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Lisa Fazio

Assistant Professor of Psychology and Human Development

I study how people learn new information, both true and false, and how to correct errors in people’s knowledge. This includes how to mitigate the effects of reading false information and how to increase classroom learning. My research informs basic theories about learning and memory, while also having clear applications for practitioners, such as journalists and teachers.

Lab Website

Representative Publications

Hong, M. K., Polyn, S. M., & Fazio, L. K. (2019). Examining the Episodic Context Account: Does retrieval practice enhance memory for context? Cognitive Research: Principles and Implications, 4.

Fazio, L. K., Rand, D. G., & Pennycook, G. (2019). Repetition increases perceived truth equally for plausible and implausible statements. Psychonomic Bulletin & Review, 26, 1705 – 1710.

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

Yeo, D. J. & Fazio, L. K. (2019). The optimal learning strategy depends on learning goals and processes: Retrieval practice versus worked examples. Journal of Educational Psychology, 111, 73 – 90.

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.