Richard L. Marsh Professor Ph.D., Stanford University, 1993 Office: Room 509 Phone: (706) 542-0058 Fax: (706) 542-3275 Curriculum Vitae

        Dr. Marsh is a cognitive psychologist whose main research emphasis is on human learning and memory (broadly defined). Dr. Marsh's research program is diverse, but it is unified along several lines. Dr. Marsh studies prospective memory (i.e., memory for intentions), recognition memory, source monitoring, generative cognition (i.e., the regularities of creative cognition), unconscious plagiarism, and the subjective states of awareness that accompany remembering. More recently, he has launched a line of research investigating the effects of group and dyadic interaction on memory performance. These lines of research are unified in his investigation of the nature of memory traces (e.g., Bower, 1967) and how remembering is a function of the particular situation in which that remembering occurs (i.e., the test situation often determines what is remembered and how one subjectively feels about what is remembered).

Courses Regularly Taught

Undergraduate

• PSYC 4100: Cognitive Psychology

• PSYC 4900: Advanced General Psychology

Graduate

• PSYC 6100: Cognitive Psychology

• PSYC 6410: Statistics

• PSYC 6440: Research Design and Analysis

• PSYC 8220: Human Learning and Memory Seminar

Undergraduate Students

      Dr. Marsh maintains an active laboratory that critically involves training undergraduate students in developing research skills. The undergraduates who work in Dr. Marsh's laboratory are primarily responsible for collecting data (i.e., testing human participants) and they play a crucial role in refining the experimental procedures of the experiments that they are conducting. Students participating in the Psychology 4800 experience are expected to be fully knowledgeable about the theoretical underpinnings of the experiments they conduct. Undergraduate students interact with both Dr. Marsh and his graduate students and are expected to be "team players'' in that regard. However, laboratory meetings are held on a regular basis to expose students to other laboratory projects and the theoretical rationale for conducting them. The emphasis is on thoroughly learning about more than one theoretical approach to cognitive processing. Motivated students interested in acquiring such training are encouraged to come by room 509C of the Psychology Building.

Graduate Students

        His mentoring philosophy follows that of the Socratic method in which graduate students meet one-on-one with him and in small groups to entertain new ideas and recent articles in cognitive psychology. Graduate students are encouraged in his laboratory to maintain mentally flexible mindsets that any theoretical idea is open to change and refinement. An ability to read the literature more generally is emphasized over more narrow research emphases. Admission to the Cognitive graduate program is decided by all faculty in the Cognitive program and the number of students admitted varies from year to year. More information can be obtained elsewhere on this web site, or from our program degree assistant, Randy Hammond, who may be reached at bhammondjr@gmail.com.