Fazio, L. K., Dolan, P. O., & Marsh, E. J. (in press). Learning misinformation from fictional sources: Understanding the contributions of transportation and item-specific processing. Memory
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53-72.
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, 142,1-5
Siegler, R. S., Fazio, L.K., Bailey, D. H., & Zhou, X. (2013). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Sciences,17, 13-19.
Fazio, L. K., Siegler, R. S. (2013). Microgenetic Learning Analysis: A distinction without a difference. Commentary on Parnafes and DiSessa. Human Development, 56, 52-58.
Marsh, E. J., Fazio, L. K., & Goswick, A. E. (2012). Memorial consequences of testing school aged children. Memory, 20,899-906
Butler, A. C., Fazio, L. K., & Marsh, E. J. (2011). The hypercorrection effect persists over a week, but high-confidence errors return. Psychonomic Bulletin and Review, 18, 1238-1244.
Eslick, A. N., Fazio, L. K., & Marsh, E. J. (2011). Ironic effects of drawing attention to story errors. Memory, 19, 184-191.
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., III (2010). Memorial consequences of multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38, 407-418.
Fazio, L. K., Huelser, B. J., Johnson, A. & Marsh, E. J. (2010). Receiving right/wrong feedback: Consequences for learning. Memory, 18, 335-350.
Fazio, L. K., & Marsh, E. J. (2009). Surprising feedback improves later memory. Psychonomic Bulletin and Review, 16,88-92.
Fazio, L. K., & Marsh, E. J. (2008). Older, not younger, children learn more false facts from stories. Cognition, 106, 1081-1089.
Fazio, L. K., & Marsh, E. J (2008). Slowing presentation speed increases illusions of knowledge. Psychonomic Bulletin and Review, 15, 180-185.
Marsh, E. J., & Fazio, L. K. (2006). Learning errors from fiction: Difficulties in reducing reliance on fictional stories.Memory & Cognition, 34, 1140-1149
Book Chapters & Reports
Fazio, L. & Siegler, R. (2011). Teaching fractions. Vol. 22 of Educational practices series, Geneva: International Academy of Education-International Bureau of Education.
Siegler, R. S., Fazio, L. K., & Pyke, A. (2011). There is nothing so practical as a good theory. In J. P. Mestre & B. H. Ross (Eds.), Cognition in Education. Vol 55 of The psychology of learning and motivation. (p. 171- 197) Oxford: Elsevier.
Marsh, E. J., Eslick, A. & Fazio, L. K. (2008). False memories. In H.L. Roediger, III (Ed.) Cognitive psychology of memory. Vol. 2 of Learning and memory: A comprehensive reference, 4 vols. (J.Byrne, Editor). (p. 211 – 238). Oxford: Elsevier.
Marsh, E. J., & Fazio, L. K. (2007). Learning from fictional sources. J. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger, III (pp. 395-411). New York: Psychology Press