Elizabeth J Marsh
Biographic Data
| ID | 3924853 |
|---|---|
| NAME | Elizabeth J Marsh |
| GIVEN NAMES | Elizabeth J |
| FAMILY NAME | Marsh |
| SIGNATURE | MARSH E J |
| AFFILIATIONS | Duke University |
| ORCID | 0000-0003-0456-9547 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
The Role of Structure-Seeking in Moral Punishment
Individual Differences in Structure Building: Impacts on Comprehension and Learning, Theoretical Underpinnings, and Support for Less Able Structure Builders
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 consi…
Transfer of category learning to impoverished contexts
Prior exposure increases judged truth even during periods of mind wandering
Predicting others’ knowledge in younger and older adulthood
Cheaters claim they knew the answers all along
Judging Truth
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 …
An initial accuracy focus prevents illusory truth
Misinformation and Mass Audiences
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
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 …
Episodic and Autobiographical Memory
Episodic memory can be defined as memory for events, with the requirement that one is retrieving information from a specific time and place, whereas autobiographical memory refers to one's personal history, including memory for experienced events as well as personal knowledge. Some researchers have treated these terms as synonyms, writing about “episodic or autobiographical memory.” Although these concepts are related, they refer to distinct psyc…
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
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…
The Tipping-Point Model: Prediction of Change in the Racial Composition of Cleveland, Ohio, Neighborhoods, 1940-1970
The tipping-point model of neighborhood change is tested for the years 1940-1970. The model posits that once a white area reaches a certain percentage of Negro residents the area will become completely Negro. Recent work by Steinnes (1977), who used a regression analysis of a sample of Chicago census tracts, supports the tipping-point concept. The present replication with Cleveland, Ohio, data differs from the earlier work in three ways: (1) cont…
The Tipping-Point Model: Prediction of Change in the Racial Composition of Cleveland, Ohio, Neighborhoods, 1940-1970
The tipping-point model of neighborhood change is tested for the years 1940-1970. The model posits that once a white area reaches a certain percentage of Negro residents the area will become completely Negro. Recent work by Steinnes (1977), who used a regression analysis of a sample of Chicago census tracts, supports the tipping-point concept. The present replication with Cleveland, Ohio, data differs from the earlier work in three ways: (1) cont…
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
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…
The Tipping-Point Model: Prediction of Change in the Racial Composition of Cleveland, Ohio, Neighborhoods, 1940-1970
The tipping-point model of neighborhood change is tested for the years 1940-1970. The model posits that once a white area reaches a certain percentage of Negro residents the area will become completely Negro. Recent work by Steinnes (1977), who used a regression analysis of a sample of Chicago census tracts, supports the tipping-point concept. The present replication with Cleveland, Ohio, data differs from the earlier work in three ways: (1) cont…
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
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…
Episodic and Autobiographical Memory
Episodic memory can be defined as memory for events, with the requirement that one is retrieving information from a specific time and place, whereas autobiographical memory refers to one's personal history, including memory for experienced events as well as personal knowledge. Some researchers have treated these terms as synonyms, writing about “episodic or autobiographical memory.” Although these concepts are related, they refer to distinct psyc…
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
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 …
Misinformation and Mass Audiences
Judging Truth
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 …
An initial accuracy focus prevents illusory truth
Cheaters claim they knew the answers all along
Individual Differences in Structure Building: Impacts on Comprehension and Learning, Theoretical Underpinnings, and Support for Less Able Structure Builders
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 consi…
Transfer of category learning to impoverished contexts
Prior exposure increases judged truth even during periods of mind wandering
Predicting others’ knowledge in younger and older adulthood
The Role of Structure-Seeking in Moral Punishment
Psychology (11 works) · Cognitive psychology (9 works) · Cognition (7 works) · Computer Science (7 works) · Social Psychology (6 works) · Memory Processes and Influences (4 works) · Misinformation and Its Impacts (4 works) · Child and Animal Learning Development (3 works) · Cognitive science (3 works) · Developmental psychology (3 works)