Below you will find our lab’s published journal articles, followed by book chapters, books, book reviews, and lastly stimuli.

Journal Articles

2023

Stanley, M. L., Huang, S., Marsh, E. J., & Kay, A.(2023). The Role of Structure-Seeking in Moral Punishment. Social Justice Research, 36, 410-431.

Taylor, M. K., Samanez-Larkin, G. R., & Marsh, E. J. (in press).  Preserved Memory for Decisions Across Adulthood. Aging, Neuropsychology and Cognition.

Eliseev, E.D.,& Marsh, E. J. (2023). Understanding why searching the internet inflates confidence in explanatory ability. Applied Cognitive Psychology, 37(4), 711–720. https://doi.org/10.1002/acp.4058

Stone, A. R., & Marsh, E. J. (in press). Belief in COVID-19 Misinformation: Hopeful Claims are Rated as Truer. Applied Cognitive Psychology. 

Taylor, M. K., Marsh, E. J., & Samanez-Larkin, G. (2023). Heuristic Decision Making Across the Adult Lifespan. Psychology & Aging. https://doi.org/10.1037/pag0000726

2022

Marsh, E. J. & Whitehead, P. (2022). Reforming the Seven Sins of Memory to Emphasize Interactions and Adaptiveness. Journal of Applied Research in Memory and Cognition, 11, 482–484.

Yang, B. W., Stone, A. R., & Marsh, E. J. (2022). Asymmetry in belief revision. Applied Cognitive Psychology, 1-11.

Stanley, M. L., Whitehead, P. S., Marsh, E. J., & Seli, P. (2022). Prior exposure increases judged truth even during periods of mind wandering. Psychonomic Bulletin & Review, 1-11.

Whitehead, P. S., Zamary, A., & Marsh, E. J. (2022). Transfer of category learning to impoverished contexts. Psychonomic Bulletin & Review, 29(3), 1035-1044.

Taylor, M. K., & Marsh, E. J. (2022). Predicting others’ knowledge in younger and older adulthood. Psychonomic Bulletin & Review, 29(3), 943-953.

Stanley, M. L., Whitehead, P, S., & Marsh, E. J. (2022). The cognitive processes underlying false beliefs. Journal of Consumer Psychology, 32(2).

McDaniel, M., A., Marsh, E. J., & Gouravajhala, R. (2022). Individual differences in structure building: Impacts on comprehension and learning: Theoretical underpinnings, and supports for less-able structure builders. Perspectives on Psychological Science, 17(2), 385-406.

2021

Yang, B. W., Vargas-Restrepo, C., Stanley, M. L., & Marsh, E. J. (2021). Truncating bar graphs persistently misleads viewers. Journal of Applied Research in Memory & Cognition, 10, 298-311.

Yang, B. W., Deffler, S. A., & Marsh, E. J. (2021). A comparison of memories of fiction and autobiographical memories. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001125

Eliseev, E. D., & Marsh, E. J. (2021). Externalizing autobiographical memories in the digital age. Trends in Cognitive Sciences, 25, 1072-1081. https://doi.org/10.1016/j.tics.2021.08.005

Arnold, K. M., Eliseev, E. D., Stone, A. R., McDaniel, M. A., & Marsh, E. J. (2021). Two routes to the same place: learning from quick closed-book essays versus open-book essays. Journal of Cognitive Psychology, 33(3), 229-246.

Stanley, M. L., Taylor, M. K., & Marsh, E. J. (2021). Cultural Identity Changes the Accessibility of Knowledge. Journal of Applied Research in Memory and Cognition, 10(1), 44-54.

Stanley, M. L., Stone, A. R., & Marsh, E. J. (2021). Cheaters claim they knew the answers all along. Psychonomic Bulletin & Review, 28, 341-350.

Datta, N., Bidopia, T., Datta, S., Mittal, G., Aphin, F., Herbert, B. M., Marsh, E. J., Fitzsimons, G. J., Strauman, T. J., Zucker, N, L. (2021). Internal states and interoception along a spectrum of eating disorder symptomatology. Physiology Behavior, 113307.

2020

Datta, N., Bidopia, T., Datta, S., Mittal, G., Aphin, F., Marsh, E. J., Fitzsimons, G. J., Strauman, T. J., Zucker, N, L. (2020). Meal Skipping and cognition along a spectrum of restrictive eating. Eating Behaviors, 39, 101431.

