Research
on the testing effect shows that practice involving
retrieval from memory can facilitate later memory in
contrast to passive restudy. Despite extensive behavioral
work, the brain processes that make retrieval an effective
learning strategy remain unclear. In the present experiment,
we explored how initially retrieving items affected memory a
day later as compared to a condition involving traditional
restudy. In contrast to restudy, initial testing that
contributed to future memory success was associated with
engagement of several regions including the anterior
hippocampus, lateral temporal cortices, and medial
prefrontal cortex (PFC). Additionally, testing enhanced
hippocampal connectivity with ventrolateral PFC and midline
regions. These findings indicate that the testing effect may
be contingent on processes that are typically thought to
support memory success at encoding (e.g. relational binding,
selection and elaboration of semantically-related
information) in addition to those more often associated with
retrieval (e.g. memory search).},
Doi = {10.1016/j.neuropsychologia.2013.04.004},
Key = {fds252753}
}
@article{fds252754,
Author = {Umanath, S and Marsh, EJ},
Title = {Understanding how prior knowledge influences memory in older
adults},
Journal = {Perspectives on Psychological Science},
Volume = {9},
Number = {4},
Pages = {408-426},
Year = {2012},
url = {http://dx.doi.org/10.1177/1745691614535933},
Abstract = {In aging, episodic memory function shows serious declines,
whereas ability to use one’s general knowledge either
improves or remains stable over the lifespan. Our focus is
on the often overlooked but critical role of intact prior
knowledge as a factor that contributes to older adults’
episodic memory performance. Here, we describe the negative
and the less often discussed positive influences of prior
knowledge on older adults’ memories. We address when prior
knowledge supports versus leads remembering astray in aging,
considering the roles of episodic memory failures, the
content of to-be-remembered information, and explicit
instructions to apply prior knowledge. Overall, we argue
that prior knowledge is a key factor in understanding older
adults’ memory performance, influencing memory through
proactive interference, and has the potential to serve as a
compensatory mechanism.},
Doi = {10.1177/1745691614535933},
Key = {fds252754}
}
@article{fds252755,
Author = {Butler, AC and Godbole, N and Marsh, EJ},
Title = {Explanation feedback is better than correct answer feedback
for promoting transfer of learning},
Journal = {Journal of Educational Psychology},
Volume = {105},
Number = {2},
Pages = {290-298},
Publisher = {American Psychological Association (APA)},
Year = {2012},
url = {http://dx.doi.org/10.1037/a0031026},
Abstract = {Among the many factors that influence the efficacy of
feedback on learning, the information contained in the
feedback message is arguably the most important.
Surprisingly, prior research has produced little evidence to
suggest that there is a benefit to increasing the complexity
of the feedback message beyond providing the correct answer.
However, the final test in most of these studies consisted
of a repetition of the same questions from the initial test.
The present research investigated whether feedback that
provides an explanation of the correct answer promotes
superior transfer of learning to new questions. In two
experiments, participants studied prose passages and then
took an initial short answer test on concepts from the text.
After each question, they received correct answer feedback,
explanation feedback, or no feedback. Two days later,
participants returned for a final test that consisted of
both repeated questions and new transfer questions. The
results showed that correct answer feedback and explanation
feedback led to equivalent performance on the repeated
questions, but explanation feedback produced superior
performance on the new transfer questions.},
Doi = {10.1037/a0031026},
Key = {fds252755}
}
@article{fds252756,
Author = {Fazio, LK and Barber, SJ and Rajaram, S and Ornstein, PA and Marsh,
EJ},
Title = {Creating illusions of knowledge: Learning errors that
contradict prior knowledge},
Journal = {Journal of Experimental Psychology: General},
Volume = {142},
Number = {1},
Pages = {1-5},
Year = {2012},
url = {http://dx.doi.org/10.1037/a0028649},
Abstract = {Most people know that the Pacific is the largest ocean on
Earth and that Edison invented the light bulb. Our question
is whether this knowledge is stable, or if people will
incorporate errors into their knowledge bases, even if they
have the correct knowledge stored in memory. Subjects
answered general knowledge questions two weeks before
reading stories that contained errors (e.g., “Franklin
invented the light bulb”). On a later general knowledge
test, subjects reproduced story errors despite previously
answering the questions correctly. This misinformation
effect was found even for questions that were answered
correctly on the initial test with the highest level of
confidence. Illusions of knowledge do not depend on ignorant
learners; errors can enter the knowledge base even when
learners have the knowledge necessary to catch the
errors.},
Doi = {10.1037/a0028649},
Key = {fds252756}
}
@article{fds252762,
Author = {Umanath, S and Butler, AC and Marsh, EJ},
Title = {Using popular films to enhance classroom learning: Mnemonic
effects of monitoring misinformation},
Journal = {Applied Cognitive Psychology},
Volume = {26},
Number = {4},
Pages = {556-567},
Year = {2012},
ISSN = {0888-4080},
url = {http://dx.doi.org/10.1002/acp.2827},
Abstract = {History educators often use popular films in the classroom
to teach critical thinking through an exercise that involves
identifying historical inaccuracies in the films. We
investigated how this exercise affects the acquisition of
true and false historical knowledge. In two experiments,
subjects studied texts about historical topics and watched
clips from corresponding films. Each film contained one
piece of information that contradicted the text (i.e.,
misinformation). Some subjects received instructions to
monitor for inaccuracies in the films. After a delay, they
were tested on the texts. Monitoring instructions did not
reduce subjects’ acquisition of misinformation, and even
when subjects successfully detected the inaccuracies, they
sometimes still reproduced the misinformation. However, when
they received feedback about the inaccuracies, the
production of misinformation was substantially reduced.
