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Richard L. Marsh

College of Public Health: Institute of Gerontology

Posted in: Faculty

Last updated: Jun 29, 2007 - 9:19:47 AM

Professor
rlmarsh@uga.edu

509 Psychology Building
University of Georgia
Athens, GA 30602-
706.542. (voice)
706. (fax)

Research Interests

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).

Selected Publications

Hicks, J. L., Marsh, R. L., & Cook, G. I. (2005). Task interference in time-based, event-based, and dual intention prospective memory conditions. Journal of Memory and Language, 53, 430-444.

Marsh, R. L., Hicks, J. L., & Cook, G. I. (2005). On the relationship between effort toward an ongoing task and cue detection in event-based prospective memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 68-75.

Cook, G. I., Marsh, R. L., & Hicks, J. L. (2005). Revisiting the role of recollection in item versus forced-choice recognition memory. Psychonomic Bulletin and Review.

Marsh, R. L., Hicks, J. L., & Cook, G. I. (in press). Task interference fromprospective memories covaries with contextual associations of fulfilling them. Memory & Cognition.

Marsh, R. L., Cook, G. I., & Hicks, J. L. (2006). Gender and orientation stereotypes bias source-monitoring attributions. Memory.