Elizabeth J. Marsh mainly focuses on Cognitive psychology, Social psychology, General knowledge, Cognition and Multiple choice. Her Cognitive psychology research focuses on Free recall in particular. Her biological study spans a wide range of topics, including Repetition, Statement and Media studies.
Her study looks at the relationship between General knowledge and topics such as Knowledge level, which overlap with False memory and Reading. Her study brings together the fields of Set and Cognition. Her Multiple choice study incorporates themes from Cued recall, Control and Bloom's taxonomy.
Elizabeth J. Marsh focuses on Cognitive psychology, Social psychology, Cognition, General knowledge and False memory. Her studies deal with areas such as Semantic memory, Fluency and Episodic memory as well as Cognitive psychology. The Social psychology study combines topics in areas such as Inference, Knowledge base and Multiple choice.
Elizabeth J. Marsh has included themes like Developmental psychology, Context, Recall and Cognitive science in her Cognition study. Her study in General knowledge is interdisciplinary in nature, drawing from both Encoding, Knowledge level, Reading, Selection and Suggestibility. In her study, Memory implantation and Childhood memory is inextricably linked to Memory errors, which falls within the broad field of False memory.
The scientist’s investigation covers issues in Cognitive psychology, Cognition, Social psychology, Fluency and Episodic memory. Elizabeth J. Marsh combines Cognitive psychology and Fact checking in her studies. Her Cognition research incorporates elements of Cognitive science, Generative grammar and Internet privacy.
Her work on Identity, Cultural identity and Hindsight bias as part of general Social psychology study is frequently linked to Brief periods and High integrity, bridging the gap between disciplines. Her work deals with themes such as Illusion and Interpretation, which intersect with Fluency. Her research integrates issues of Cued recall, Counterfactual thinking, Recall, General knowledge and Functional magnetic resonance imaging in her study of Episodic memory.
Cognitive psychology, Cognition, Semantic memory, Neuroimaging and Clicker are her primary areas of study. Her Cognitive psychology research integrates issues from Coping and Truth effect, Fluency. Her studies deal with areas such as Recall, Functional magnetic resonance imaging, General knowledge and Affect as well as Cognition.
Her Semantic memory research includes elements of Representational similarity analysis and Knowledge economy. Clicker is a subfield of Mathematics education that Elizabeth J. Marsh studies.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
John Dunlosky;Katherine A. Rawson;Elizabeth J. Marsh;Mitchell J. Nathan.
Psychological Science in the Public Interest (2013)
The positive and negative consequences of multiple-choice testing.
Henry L. Roediger;Elizabeth J. Marsh.
Journal of Experimental Psychology: Learning, Memory and Cognition (2005)
Knowledge does not protect against illusory truth.
Lisa K. Fazio;Nadia M. Brashier;B. Keith Payne;Elizabeth J. Marsh.
Journal of Experimental Psychology: General (2015)
Learning facts from fiction.
Elizabeth J Marsh;Michelle L Meade;Henry L Roediger.
Journal of Memory and Language (2003)
Biased retellings of events yield biased memories.
Barbara Tversky;Elizabeth J. Marsh.
Cognitive Psychology (2000)
Retelling Is Not the Same as Recalling Implications for Memory
Elizabeth J. Marsh.
Current Directions in Psychological Science (2007)
Learning errors from fiction: difficulties in reducing reliance on fictional stories.
Elizabeth J. Marsh;Lisa K. Fazio.
Memory & Cognition (2006)
The memorial consequences of multiple-choice testing
Elizabeth J. Marsh;Henry L. Roediger;Robert A. Bjork;Elizabeth L. Bjork.
Psychonomic Bulletin & Review (2007)
Telling a Story or Telling it Straight: The Effects of Entertaining Versus Accurate Retellings on Memory
Nicole M. Dudukovic;Elizabeth J. Marsh;Barbara Tversky.
Applied Cognitive Psychology (2004)
Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning
Andrew C. Butler;Namrata Godbole;Elizabeth J. Marsh.
Journal of Educational Psychology (2013)
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