Overall, these findings indicate that educators should
provide feedback when using popular films for this critical
thinking exercise so that students do not acquire false
knowledge.},
Doi = {10.1002/acp.2827},
Key = {fds252762}
}
@article{fds358867,
Author = {Dunlosky, J and Rawson, KA and Marsh, EJ and Nathan, MJ and Willingham,
DT},
Title = {Improving students' learning and comprehension: Promising
directions from cognitive and educational
psychology},
Journal = {Psychological Science in the Public Interest},
Year = {2012},
Key = {fds358867}
}
@article{fds252765,
Author = {Butler, AC and Fazio, LK and Marsh, EJ},
Title = {The hypercorrection effect persists over a week, but
high-confidence errors return.},
Journal = {Psychonomic bulletin & review},
Volume = {18},
Number = {6},
Pages = {1238-1244},
Year = {2011},
Month = {December},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21989771},
Abstract = {People's knowledge about the world often contains
misconceptions that are well-learned and firmly believed.
Although such misconceptions seem hard to correct, recent
research has demonstrated that errors made with higher
confidence are more likely to be corrected with feedback, a
finding called the hypercorrection effect. We investigated
whether this effect persists over a 1-week delay. Subjects
answered general-knowledge questions about science, rated
their confidence in each response, and received correct
answer feedback. Half of the subjects reanswered the same
questions immediately, while the other half reanswered them
after a 1-week delay. The hypercorrection effect occurred on
both the immediate and delayed final tests, but error
correction decreased on the delayed test. When subjects
failed to correct an error on the delayed test, they
sometimes reproduced the same error from the initial test.
Interestingly, high-confidence errors were more likely than
low-confidence errors to be reproduced on the delayed test.
These findings help to contextualize the hypercorrection
effect within the broader memory literature by showing that
high-confidence errors are more likely to be corrected, but
they are also more likely to be reproduced if the correct
answer is forgotten.},
Doi = {10.3758/s13423-011-0173-y},
Key = {fds252765}
}
@article{fds252764,
Author = {Eslick, AN and Fazio, LK and Marsh, EJ},
Title = {Ironic effects of drawing attention to story
errors.},
Journal = {Memory (Hove, England)},
Volume = {19},
Number = {2},
Pages = {184-191},
Year = {2011},
Month = {February},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21294039},
Abstract = {Readers learn errors embedded in fictional stories and use
them to answer later general knowledge questions (Marsh,
Meade, & Roediger, 2003). Suggestibility is robust and
occurs even when story errors contradict well-known facts.
The current study evaluated whether suggestibility is linked
to participants' inability to judge story content as correct
versus incorrect. Specifically, participants read stories
containing correct and misleading information about the
world; some information was familiar (making error discovery
possible), while some was more obscure. To improve
participants' monitoring ability, we highlighted (in red
font) a subset of story phrases requiring evaluation;
readers no longer needed to find factual information.
Rather, they simply needed to evaluate its correctness.
Readers were more likely to answer questions with story
errors if they were highlighted in red font, even if they
contradicted well-known facts. Although highlighting
to-be-evaluated information freed cognitive resources for
monitoring, an ironic effect occurred: Drawing attention to
specific errors increased rather than decreased later
suggestibility. Failure to monitor for errors, not failure
to identify the information requiring evaluation, leads to
suggestibility.},
Doi = {10.1080/09658211.2010.543908},
Key = {fds252764}
}
@article{fds252766,
Author = {Bottoms, HC and Eslick, AN and Marsh, EJ},
Title = {Memory and the Moses illusion: failures to detect
contradictions with stored knowledge yield negative memorial
consequences.},
Journal = {Memory (Hove, England)},
Volume = {18},
Number = {6},
Pages = {670-678},
Year = {2010},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20706955},
Abstract = {Although contradictions with stored knowledge are common in
daily life, people often fail to notice them. For example,
in the Moses illusion, participants fail to notice errors in
questions such as "How many animals of each kind did Moses
take on the Ark?" despite later showing knowledge that the
Biblical reference is to Noah, not Moses. We examined
whether error prevalence affected participants' ability to
detect distortions in questions, and whether this in turn
had memorial consequences. Many of the errors were
overlooked, but participants were better able to catch them
when they were more common. More generally, the failure to
detect errors had negative memorial consequences, increasing
the likelihood that the errors were used to answer later
general knowledge questions. Methodological implications of
this finding are discussed, as it suggests that typical
analyses likely underestimate the size of the Moses
illusion. Overall, answering distorted questions can yield
errors in the knowledge base; most importantly, prior
knowledge does not protect against these negative memorial
consequences.},
Doi = {10.1080/09658211.2010.501558},
Key = {fds252766}
}
@article{fds252769,
Author = {Marsh, EJ and Sink, HE},
Title = {Access to handouts of presentation slides during lecture:
Consequences for learning},
Journal = {Applied Cognitive Psychology},
Volume = {24},
Number = {5},
Pages = {691-706},
Publisher = {WILEY},
Year = {2010},
Month = {July},
ISSN = {0888-4080},
url = {http://dx.doi.org/10.1002/acp.1579},
Abstract = {Teachers often lecture with presentation software such as
Microsoft PowerPoint; however, little research has examined
the effects of this new technology on learning. One issue
that arises is whether or not to give students copies of the
lecture slides, and if so when. A survey documented that
students prefer to receive lecture slides before class,
whereas instructors were less pronounced in their
preferences. Two experiments examined whether having
handouts of the slides facilitated encoding of science
lectures. Having access to handouts of the slides during
lecture was associated with a number of benefits: less
note-taking (studies 1 and 2), less time needed to prepare
for a final test (study 1), and better performance on the
final test (study 2). Overall, receiving handouts before
lecture helped efficient encoding of the lecture. © 2009
John Wiley & Sons, Ltd.},
Doi = {10.1002/acp.1579},
Key = {fds252769}
}
@article{fds252767,
Author = {Fazio, LK and Marsh, EJ},
Title = {Correcting false memories.},
Journal = {Psychological science},
Volume = {21},
Number = {6},
Pages = {801-803},
Year = {2010},
Month = {June},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20483825},
Doi = {10.1177/0956797610371341},
Key = {fds252767}
}
@article{fds252770,
Author = {Fazio, LK and Agarwal, PK and Marsh, EJ and Roediger,
HL},
Title = {Memorial consequences of multiple-choice testing on
immediate and delayed tests.},
Journal = {Memory & cognition},
Volume = {38},
Number = {4},
Pages = {407-418},
Year = {2010},
Month = {June},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20516221},
Abstract = {Multiple-choice testing has both positive and negative
consequences for performance on later tests. Prior testing
increases the number of questions answered correctly on a
later test but also increases the likelihood that questions
will be answered with lures from the previous
multiple-choice test (Roediger & Marsh, 2005). Prior
research has shown that the positive effects of testing
persist over a delay, but no one has examined the durability
of the negative effects of testing. To address this,
subjects took multiple-choice and cued recall tests (on
subsets of questions) both immediately and a week after
studying. Although delay reduced both the positive and
negative testing effects, both still occurred after 1 week,
especially if the multiple-choice test had also been
delayed. These results are consistent with the argument that
recollection underlies both the positive and negative
testing effects.},
Doi = {10.3758/mc.38.4.407},
Key = {fds252770}
}
@article{fds252768,
Author = {Fazio, LK and Huelser, BJ and Johnson, A and Marsh,
EJ},
Title = {Receiving right/wrong feedback: consequences for
learning.},
Journal = {Memory (Hove, England)},
Volume = {18},
Number = {3},
Pages = {335-350},
Year = {2010},
Month = {April},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20408043},
Abstract = {Prior work suggests that receiving feedback that one's
response was correct or incorrect (right/wrong feedback)
does not help learners, as compared to not receiving any
feedback at all (Pashler, Cepeda, Wixted, & Rohrer, 2005).
