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Elizabeth J. Marsh

Elizabeth J. Marsh

D-Index & Metrics

Psychology

D-Index
45
Citations
12134
World Ranking
6574
National Ranking
3566

Overview

Elizabeth J. Marsh is affiliated with Duke University in the United States. Their research primarily spans the fields of psychology and neuroscience, with a total of 27 publications in psychology and 16 in neuroscience. Within these fields, Marsh has contributed to subfields including cognitive neuroscience, developmental and educational psychology, artificial intelligence, sociology and political science, and social psychology.

Their work covers several key topics related to human cognition and behavior. These include:

  • Memory Processes and Influences
  • Psychology of Moral and Emotional Judgment
  • Identity, Memory, and Therapy
  • Misinformation and Its Impacts
  • Educational Strategies and Epistemologies
  • Child and Animal Learning Development
  • Topic Modeling

Marsh has published frequently in various academic journals. The most frequent publication venues are:

  • Journal of Applied Research in Memory and Cognition
  • Applied Cognitive Psychology
  • Psychonomic Bulletin & Review
  • Journal of Experimental Psychology General
  • Memory & Cognition

Their recent papers demonstrate a focus on memory, cognitive biases, and psychological processes involved in understanding and representing information. Recent publications include:

  • "Externalizing autobiographical memories in the digital age," 2021, Trends in Cognitive Sciences
  • "Structure-seeking as a psychological antecedent of beliefs about morality," 2020, Journal of Experimental Psychology General
  • "Truncating bar graphs persistently misleads viewers," 2021, Journal of Applied Research in Memory and Cognition
  • "A comparison of memories of fiction and autobiographical memories," 2021, Journal of Experimental Psychology General
  • "Understanding why searching the internet inflates confidence in explanatory ability," 2023, Applied Cognitive Psychology

Marsh's collaborative work involves frequent coauthors including Matthew L. Stanley, Brenda W. Yang, Peter S. Whitehead, Alexandria R. Stone, and Morgan Taylor. These collaborations underline a research network focused on cognitive psychology and related areas.

Best Publications

  • 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

  • Knowledge does not protect against illusory truth.

    Lisa K. Fazio;Nadia M. Brashier;B. Keith Payne;Elizabeth J. Marsh

  • The positive and negative consequences of multiple-choice testing.

    Henry L. Roediger;Elizabeth J. Marsh

  • Learning facts from fiction.

    Elizabeth J Marsh;Michelle L Meade;Henry L Roediger

  • Biased retellings of events yield biased memories.

    Barbara Tversky;Elizabeth J. Marsh

  • Retelling Is Not the Same as Recalling Implications for Memory

    Elizabeth J. Marsh

  • Learning errors from fiction: difficulties in reducing reliance on fictional stories.

    Elizabeth J. Marsh;Lisa K. Fazio

  • The memorial consequences of multiple-choice testing

    Elizabeth J. Marsh;Henry L. Roediger;Robert A. Bjork;Elizabeth L. Bjork

  • Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning

    Andrew C. Butler;Namrata Godbole;Elizabeth J. Marsh

  • Understanding How Prior Knowledge Influences Memory in Older Adults.

    Sharda Umanath;Elizabeth J. Marsh

  • Telling a Story or Telling it Straight: The Effects of Entertaining Versus Accurate Retellings on Memory

    Nicole M. Dudukovic;Elizabeth J. Marsh;Barbara Tversky

  • Spinning the Stories of our Lives

    Elizabeth J. Marsh;Barbara Tversky

  • Surprising feedback improves later memory

    Lisa K. Fazio;Elizabeth J. Marsh

  • Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom

    Andrew C. Butler;Elizabeth J. Marsh;J. P. Slavinsky;Richard G. Baraniuk

  • The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition

    Elizabeth J. Marsh;Suparna Rajaram

  • Neural correlates of retrieval-based memory enhancement: an fMRI study of the testing effect.

    Erik A. Wing;Elizabeth J. Marsh;Roberto Cabeza

  • Creating Illusions of Knowledge: Learning Errors that Contradict Prior Knowledge.

    Lisa K. Fazio;Sarah J. Barber;Suparna Rajaram;Peter A. Ornstein

  • 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

    Olivier Luminet;Antonietta Curci;Elizabeth J Marsh;Ineke Wessel

  • The hypercorrection effect persists over a week, but high-confidence errors return

    Andrew C. Butler;Lisa K. Fazio;Elizabeth J. Marsh

  • An initial accuracy focus prevents illusory truth

    Nadia M. Brashier;Emmaline Drew Eliseev;Elizabeth J. Marsh

  • Benefits of testing memory: Best practices and boundary conditions.

    Henry L. Roediger Iii;Pooja K. Agarwal;Sean H. K. Kang;Elizabeth J. Marsh

Frequent Co-Authors

Henry L. Roediger
Henry L. Roediger Washington University in St. Louis
Andrew C. Butler
Andrew C. Butler Washington University in St. Louis
Roberto Cabeza
Roberto Cabeza Duke University
Mark A. McDaniel
Mark A. McDaniel Washington University in St. Louis
Suparna Rajaram
Suparna Rajaram Stony Brook University
Barbara Tversky
Barbara Tversky Columbia University
David A. Balota
David A. Balota Washington University in St. Louis
Robert A. Bjork
Robert A. Bjork University of California, Los Angeles
Elizabeth Ligon Bjork
Elizabeth Ligon Bjork University of California, Los Angeles
Richard G. Baraniuk
Richard G. Baraniuk Rice University

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