De Brigard, F., Gessell, B., Yang, B. W., Stewart, G., & Marsh, E. J. (2020). Remembering possible times: Memory for details of past, future, and counterfactual simulations. Psychology of Consciousness: Theory, Research, and Practice, 7(4), 331–339

Butler, A. C., Black-Maier, A. C., Campbell, K., Marsh, E. J., & Persky, A. M. (2020). Regaining access to marginal knowledge in a classroom setting. Applied Cognitive Psychology, 5, 1005-1012.

Stanley, M. L., Marsh, E. J., Kay, A. C. (2020). Structure seeking as a psychological antecedent of beliefs about morality. Journal of Experimental Psychology: General, 49(10), 1908–1918.

Brashier, N. M., & Marsh, E. J. (2020). Judging truth. Annual Review of Psychology, 71, 499-515.

Brashier, N. M., Eliseev, E. D., & Marsh, E. J. (2020). An initial accuracy focus prevents illusory truth. Cognition, 194, 104054.

2019

Fazio, L. K., & Marsh, E. J. (2019). Retrieval-based learning in children. Current Directions in Psychological Science, 28, 111-118.

Rajaram, S., & Marsh, E. J. (2019). Cognition in the internet age: What are the important questions?. Journal of Applied Research in Memory and Cognition, 8, 46-49.

Marsh, E. J., Rajaram, S. (2019). The digital expansion of the mind: Implications of internet usage for memory and cognition. Journal of Applied Research in Memory and Cognition, 8, 1-14.

Stanley, M. L., Yang, B. W., & Marsh, E. J. (2019). When the unlikely becomes likely: Qualifying language does not influence later truth judgments. Journal of Applied Research in Memory and Cognition, 8(1), 118-129.

2018

​Wang, W-C., Brashier, N. M., Wing, E. A., Marsh, E. J., & Cabeza, R. (2018). Neural basis of goal-driven chnages in knowledge activation. European Journal of Neuroscience, 48, 3389-3396.

Wang, W-C., Brashier, N. M., Wing, E. A., Marsh, E. J., & Cabeza, R. (2018). Knowledge supports memory retrieval through familiarity, not recollection. Neuropsychologia, 113, 14-21.

2017

Butler, A. C., Black-Meier, A. C., Raley, N. D., & Marsh, E. J. (2017). Retrieving and applying knowledge to different examples promotes transfer of learning. Journal of Educational Psychology, 23, 433-446.

Marsh, E. J. & Yang, B. W. (2017). A call to think broadly about information literacy. Journal of Applied Research in Memory and Cognition, 6, 401-404.

Marsh, E. J. (2017). Family matters: Measuring impact through one’s academic descendants. Perspectives on Psychological Science, 12, 1130-1132.

Arnold, K. A., Umanath, S., Thio, K., Reilly, W., McDaniel, M., & Marsh, E. J. (2017). Understanding the cognitive processes involved in writing to learn. Journal of Experimental Psychology: Applied, 23, 115-127.

Brashier, N. M., Umanath, S., Cabeza, R. C., & Marsh, E. J. (2017). Competing Cues: Older Adults Rely on Knowledge in the Face of Fluency. Psychology and Aging, 32, 331-337.

​Cantor, A. D., & Marsh, E. J. (2017). Expertise effects in the Moses Illusion: Detecting contradictions with stored knowledge. Memory, 25(2), 220-230.

2016

Arnold, K. M., Daniel, D. B., Jensen, J., McDaniel, M., & Marsh, E. J. (2016). Structure building predicts grades in college Psychology and Biology. Applied Cognitive Psychology, 30, 454-459. 

Wang, W-C., Brashier, N. M., Wing, E. A., Marsh, E. J., & Cabeza, R. C. (2016). On known unknowns: Fluency and the neural mechanisms of the illusory truth effect. Journal of Cognitive Neuroscience, 28, 739-746. 

Mullet, H. G., & Marsh, E. J. (2016). Correcting false memories: Errors must be noticed and replaced. Memory & Cognition, 44, 403-412. 

Marsh, E. J., Cantor, A. D., & Brashier, N. M. (2016). Believing that humans swallow spiders in their sleep: False beliefs as side effects of the processes that support accurate knowledge. Psychology of Learning and Motivation, 64, 93-132.

2015

Fazio, L. K., Brashier, N. M., Payne, B. K., & Marsh, E. J. (2015). Knowledge does not protect against illusory truth. Journal of Experimental Psychology: General, 144, 993-1002. 

Deffler, S. A., Brown, A. S., & Marsh, E. J. (2015). Judging the familiarity of strangers: Does the context matter? Psychonomic Bulletin & Review, 22, 1041-1047.