In three experiments we examined the generality of this
conclusion. Right/wrong feedback did not aid error
correction, regardless of whether participants learned facts
embedded in prose (Experiment 1) or translations of foreign
vocabulary (Experiment 2). While right/wrong feedback did
not improve the overall retention of correct answers
(Experiments 1 and 2), it facilitated retention of
low-confidence correct answers (Experiment 3). Reviewing the
original materials was very useful to learners, but this
benefit was similar after receiving either right/wrong
feedback or no feedback (Experiments 1 and 2). Overall,
right/wrong feedback conveys some information to the
learner, but is not nearly as useful as being told the
correct answer or having the chance to review the
to-be-learned materials.},
Doi = {10.1080/09658211003652491},
Key = {fds252768}
}
@article{fds252745,
Author = {Brown, AS and Marsh, EJ},
Title = {Digging into Déjà Vu: Recent Research on Possible
Mechanisms},
Volume = {53},
Number = {C},
Pages = {33-62},
Booktitle = {The Psychology of Learning and Motivation},
Publisher = {Elsevier},
Editor = {Brian Ross},
Year = {2010},
Month = {January},
ISSN = {0079-7421},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000278834500002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {The déjà vu experience has piqued the interest of
philosophers and physicians for over 150 years, and has
recently begun to connect to research on fundamental
cognitive mechanisms. Following a brief description of the
nature of this recognition anomaly, this chapter summarizes
findings from several laboratories that are related to this
memory phenomenon. In our labs, we have found support for
three possible mechanisms that could trigger déjà vu. The
first is split perception, which posits that a déjà vu is
caused by a brief glance at an object or scene just prior to
a fully aware look. Thus, the perception is split into two
parts and appears to be eerily duplicated. A second
mechanism is implicit memory, whereby a prior setting
actually has been experienced before by the person but
stored in such an indistinct manner that only the sense of
familiarity is resurrected. Another example of an implicit
memory effect involves a single part of a larger scene that
is familiar but not identified as such, with the result that
the strong sense of familiarity associated with this portion
inappropriately bleeds over onto the entire scene. Others
have found support for gestalt familiarity, that the
framework of the present setting closely resembles something
experienced before in outline but not in specifics. We also
present physiological evidence from brain and cognitive
dysfunctions that relate to our understanding of déjà vu.
Finally, some important but unresolved issues in déjà vu
research are noted, ones that should guide future research
on the topic. © 2010, Elsevier Inc. All rights
reserved.},
Doi = {10.1016/S0079-7421(10)53002-0},
Key = {fds252745}
}
@article{fds252761,
Author = {Brown, AS and Marsh, EJ},
Title = {Creating illusions of past encounter through brief
exposure.},
Journal = {Psychological science},
Volume = {20},
Number = {5},
Pages = {534-538},
Year = {2009},
Month = {May},
ISSN = {0956-7976},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000265774700002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
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 the subject's
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 a prior encounter,
from a time and 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 an identical symbol increased
attributions to preexperimental experience, relative to a
glance at a different symbol or no symbol, providing a
possible mechanism for common illusions of false
recognition.},
Doi = {10.1111/j.1467-9280.2009.02337.x},
Key = {fds252761}
}
@article{fds252771,
Author = {Marsh, EJ and Agarwal, PK and Roediger, HL},
Title = {Memorial consequences of answering SAT II
questions.},
Journal = {Journal of experimental psychology. Applied},
Volume = {15},
Number = {1},
Pages = {1-11},
Year = {2009},
Month = {March},
ISSN = {1076-898X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19309212},
Abstract = {Many thousands of students take standardized tests every
year. In the current research, we asked 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 3
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. Students who scored well on the initial
test benefited from taking the test, but lower achieving
students showed either less benefit (undergraduates) or
costs from the testing (high school students).},
Doi = {10.1037/a0014721},
Key = {fds252771}
}
@article{fds252772,
Author = {Fazio, LK and Marsh, EJ},
Title = {Surprising feedback improves later memory.},
Journal = {Psychonomic bulletin & review},
Volume = {16},
Number = {1},
Pages = {88-92},
Year = {2009},
Month = {February},
ISSN = {1069-9384},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19145015},
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,
participants 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,
participants better remembered both the surface features and
the content of surprising feedback.},
Doi = {10.3758/pbr.16.1.88},
Key = {fds252772}
}
@article{fds252773,
Author = {Barber, SJ and Rajaram, S and Marsh, EJ},
Title = {Fact learning: how information accuracy, delay, and repeated
testing change retention and retrieval experience.},
Journal = {Memory (Hove, England)},
Volume = {16},
Number = {8},
Pages = {934-946},
Year = {2008},
Month = {November},
ISSN = {0965-8211},
url = {http://dx.doi.org/10.1080/09658210802360603},
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 that 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 judgements on
immediate and delayed general knowledge tests. After 2 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.},
Doi = {10.1080/09658210802360603},
Key = {fds252773}
}
@article{fds304690,
Author = {Fazio, LK and Marsh, EJ},
Title = {Slowing presentation speed increases illusions of
knowledge.},
Journal = {Psychonomic bulletin & review},
Volume = {15},
Number = {1},
Pages = {180-185},
Year = {2008},
Month = {February},
ISSN = {1069-9384},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18605500},
Abstract = {Prior research on false memories has shown 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
reproduction of these errors 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.},
