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Lisa Fazio

Assistant Professor of Psychology and Human Development

 

My research is concerned with how improve student learning using basic principles from cognitive and developmental psychology. I examine simple knowledge such as history facts, as well as more complex forms of knowledge such as mathematics. My research informs basic theories about learning and memory, while also having clear applications for classroom practice.

Lab Website

Representative Publications

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