Marsh, E. J., Arnold, K. M., Smith, M. A., & Stromeyer, S. L. (2015). How psychological science can improve our classrooms: Recommendations should bridge the laboratory and the classroom. Translational Issues in Psychological Science, 1(2), 127–129. 

Brown, A. S., Caderao, K. C., Fields, L. M., & Marsh, E. J. (2015). Borrowing personal memories. Applied Cognitive Psychology, 29, 471-477. 

Fazio, L. K., Dolan, P. O., & Marsh, E. J. (2015). Learning misinformation from fictional sources: Understanding the contributions of transportation and item-specific processing. Memory, 23, 166-167. 

Cantor, A. D., Eslick, A. N., Marsh, E. J. , Bjork, R. A., & Bjork, E. L. (2015). Multiple-choice tests stabilize access to marginal knowledge. Memory & Cognition, 43, 193-205. 

2014

Mullet, H. G., Umanath, S., & Marsh, E. J. (2014). Recent study, but not retrieval, of knowledge protects against learning errors. Memory & Cognition, 42, 1239-1249. 

Mullet, H. G., Butler, A. C., Verdin, B., von Borries, R., & Marsh, E. J. (2014). Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately. Journal of Applied Research in Memory and Cognition, 3, 222-229. 

Umanath, S., Dolan, P. O., & Marsh, E. J. (2014). Aging and the Moses Illusion: Older adults fall for Moses but if asked directly, stick with Noah. Memory, 22, 481-492. 

Umanath, S., Marsh, E. J. (2014). Understanding how prior knowledge influences memory in older adults. Perspectives on Psychological Science, 9(4), 408-426.

Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom. Educational Psychology Review, 26, 331-340. 

2013

Wang, E. A., Marsh, E. J., Cabeza, R. (2013). Neural correlates of retrieval-based memory enhancement: An fMRI study of the testing effect. Neuropsychologia, 51, 2360-2370.

Goswick, A. E., Mullet, H. G., Marsh, E. J. (2013). Suggestibility from stories: Can production difficulties and source monitoring explain developmental reversal?. Journal of Cognition and Development, 14, 607-616.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Mitchell, N., Willingham, D. T. (2013). What works, what doesn’t. Scientific American Mind, 24, 46-53.

Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105(2), 290–298.

Fazio, L. K., Barber, S. J., Rajaram, S., Ornstein, P. A., & Marsh, E. J. (2013). Creating illusions of knowledge: Learning errors that contradict prior knowledge. Journal of Experimental Psychology: General, 142(1), 1–5.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58.

2012

Umanath, S., & Marsh, E. J. (2012). Aging and the memorial consequences of catching contradictions with prior knowledge. Psychology and Aging, 27(4), 1033–1038.

Marsh, E. J., Fazio, L. K., & Goswick, A. E. (2012). Memorial consequences of testing school-aged children. Memory, 20(8), 899-906.

Marsh, E. J., Butler, A. C., & Umanath, S. (2012). Using fictional sources in the classroom: Applications from cognitive psychology. Educational Psychology Review, 24(3), 449-469.

Marsh, E. J., Lozito, J. P., Umanath, S., Bjork, E. L., & Bjork, R. A. (2012). Using verification feedback to correct errors made on a multiple-choice test. Memory, 20(6), 645-653.

Butler, A. C., Dennis, N. A., & Marsh, E. J. (2012). Inferring facts from fiction: Reading correct and incorrect information affects memory for related information. Memory, 20(5), 487-498.

Umanath, S., Butler, A. C., & Marsh, E. J. (2012). Positive and negative effects of monitoring popular films for historical inaccuracies. Applied Cognitive Psychology, 26(4), 556-567.

2011

Butler, A. C., Fazio, L. K., & Marsh, E. J. (2011). The hypercorrection effect persists over a week, but high-confidence errors return. Psychonomic Bulletin & Review, 18(6), 1238-1244.

Eslick, A. N., Fazio, L. K., & Marsh, E. J. (2011). Ironic effects of drawing attention to story errors. Memory, 19(2), 184-191.

2010

Bottoms, H. C., Eslick, A. N., & Marsh, E. J. (2010). Memory and the Moses illusion: Failures to detect contradictions with stored knowledge yield negative memorial consequences. Memory, 18(6), 670-678.

Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24(5), 691-706.

Fazio, L. K. & Marsh, E. J. (2010). Correcting false memories. Psychological Science, 21, 801-803.