Doi = {10.3758/pbr.15.1.180},
Key = {fds304690}
}
@article{fds252774,
Author = {Fazio, LK and Marsh, EJ},
Title = {Older, not younger, children learn more false facts from
stories.},
Journal = {Cognition},
Volume = {106},
Number = {2},
Pages = {1081-1089},
Year = {2008},
Month = {February},
ISSN = {0010-0277},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17540354},
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.},
Doi = {10.1016/j.cognition.2007.04.012},
Key = {fds252774}
}
@article{fds252775,
Author = {Brown, AS and Marsh, EJ},
Title = {Evoking false beliefs about autobiographical
experience.},
Journal = {Psychonomic bulletin & review},
Volume = {15},
Number = {1},
Pages = {186-190},
Year = {2008},
Month = {February},
ISSN = {1069-9384},
url = {http://dx.doi.org/10.3758/pbr.15.1.186},
Abstract = {In two experiments, we demonstrate that laboratory
procedures can evoke false beliefs about autobiographical
experience. After shallowly processing photographs
ofreal-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.},
Doi = {10.3758/pbr.15.1.186},
Key = {fds252775}
}
@article{fds252776,
Author = {Fazio, LK and Marsh, EJ},
Title = {Slowing presentation speed increases illusions of
knowledge},
Journal = {Psychonomic Bulletin & Review},
Volume = {15},
Number = {1},
Pages = {181-185},
Year = {2008},
ISSN = {1069-9384},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18605500},
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 = {fds252776}
}
@article{fds252778,
Author = {Marsh, EJ and Dolan, PO},
Title = {Test-induced priming of false memories.},
Journal = {Psychonomic bulletin & review},
Volume = {14},
Number = {3},
Pages = {479-483},
Year = {2007},
Month = {June},
ISSN = {1069-9384},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17874592},
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 zero, three, or six related
items before being tested on critical nonpresented 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.},
Doi = {10.3758/bf03194093},
Key = {fds252778}
}
@article{fds252777,
Author = {Marsh, EJ and Roediger, HL and Bjork, RA and Bjork,
EL},
Title = {The memorial consequences of multiple-choice
testing.},
Journal = {Psychonomic bulletin & review},
Volume = {14},
Number = {2},
Pages = {194-199},
Year = {2007},
Month = {April},
ISSN = {1069-9384},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17694900},
Abstract = {The present article 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 with non-tested control conditions.
This benefit is not limited to simple definitional
questions, but holds true 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 to 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.},
Doi = {10.3758/bf03194051},
Key = {fds252777}
}
@article{fds252779,
Author = {Marsh, EJ},
Title = {Retelling is not the same as recalling: Implications for
memory},
Journal = {Current Directions in Psychological Science},
Volume = {16},
Number = {1},
Pages = {16-20},
Publisher = {SAGE Publications},
Year = {2007},
Month = {February},
ISSN = {0963-7214},
url = {http://dx.doi.org/10.1111/j.1467-8721.2007.00467.x},
Abstract = {In contrast to laboratory free recall (which emphasizes
detailed and accurate remembering), conversational
retellings depend upon the speaker's goals, the 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.
Copyright © 2007 Association for Psychological
Science.},
Doi = {10.1111/j.1467-8721.2007.00467.x},
Key = {fds252779}
}
@article{fds252780,
Author = {Butler, AC and Marsh, EJ and Goode, MK and Roediger,
HL},
Title = {When additional multiple-choice lures aid versus hinder
later memory},
Journal = {Applied Cognitive Psychology},
Volume = {20},
Number = {7},
Pages = {941-956},
Publisher = {WILEY},
Year = {2006},
Month = {November},
ISSN = {0888-4080},
url = {http://dx.doi.org/10.1002/acp.1239},
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 indicate that
performance on the initial multiple-choice test is a
critical factor. When initial multiple-choice performance
was near ceiling, testing with additional lures led to
superior performance on subsequent tests. However, at lower
levels of multiple-choice performance, testing with
additional lures produced costs on later test. Copyright ©
2006 John Wiley & Sons, Ltd.},
Doi = {10.1002/acp.1239},
Key = {fds252780}
}
@article{fds252782,
Author = {Marsh, EJ},
Title = {When does generation enhance memory for location?},
Journal = {Journal of experimental psychology. Learning, memory, and
cognition},
Volume = {32},
Number = {5},
Pages = {1216-1220},
Year = {2006},
Month = {September},
ISSN = {0278-7393},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16938059},
Abstract = {Generation is thought to enhance both item-specific and
relational processing of generated targets as compared with
read words (M. A. McDaniel & P. J. 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, 3 procedural differences
between 2 studies (E. J. Marsh, G. Edelman, & G. H. Bower,
2001; N. W. Mulligan, 2004) 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.},
Doi = {10.1037/0278-7393.32.5.1216},
Key = {fds252782}
}
@article{fds252781,
Author = {Marsh, EJ and Fazio, LK},
Title = {Learning errors from fiction: difficulties in reducing
reliance on fictional stories.},
Journal = {Memory & cognition},
Volume = {34},
Number = {5},
Pages = {1140-1149},
Year = {2006},
Month = {July},
ISSN = {0090-502X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/17128612},
Abstract = {Readers rely on fiction as a source of information, even
when fiction contradicts relatively well-known facts about
the world (Marsh, Meade, and Roediger, 2003). Of interest
was whether readers could monitor fiction for errors, in
order to reduce suggestibility. In Experiment 1, 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. Readers do not appear to spontaneously monitor
fiction for its veracity, but can do so if reminded on a
trial-by-trial basis.},
Doi = {10.3758/bf03193260},
Key = {fds252781}
}
@article{fds252783,
Author = {Roediger, HL and Marsh, EJ},
Title = {The positive and negative consequences of multiple-choice
testing.},
Journal = {Journal of experimental psychology. Learning, memory, and
cognition},
Volume = {31},
Number = {5},
Pages = {1155-1159},
Year = {2005},
Month = {September},
ISSN = {0278-7393},
url = {http://dx.doi.org/10.1037/0278-7393.31.5.1155},
Abstract = {Multiple-choice tests are commonly used in educational
settings but with unknown effects on students' knowledge.
