Research Topics
| Elizabeth J MarshSummaryAffiliation: Duke University Medical Center Country: USA Publications
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Detail Information
Publications
Using verification feedback to correct errors made on a multiple-choice testElizabeth J Marsh
Department of Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
Memory 20:645-53. 2012..Overall, verification feedback conveyed information to the learner, which has both practical and theoretical implications...
Part-set cuing effects in younger and older adultsElizabeth J Marsh
Department of Psychology, Washington University in St Louis, St Louis, MO, USA
Psychol Aging 19:134-44. 2004..Across experiments, older adults showed robust part-set cuing effects, and sometimes, they were disproportionately impaired by cues...- Memorial consequences of answering SAT II questionsElizabeth J Marsh
Department of Psychology and Neuroscience, Duke University, 9 Flowers Drive, Durham, NC 27708, USA
J Exp Psychol Appl 15:1-11. 2009..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)... - Test-induced priming of false memoriesElizabeth J Marsh
Psychology and Neuroscience, Duke University, Durham, North Carolina 27708 0086, USA
Psychon Bull Rev 14:479-83. 2007..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... - The memorial consequences of multiple-choice testingElizabeth J Marsh
Department of Psychology, Duke University, Durham, North Carolina 27708 0086, USA
Psychon Bull Rev 14:194-9. 2007..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... - Learning errors from fiction: difficulties in reducing reliance on fictional storiesElizabeth J Marsh
Psychology and Neuroscience, Duke University, 9 Flowers Drive, Box 90086, Durham, NC 27708 0086, USA
Mem Cognit 34:1140-9. 2006..Readers do not appear to spontaneously monitor fiction for its veracity, but can do so if reminded on a trial-by-trial basis... - When does generation enhance memory for location?Elizabeth J Marsh
Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
J Exp Psychol Learn Mem Cogn 32:1216-20. 2006..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... - Memory and the Moses illusion: failures to detect contradictions with stored knowledge yield negative memorial consequencesHayden C Bottoms
Department of Psychology and Neuroscience, Duke University, 9 Flowers Drive, Durham, NC 27708 0086, USA
Memory 18:670-8. 2010..Overall, answering distorted questions can yield errors in the knowledge base; most importantly, prior knowledge does not protect against these negative memorial consequences... - Does test-induced priming play a role in the creation of false memories?Elizabeth J Marsh
Washington University, St Louis, MO, USA
Memory 12:44-55. 2004..Surprisingly, test-induced priming of the critical item does not seem to play a large role in this memory illusion... - Learning facts from fiction: effects of healthy aging and early-stage dementia of the Alzheimer typeElizabeth J Marsh
Department of Psychology, Washington University, St Louis, MO, USA
Neuropsychology 19:115-29. 2005..Benefits of story reading depended on activation of the semantic network, whereas costs of story reading were more dependent on episodic memory processes... - Story stimuli for creating false beliefs about the worldElizabeth J Marsh
Psychological and Brain Sciences, Duke University, Durham, NC 27708 0086, USA
Behav Res Methods Instrum Comput 36:650-5. 2004..The full set of stories and reading comprehension questions may be downloaded from www.psychonomic.org/archive/... - Ironic effects of drawing attention to story errorsAndrea N Eslick
Department of Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
Memory 19:184-91. 2011..Failure to monitor for errors, not failure to identify the information requiring evaluation, leads to suggestibility... - Memorial consequences of multiple-choice testing on immediate and delayed testsLisa K Fazio
Duke University, Durham, North Carolina 27708, USA
Mem Cognit 38:407-18. 2010..These results are consistent with the argument that recollection underlies both the positive and negative testing effects... - Slowing presentation speed increases illusions of knowledgeLisa K Fazio
Department of Psychology, Duke University, Durham, North Carolina 27708 0086, USA
Psychon Bull Rev 15:180-5. 2008..Manipulations that reduce suggestibility for episodic false memories do not always reduce suggestibility for illusions of knowledge... - Receiving right/wrong feedback: consequences for learningLisa K Fazio
Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
Memory 18:335-50. 2010..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... - Surprising feedback improves later memoryLisa K Fazio
Department of Psychology and Neuroscience, Duke University, Durham, North Carolina 27708 0086, USA
Psychon Bull Rev 16:88-92. 2009..Overall, participants better remembered both the surface features and the content of surprising feedback... - Older, not younger, children learn more false facts from storiesLisa K Fazio
Duke University, Department of Psychology and Neuroscience, Durham, NC 27708 0086, USA
Cognition 106:1081-9. 2008..Older children, however, were better able to form memories of the misinformation and thus showed greater suggestibility on the general knowledge test... - Creating illusions of past encounter through brief exposureAlan S Brown
Department of Psychology, Southern Methodist University, Dallas, TX 75275, USA
Psychol Sci 20:534-8. 2009..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... - Evoking false beliefs about autobiographical experienceAlan S Brown
Department of Psychology, Southern Methodist University, Dallas, Texas 75275, USA
Psychon Bull Rev 15:186-90. 2008..This laboratory procedure for inducing autobiographical false beliefs may have implications for better understanding various illusions of recognition... - The positive and negative consequences of multiple-choice testingHenry L Roediger
Department of Psychology, Washington University in St Louis, MO 63130 4899, USA
J Exp Psychol Learn Mem Cogn 31:1155-9. 2005..Multiple-choice testing may inadvertently lead to the creation of false knowledge... - The role of rehearsal and generation in false memory creationElizabeth J Marsh
Washington University in St. Louis, MO, USA
Memory 12:748-61. 2004..Generation of the lure during study contributes to later false recognition, although it does not explain the entire effect... 
Inferring facts from fiction: reading correct and incorrect information affects memory for related informationAndrew C Butler
Department of Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
Memory 20:487-98. 2012..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...- The hypercorrection effect persists over a week, but high-confidence errors returnAndrew C Butler
Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
Psychon Bull Rev 18:1238-44. 2011.... - Aging and the memorial consequences of catching contradictions with prior knowledgeSharda Umanath
Department of Psychology and Neuroscience, Duke University, Durham, NC 27708 0086, USA
Psychol Aging 27:1033-8. 2012..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... - Memorial consequences of testing school-aged childrenElizabeth J Marsh
a Department of Psychology and Neuroscience, Duke University, Durham, NC, USA
Memory 20:899-906. 2012..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... - The cognitive, emotional, and social impacts of the September 11 attacks: group differences in memory for the reception context and the determinants of flashbulb memoryOlivier Luminet
University of Louvain at Louvain la Neuve, Department of Psychology, Belgium
J Gen Psychol 131:197-224. 2004..The authors discuss the implications of those findings for the study of group differences in memory and for the formation of flashbulb memories...