Fazio, L. K., Agarwal, P. K., Marsh, E. J., & Roediger, H. L. (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & cognition, 38(4), 407-418.

Fazio, L. K., Huelser, B. J., Johnson, A., & Marsh, E. J. (2010). Receiving right/wrong feedback: Consequences for learning. Memory, 18(3), 335-350.

2009

Roediger, H. L., Agarwal, P. K., Kang, S. H., & Marsh, E. J. (2009). Benefits of testing memory: Best practices and boundary conditions. Current issues in applied memory research (pp. 27-63). Psychology Press.

Brown, A. S., & Marsh, E. J. (2009). Creating illusions of past encounter through brief exposure. Psychological Science, 20(5), 534-538.

Marsh, E. J., Agarwal, P. K., & Roediger III, H. L. (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15(1), 1.

Fazio, L. K., & Marsh, E. J. (2009). Surprising feedback improves later memory. Psychonomic Bulletin & Review, 16(1), 88-92.

2008

Barber, S. J., Rajaram, S., & Marsh, E. J. (2008). Fact learning: How information accuracy, delay, and repeated testing change retention and retrieval experience. Memory, 16(8), 934-946.

Fazio, L. K., & Marsh, E. J. (2008). Slowing presentation speed increases illusions of knowledge. Psychonomic Bulletin & Review, 15(1), 180-185.

Fazio, L. K., & Marsh, E. J. (2008). Older, not younger, children learn more false facts from stories. Cognition, 106(2), 1081-1089.

Brown, A. S., & Marsh, E. J. (2008). Evoking false beliefs about autobiographical experience. Psychonomic Bulletin & Review, 15(1), 186-190.

2007

Marsh, E., & Multhaup, K. (2007). Dual coding theory: It's not just for cognitive psychologists anymore. Psyccritiques, 52(31).

Marsh, E. J., & Dolan, P. O. (2007). Test-induced priming of false memories. Psychonomic bulletin & review, 14(3), 479-483.

Marsh, E. J., Roediger, H. L., Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14(2), 194-199.

Marsh, E. J. (2007). Retelling is not the same as recalling: Implications for memory. Current Directions in Psychological Science, 16(1), 16-20.

2001

Marsh, E. J., Edelman, G., & Bower, G. H. (2001). Demonstrations of a generation effect in context memory. Memory & Cognition, 29, 798-805.

2000

Tversky, B., & Marsh, E. J. (2000). Biased retellings of events yield biased memories. Cognitive Psychology, 40, 1-38.

1999

Marsh, E. J., & Bower, G. H. (1999). Applied aspects of source monitoring. Cognitive Technology, 4, 4-17.

Book Chapters

2022

Marsh, E. J.,  Stanley, M. L., & Taylor, M.  (2022). Populist beliefs: Byproducts of an adaptive system?. Invited chapter for H. L. Roediger and J. Wertsch (Eds.) National Memory in a Time of Populism. Oxford University Press. 

2020

Marsh, E J., & Stanley, M. L (2020). False beliefs: Byproducts of an adaptive knowledge base?." The Psychology of Fake News. Routledge, 2020. 131-146.

Marsh, E. J., & Yang, B. W. (2020). Broadening the Autobiographical Record: The Roles of Borrowed Memories and Memories of Fictional Events. In A. M. Cleary and B. L. Schwartz (Eds.) Memory Quirks: The Study of Odd Phenomena in Memory. Routledge Press.

2019

Marsh, E. J., & Drew, E. (2019). Correcting Errors and Misconceptions: The role of feedback in learning and understanding. Chapter in J. Dunlowsky and K. Rawson (Eds.) Handbook of Cognition and Education. Cambridge University Press.

2018

Marsh, E. J., & Yang, B. W. (2018). Believing Things That Are Not True: A Cognitive Science Perspective on Misinformation. Chapter in B. Southwell (Ed.) Misinformation and Mass Audiences. University of Texas Press.

2017

Marsh, E. J., & Arnold, K. (2018). Retelling experiences and writing essays: How storytelling reflects and changes memory. Chapter in H. Taylor and J. Zacks (Ed.) Representations in Mind and World: Essays in Honor of Barbara Tversky (p. 137 – 155). Routledge.

2016

Marsh, E. J., Cantor, A. D., & Brashier, N. M. (2016). Believing that humans swallow spiders in their sleep: False beliefs as side effects of the processes that support accurate knowledge. In B. Ross (Ed.) The Psychology of Learning and Motivation, volume 64. Academic Press.