The authors examined the consequences of taking a
multiple-choice test on a later general knowledge test in
which students were warned not to guess. A large positive
testing effect was obtained: Prior testing of facts aided
final cued-recall performance. However, prior testing also
had negative consequences. Prior reading of a greater number
of multiple-choice lures decreased the positive testing
effect and increased production of multiple-choice lures as
incorrect answers on the final test. Multiple-choice testing
may inadvertently lead to the creation of false
knowledge.},
Doi = {10.1037/0278-7393.31.5.1155},
Key = {fds252783}
}
@article{fds252784,
Author = {Marsh, EJ and Tversky, B and Hutson, M},
Title = {How eyewitnesses talk about events: Implications for
memory},
Journal = {Applied Cognitive Psychology},
Volume = {19},
Number = {5},
Pages = {531-544},
Publisher = {WILEY},
Year = {2005},
Month = {July},
url = {http://dx.doi.org/10.1002/acp.1095},
Abstract = {Eyewitnesses to traumatic events typically talk about them,
and they may do so for different reasons. Of interest was
whether qualitatively different retellings would lead to
differences in later memory. All participants watched a
violent film scene; one third talked about their emotional
reactions to the film (as one might do when talking to a
friend), one third described the events of the film (as the
police might request), and one third did unrelated tasks.
Following a delay, all participants were tested on their
memories for the clip. Talking about emotions led to better
memory for one's emotions, but also led to subjectivity and
a greater proportion of major errors in free recall.
Differences were minimized on tests providing more retrieval
cues, suggesting that retellings' consequences for memory
are greater when retellers have to generate their own
retrieval structures. Copyright © 2005 John Wiley & Sons,
Ltd.},
Doi = {10.1002/acp.1095},
Key = {fds252784}
}
@article{fds252748,
Author = {Marsh, EJ and Balota, DA and Roediger, HL},
Title = {Learning facts from fiction: effects of healthy aging and
early-stage dementia of the Alzheimer type.},
Journal = {Neuropsychology},
Volume = {19},
Number = {1},
Pages = {115-129},
Year = {2005},
Month = {January},
ISSN = {0894-4105},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15656769},
Abstract = {Healthy younger and older adults and individuals with very
mild or mild dementia of the Alzheimer type (DAT) listened
to and read fictional stories containing correct and
incorrect facts about the world. Of interest was their use
of this story information to answer questions on a later
test of general world knowledge. Prior exposure to
relatively well-known facts boosted all subjects' ability to
correctly answer general knowledge questions. Reading
incorrect facts in the stories led to misinformation effects
in healthy older adults (although these effects were smaller
than those observed in younger adults). DAT individuals
showed reduced effects of story exposure; effects were
greatest in a situation that reminded DAT individuals that
the stories might provide the answers to the questions.
Benefits of story reading depended on activation of the
semantic network, whereas costs of story reading were more
dependent on episodic memory processes.},
Doi = {10.1037/0894-4105.19.1.115},
Key = {fds252748}
}
@article{fds252746,
Author = {Marsh, EJ and Bower, GH},
Title = {The role of rehearsal and generation in false memory
creation.},
Journal = {Memory (Hove, England)},
Volume = {12},
Number = {6},
Pages = {748-761},
Year = {2004},
Month = {November},
url = {http://dx.doi.org/10.1080/09658210344000170},
Abstract = {The current research investigated one possible mechanism
underlying false memories in the Deese-Roediger-McDermott
(DRM) paradigm. In the DRM paradigm, participants who study
lists of related words (e.g., "table, sitting, bench ...")
frequently report detailed memories for the centrally
related but non-presented critical lure (e.g., "chair"). One
possibility is that participants covertly call to mind the
critical non-presented lure during the study phase, and
later misattribute memory for this internally generated
event to its external presentation. To investigate this, the
DRM paradigm was modified to allow collection of on-line
thoughts during the study phase. False recognition increased
following generation during study. False recognition also
increased following study of longer lists; this effect was
partially explained by the fact that longer lists were more
likely to elicit generations of the critical lure during
study. Generation of the lure during study contributes to
later false recognition, although it does not explain the
entire effect.},
Doi = {10.1080/09658210344000170},
Key = {fds252746}
}
@article{fds252747,
Author = {Marsh, EJ},
Title = {Story stimuli for creating false beliefs about the
world.},
Journal = {Behavior research methods, instruments, & computers : a
journal of the Psychonomic Society, Inc},
Volume = {36},
Number = {4},
Pages = {650-655},
Year = {2004},
Month = {November},
ISSN = {0743-3808},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15641411},
Abstract = {Fiction is not always accurate, and this has consequences
for readers. In laboratory studies, the reading of short
stories led participants to produce story errors as facts on
a later test of general knowledge (Marsh, Meade, & Roediger,
2003). The present article describes these story stimuli in
detail, so that interested researchers will be able to use
the stimuli and change them as needed for particular
research projects. This article provides instructions for
using the stories and suggestions for modifying them; it is
a manual for one way of creating suggestibility. The full
set of stories and reading comprehension questions may be
downloaded from www.psychonomic.org/archive/.},
Doi = {10.3758/bf03206546},
Key = {fds252747}
}
@article{fds252785,
Author = {Luminet, O and Curci, A and Marsh, EJ and Wessel, I and Constantin, T and Gencoz, F and Yogo, M},
Title = {The cognitive, emotional, and social impacts of the
September 11 attacks: group differences in memory for the
reception context and the determinants of flashbulb
memory.},
Journal = {The Journal of general psychology},
Volume = {131},
Number = {3},
Pages = {197-224},
Year = {2004},
Month = {July},
ISSN = {0022-1309},
url = {http://dx.doi.org/10.3200/genp.131.3.197-224},
Abstract = {The authors examined group differences in memories for
hearing the news of and reactions to the September 11
attacks in 2001. They measured memory for reception context
(immediate memory for the circumstances in which people
first heard the news) and 11 predictors of the consistency
of memory for reception context over time (flashbulb
memory). Shortly after 9/11, a questionnaire was distributed
to 3,665 participants in 9 countries. U.S. vs. non-U.S.