Marsh, E. J., & Mullet, H. G. (2016). Stories and movies can mislead: Why Biloxi (Mississippi) sometimes relocates to Tennessee after reading The Great Gatsby. In R. Nash and J. Ost (Eds.) False and Distorted Memories. Psychology Press.

2014

Marsh, E. J., & Cantor, A. (2014). Learning from the test: Dos and don'ts for using multiple-choice tests. Chapter 2 in M. A. McDaniel, R. F. Frey, S. M. Fitzpatrick, and H. L. Roediger (Eds). Integrating Cognitive Science with Innovative Teaching in STEM Disciplines [e-reader version). http://dx.doi.org/10.7936/K7Z60KZK

Marsh, E. J., & Umanath, S. (2014). Knowledge neglect: Failures to notice contradictions with stored knowledge . In D. N. Rapp and J. Braasch (Eds) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (p. 161-180) . MIT Press.

2013

Marsh, E. J., & Butler, A. C. (2013). Memory in educational settings. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 299-317). Oxford: Oxford University Press.

Marsh, E. J., & Roediger, H. L., III. (2013). Episodic and autobiographical memory. In A. F. Healy & R. W. Proctor (Eds.) Handbook of psychology: Volume 4, Experimental Psychology, 2nd edition (pp. 472-494). New York: John Wiley & Sons.

2010

​Brown, A. S. & Marsh, E. J. (2010). Digging into deja vu: Recent research on possible mechanisms. In B. H. Ross (Ed.), Psychology of learning & motivation (pp. 33-62). Burlington: Elsevier.

Roediger, H. L., III, Agarwal, P. K., Kang, S. H., & Marsh, E. J. (2010). Benefits of testing memory: Best practices and boundary conditions. In G. M. Davies and D. B. Wright (Eds.), New frontiers in applied memory (pp. 13-49). Brighton, UK: Psychology Press.

2009

Roediger, H. L., III, & Marsh, E. J. (2009). False memories. Scholarpedia, 4(8):3858.

2008

Marsh, E. J., Eslick, A. N. & Fazio, L. K. (2008). False memories. In H. L. Roediger III (Ed.), Cognitive Psychology of Memory. Volume 2 of Learning and Memory: A Comprehensive Reference, 4 volumes (J. Byme, editor) (pp. 221-238). Oxford: Elsevier.

2007

Marsh, E. J. & Fazio, L. K. (2007). Learning from fictional sources. In J. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger III (pp. 397-413). New York: Psychology Press.

2003

Marsh, E. J. (2003). Memory: Myths, mysteries, and realities. In J. Guthrie (Ed.), Encyclopedia of Education, Second Edition (pp. 1605-1609). New York: Macmillan.

Roediger, H. L. III, & Marsh, E. J. (2003). Episodic and autobiographical memory. In A. F. Healy & R. W. Proctor (Eds.), Handbook of Psychology: Volume 4, Experimental Psychology (p. 475-497). New York: John Wiley & Sons.

2002

Jacoby, L. L., Marsh, E. J., & Dolan, P. O. (2002). Forms of bias: Age-related differences in memory. In M. Naveh-Benjamin, M. Moscovitch, & H. L. Roediger, III (Eds.), Perspectives on human memory and cognitive aging: Essays in honour of Fergus Craik (p. 240-252). Philadelphia, PA: Psychology Press.

Roediger, H. L. III, Marsh, E. J., & Lee, S. C. (2002). Varieties of memory. In D .L. Medin & H. Pashler (Eds.), Stevens' Handbook of experimental psychology, third edition, volume 2: Memory and cognitive processes (pp. 1-41). New York: John Wiley & Son. http://dx.doi.org/10.4324/9780203759707

Books

Balota, D. A., & Marsh, E. J. (2004). Cognitive psychology: Essential Readings. Edited volume in the series Key Readings in Cognition, Psychology Press

Book Reviews

2009

Marsh, E. J., & Eslick, A. N. (2009). A Review of Why students don't like school? A cognitive psychologist answers questions about how the mind works and what it means for the classroom by Daniel T. Willingham. Educational Horizons, 87, 206-210.

2007

Marsh, E. J.​, & Multhaup, K. (2007). Dual coding theory: It's not just for cognitive psychologists anymore. A review of Mind and Its Evolution: A Dual Coding Theoretical Approach by Allan Paivio. PsyCRITIQUES.

2006

Marsh, E. J. & Fazio, L. K. (2006). 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. PsyCRITIQUES.