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-feeling states. Within non-U.S.
groups, there were large differences for emotional-feeling
states and moderate differences for personal rehearsal,
background knowledge, and attitudes toward the United
States. The authors discuss the implications of those
findings for the study of group differences in memory and
for the formation of flashbulb memories.},
Doi = {10.3200/genp.131.3.197-224},
Key = {fds252785}
}
@article{fds252787,
Author = {Marsh, EJ and Tversky, B},
Title = {Spinning the stories of our lives},
Journal = {Applied Cognitive Psychology},
Volume = {18},
Number = {5},
Pages = {491-503},
Publisher = {WILEY},
Year = {2004},
Month = {July},
url = {http://dx.doi.org/10.1002/acp.1001},
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. Not all distorted retellings were
regarded as 'inaccurate.' Participants labeled 61% of their
retellings as distorted (containing exaggerations,
omissions, minimizations, or additions) but only 42% of
their retellings as inaccurate. Social context shaped the
stories people told: they changed stories for different
audiences; they exaggerated to entertain and simplified to
inform. People construct stories as they retrieve and use
memories in a social context. Copyright © 2004 John Wiley &
Sons, Ltd.},
Doi = {10.1002/acp.1001},
Key = {fds252787}
}
@article{fds252786,
Author = {Dudukovic, NM and Marsh, EJ and Tversky, B},
Title = {Telling a story or telling it straight: The effects of
entertaining versus accurate retellings on
memory},
Journal = {Applied Cognitive Psychology},
Volume = {18},
Number = {2},
Pages = {125-143},
Publisher = {WILEY},
Year = {2004},
Month = {March},
url = {http://dx.doi.org/10.1002/acp.953},
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. Copyright © 2004 John Wiley & Sons,
Ltd.},
Doi = {10.1002/acp.953},
Key = {fds252786}
}
@article{fds252788,
Author = {Marsh, EJ and Dolan, PO and Balota, DA and Roediger,
HL},
Title = {Part-set cuing effects in younger and older
adults.},
Journal = {Psychology and aging},
Volume = {19},
Number = {1},
Pages = {134-144},
Year = {2004},
Month = {March},
ISSN = {0882-7974},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15065937},
Abstract = {In 3 experiments, the authors examined part-set cuing
effects in younger and older adults. Participants heard
lists of category exemplars and later recalled them. Recall
was uncued or cued with a subset of studied items. In
Experiment 1, participants were cued with some of the
category names, and they remembered fewer never-cued
categories than a free-recall condition. In Experiment 2, a
similar effect was observed for category exemplar cues.
There was also an age difference: By some measures, a small
number of cues impaired older adults more than younger.
Experiment 3 replicated this result and found that older
adults were disproportionately slow in the presence of cues.
Across experiments, older adults showed robust part-set
cuing effects, and sometimes, they were disproportionately
impaired by cues.},
Doi = {10.1037/0882-7974.19.1.134},
Key = {fds252788}
}
@article{fds252789,
Author = {Marsh, EJ and McDermott, KB and Roediger, HL},
Title = {Does test-induced priming play a role in the creation of
false memories?},
Journal = {Memory (Hove, England)},
Volume = {12},
Number = {1},
Pages = {44-55},
Year = {2004},
Month = {January},
ISSN = {0965-8211},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15098620},
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 recognise 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.},
Doi = {10.1080/09658210244000405},
Key = {fds252789}
}
@article{fds252793,
Author = {Marsh, EJ and Meade, ML and Roediger, HL},
Title = {Learning facts from fiction},
Journal = {Journal of Memory and Language},
Volume = {49},
Number = {4},
Pages = {519-536},
Publisher = {Elsevier BV},
Year = {2003},
Month = {January},
url = {http://dx.doi.org/10.1016/S0749-596X(03)00092-5},
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
using story information, but interestingly, story exposure
also increased belief that the facts had been known prior to
the experiment, even for misinformation answers that were
rarely produced without story reading. © 2003 Elsevier Inc.
All rights reserved.},
Doi = {10.1016/S0749-596X(03)00092-5},
Key = {fds252793}
}
@article{fds252792,
Author = {Marsh, EJ and Edelman, G and Bower, GH},
Title = {Demonstrations of a generation effect in context
memory.},
Journal = {Memory & cognition},
Volume = {29},
Number = {6},
Pages = {798-805},
Year = {2001},
Month = {September},
url = {http://dx.doi.org/10.3758/bf03196409},
Abstract = {Generation often leads to increased memorability within a
laboratory context (see, e.g., Slamecka & Graf, 1978). Of
interest in the present study is whether the benefits of
generation extend beyond item memory to context memory. To
investigate this question, in three experiments, we asked
subjects to remember in which of two contexts they had read
or generated words. In Experiment 1, the contexts were two
different rooms; in Experiment 2A, the contexts were two
different computer screens; in Experiment 2B, the contexts
were different perceptual characteristics of the
to-be-remembered words. In all experiments, subjects were
better at remembering the context of generated words than of
read words.},
Doi = {10.3758/bf03196409},
Key = {fds252792}
}
@article{fds252791,
Author = {Tversky, B and Marsh, EJ},
Title = {Biased retellings of events yield biased
memories.},
Journal = {Cognitive psychology},
Volume = {40},
Number = {1},
Pages = {1-38},
Year = {2000},
Month = {February},
url = {http://dx.doi.org/10.1006/cogp.1999.0720},
Abstract = {When people retell events, they take different perspectives
for different audiences and purposes. In four experiments,
we examined the effects of this postevent reorganization of
events on memory for the original events. In each
experiment, participants read a story, wrote a biased letter
about one of the story characters, and later remembered the
original story. Participants' letters contained more story
details and more elaborations relevant to the purpose of
their retellings. More importantly, the letter perspective
affected the amount of information recalled (Experiments 1,
3, and 4) and the direction of the errors in recall
(Experiments 1 and 3) and recognition (Experiment 2).
Selective rehearsal plays an important role in these bias
effects: retelling involves selectively retrieving and using
story information, with consequent differences in memory.
However, biased memory occurred even when the biased letters
contained little, if any, specific information (Experiment
4) or contained the same amount and kinds of story
information as a neutral control condition (Experiment 3).
Biased memory is a consequence of the reorganizing schema
guiding the retelling perspective, in addition to the
effects of rehearsing specific information in
retelling.},
Doi = {10.1006/cogp.1999.0720},
Key = {fds252791}
}
@article{fds252790,
Author = {Marsh, EJ and Bower, GH},
Title = {Applied Aspects of Source Monitoring},
Journal = {Cognitive Technology},
Volume = {4},
Pages = {4-17},
Year = {1999},
Key = {fds252790}
}
%% 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
@misc{fds357994,
Author = {Roediger, HL and Agarwal, PK and Kang, SHK and Marsh,
EJ},
Title = {Benefits of testing memory: Best practices and boundary
conditions},
Pages = {360-395},
Booktitle = {Current Issues in Memory: Memory Research in the Public
Interest},
Year = {2021},
Month = {January},
ISBN = {9780367618254},
url = {http://dx.doi.org/10.4324/9781003106715-22},
Abstract = {The idea of a memory test or of a test of academic
achievement is often circumscribed. Tests within the
classroom are recognized as important for the assignment of
grades, and tests given for academic assessment or
achievement have increasingly come to determine the course
of children’s lives: score well on such tests and people
advance, are placed in more challenging classes, and attend
better schools. Psychologists have studied the effects of
testing on later memory, of and on, for 100 years. The power
of testing to increase learning and retention has been
demonstrated in numerous studies using a diverse range of
materials; but both study and test materials come in a
multitude of formats. A recent study delved more deeply into
the issue of whether the kind of test influences the testing
effect. The great bulk of the literature on testing effects
shows the benefit of a single initial test relative to
either no test or to reading control condition.},
Doi = {10.4324/9781003106715-22},
Key = {fds357994}
}
@misc{fds356457,
Author = {Marsh, EJ and Yang, BW},
Title = {Broadening the autobiographical record to include memories
of fiction},
Pages = {32-46},
Booktitle = {Memory Quirks: The Study of Odd Phenomena in
Memory},
Year = {2020},
Month = {April},
ISBN = {9780367209650},
Key = {fds356457}
}
@misc{fds356458,
Author = {Brown, AS and Fields, LM and Cadero, KC and Chmielewski, M and Denman,
D and Marsh, EJ},
Title = {Autobiographical editing: Revising our personal
past},
Pages = {3-19},
Booktitle = {Memory Quirks: The Study of Odd Phenomena in
Memory},
Year = {2020},
Month = {April},
ISBN = {9780367209650},
Key = {fds356458}
}
@misc{fds360003,
Author = {Marsh, EJ and Stanley, ML},
Title = {False beliefs: Byproducts of an adaptive knowledge
base?},
Pages = {131-146},
Booktitle = {The Psychology of Fake News: Accepting, Sharing, and
Correcting Misinformation},
Year = {2020},
Month = {January},
ISBN = {9781000179033},
url = {http://dx.doi.org/10.4324/9780429295379-10},
Abstract = {Pizzagate. The Bowling Green Massacre. Pope Francis
endorsing Donald Trump for president. How should we combat
such “fake news” stories, which often go viral? As
cognitive scientists, we view this problem through the lens
of what we know about the construction, representation, and
updating of belief and knowledge more generally. That is, we
argue that the same efficient processes that support the
learning of veridical information also support the
processing of fake news and sometimes produce false beliefs.
Anchoring on the larger psychological literature on belief
and knowledge highlights possible solutions while casting
doubt on other possible interventions. For example, we are
not optimistic about interventions that focus learners on
assessing the credibility of information sources, given that
such information is likely forgotten over time. Overall, we
argue that the basic science of belief and knowledge
provides a useful foundation for thinking about reactions to
and consequences of fake news.},
Doi = {10.4324/9780429295379-10},
Key = {fds360003}
}
@misc{fds354277,
Author = {Marsh, E and Drew, E},
Title = {Correcting Student Errors and Misconceptions},
Pages = {437-459},
Booktitle = {The Cambridge Handbook of Cognition and Education},
Publisher = {Cambridge University Press},
Year = {2019},
Month = {February},
ISBN = {9781108245104},
url = {http://dx.doi.org/10.1017/9781108235631.018},
Abstract = {This Handbook reviews a wealth of research in cognitive and
educational psychology that investigates how to enhance
learning and instruction to aid students struggling to learn
and to advise teachers on how best to support student
learning.},
Doi = {10.1017/9781108235631.018},
Key = {fds354277}
}
@misc{fds333503,
Author = {Marsh, EJ and Arnold, KM},
Title = {Retelling experiences and writing essays how: Storytelling
reflects and changes memory},
Pages = {137-155},
Booktitle = {Representations in Mind and World: Essays Inspired by
Barbara Tversky},
Publisher = {Routledge},
Year = {2017},
Month = {July},
ISBN = {9781138829695},
url = {http://dx.doi.org/10.4324/9781315169781},
Doi = {10.4324/9781315169781},
Key = {fds333503}
}
@misc{fds328071,
Author = {Marsh, EJ and Mullet, HG},
Title = {Stories and movies can mislead},
Pages = {87-101},
Booktitle = {False and Distorted Memories},
Publisher = {PSYCHOLOGY PRESS},
Year = {2016},
Month = {October},
ISBN = {9781138832015},
url = {http://dx.doi.org/10.4324/9781315736242},
Doi = {10.4324/9781315736242},
Key = {fds328071}
}
@misc{fds221848,
Author = {Marsh, E. J and . and Umanath, S},
Title = {Learning from fictional sources: An instance of knowledge
neglect},
Booktitle = {Processing Inaccurate Information: Theoretical and Applied
Perspectives from Cognitive Science and the Educational
Sciences},
Publisher = {MIT Press},
Editor = {D. N. Rapp and J. Braasch},
Year = {2013},
Key = {fds221848}
}
@misc{fds221851,
Author = {Marsh, E. J. and Cantor, A. D},
Title = {Learning from multiple-choice tests},
Booktitle = {Proceedings from the Center for Integrative Research on
Cognition, Learning, and Education STEM conference},
Editor = {M. McDaniel and G. Frey},
Year = {2013},
Key = {fds221851}
}
@misc{fds200891,
Author = {Marsh, E. J. and Roediger, H. L., III},
Title = {Episodic and autobiographical memory},
Pages = {472-494},
Booktitle = {Handbook of Psychology: Volume 4, 2nd edition},
Publisher = {John Wiley & Sons},
Editor = {A. F. Healy and R. W. Proctor.},
Year = {2013},
Key = {fds200891}
}
@misc{fds185585,
Author = {Marsh, E. J. and Butler, A. C},
Title = {Memory in educational settings},
Pages = {299-317},
Booktitle = {Oxford Handbook of Cognitive Psychology},
Publisher = {Oxford University Press},
Editor = {D. Resiberg},
Year = {2013},
Key = {fds185585}
}
@misc{fds252730,
Author = {Marsh, EJ and Fazio, LK},
Title = {Learning from fictional sources},
Pages = {395-412},
Booktitle = {The Foundations of Remembering: Essays in Honor Of Henry L.
Roediger, III},
Publisher = {PSYCHOLOGY PRESS},
Year = {2011},
Month = {January},
ISBN = {9780203837672},
url = {http://dx.doi.org/10.4324/9780203837672},
Doi = {10.4324/9780203837672},
Key = {fds252730}
}
@misc{fds252731,
Author = {Roediger, HL and Agarwal, PK and Kang, SHK and Marsh,
EJ},
Title = {Benefits of testing memory: Best practices and boundary
conditions},
Pages = {13-49},
Booktitle = {Current Issues in Applied Memory Research},
Publisher = {Psychology Press},
Editor = {G. M. Davies and D.B. Wright},
Year = {2009},
Month = {November},
ISBN = {9780203869611},
url = {http://dx.doi.org/10.4324/9780203869611},
Doi = {10.4324/9780203869611},
Key = {fds252731}
}
@misc{fds361308,
Author = {Roediger, HL and Agarwal, PK and Kang, SHK and Marsh,
EJ},
Title = {Benefits of testing memory: Best practices and boundary
conditions},
Pages = {13-49},
Booktitle = {Current Issues in Applied Memory Research},
Year = {2009},
Month = {January},
ISBN = {9781841697277},
url = {http://dx.doi.org/10.4324/9780203869611-10},
Abstract = {The idea of a memory test or of a test of academic
achievement is often circumscribed. Tests within the
classroom are recognized as important for the assignment of
grades, and tests given for academic assessment or
achievement have increasingly come to determine the course
of children’s lives: score well on such tests and you
advance, are placed in more challenging classes, and attend
better schools. Against this widely acknowledged backdrop of
the importance of testing in educational life (not just in
the US, but all over the world), it would be di?cult to
justify the claim that testing is not used enough in
educational practice. In fact, such a claim may seem to be
ludicrous on the face of it. However, this is just the claim
we will make in this chapter: Education in schools would
greatly bene?t from additional testing, and the need for
increased testing probably increases with advancement in the
educational system. In addition, students should use
self-testing as a study strategy in preparing for their
classes.},
Doi = {10.4324/9780203869611-10},
Key = {fds361308}
}
@misc{fds366405,
Author = {Marsh, EJ and Eslick, AN and Fazio, LK},
Title = {False memories},
Volume = {2},
Series = {Volume 2 of Learning and Memory: A Comprehensive
Reference.},
Pages = {221-238},
Booktitle = {Learning and Memory: A Comprehensive Reference},
Publisher = {Elsevier},
Editor = {H. L. Roediger, III},
Year = {2007},
Month = {January},
ISBN = {9780123705099},
url = {http://dx.doi.org/10.1016/B978-012370509-9.00144-3},
Abstract = {A complete understanding of human memory requires us to
comprehend memory’s failures as well as its successes. In
addition to being inherently interesting, memory errors
provide insight into how memory functions for successful,
accurate retrieval. This chapter outlines several areas in
which human memory is less than perfect, including false
memory for words, eyewitness suggestibility, verbal
overshadowing, false fame, imagination inflation, and
implanted memories for entire events. Not surprisingly,
given the complexity of memory, there are many different
ways that error can enter the system, from encoding to
retrieval. Together, the data highlight the constructive
nature of memory, as proposed by Bartlett
(1932).},
Doi = {10.1016/B978-012370509-9.00144-3},
Key = {fds366405}
}
@misc{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}
}
@misc{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}
}
@misc{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}
}
@misc{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}
}
@misc{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}
}
@misc{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}
}
%% Book Reviews
@article{fds169205,
Author = {Marsh, E. J. and Eslick, A. N},
Title = {Review of Why students don’t like school by D.
Willingham},
Journal = {Educational Horizons},
Volume = {87},
Pages = {206-210},
Year = {2009},
Key = {fds169205}
}
%% Other
@misc{fds169197,
Author = {Roediger, H. L., III and Marsh, E. J},
Title = {False memories},
Journal = {Scholarpedia},
Volume = {4},
Number = {8},
Pages = {3858},
Year = {2009},
Key = {fds169197}
}
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