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Publications

Journal Articles

Fazio, L. K. (2020). Recognizing the role of psychological science in improving online spaces. Psychological Science in the Public Interest.

Pasquetto, I. V., Swire-Thompson, B., Amazeen, M. A., Benevenuto, F., Brashier, N. M., Bond, R. M., Bozarth, L. C., Budak, C., Ecker, U. K. H., Fazio, L. K., . . . Yang, K. (2020). The effect of repetition on truth judgments across development. Harvard Kennedy School Misinformation Review.

Fazio, L. K. & Sherry, C. L. (in press). The effect of repetition on truth judgments across development. Psychological Science.

Pillai, R., Loehr, A. M., Yeo, D. J., Hong, M. K., & Fazio, L. K. (2020). Are there costs to using incorrect worked examples in mathematics education? Journal of Applied Research in Memory and Cognition.

Fazio, L. K. (2020). Repetition increases perceived truth even for known falsehoods. Collabra: Psychology.

Loehr, A. M., Fazio, L. K., & Rittle-Johnson, B. (in press). Don’t make the same mistake twice: Does remembering past errors enhance preadolescent children’s learning? British Journal of Educational Psychology.

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.

Fazio, L. K. (2019). Retrieval practice opportunities in middle school mathematics teachers’ oral questions. British Journal of Educational Psychology, 89, 653 – 669.

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.

Barstow, B., Fazio, L., Lippman, J., Falakmasir, M., Schunn, C, Ashley, K. (2017). The impacts of domain-general vs. domain-specific diagramming tools on writing. International Journal of Artificial Intelligence in Education, 27, 671 – 693.

Barstow, B., Fazio, L., Schunn, C., Ashley, K. (2017). Experimental evidence for diagramming benefits in science writing. Instructional Science, 45, 537 – 556.

Fazio, L. K., Kennedy, C. A., & Siegler, R. S. (2016). Improving children’s knowledge of fraction magnitudes. PLOS ONE, 11,

Fazio, L. K., DeWolf, M., & Siegler, R. S. (2016). Strategy use and strategy choice in fraction magnitude comparison. Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 1-16.

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.

Fazio, L. K., Dolan, P. O., & Marsh, E. J. (2015). Learning misinformation from fictional sources: Understanding the contributions of transportation and item-specific processing. Memory, 23 167-177.

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

Chapters, Reports & Conference Proceedings

Pillai, R. M., Sherry, C. L., & Fazio, L. K.(2021). How repetition affects what kids and adults believe. Frontiers for Young Minds

Fazio, L. K. & Agarwal, P. K. (2019). How to Implement Retrieval-based Learning in Early Childhood Education. Boston: Retrieval Practice.

Loehr, A. M., Fazio, L. K., & Rittle-Johnson, B. (2018). The role of generating versus choosing an error in children’s later error correction. In T.T. Roger, M. Rau, X. Zhu, & C. W. Kalish (Eds.) Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 702 – 707). Austin, TX; Cognitive Science Society.

Fazio, L. K. (2018). Memory. In E. Braaten (Ed), The SAGE Encyclopedia of Intellectual and Developmental Disorders. (pp. 1003-1006). Thousand Oaks, CA: SAGE Publications

Fazio, L. K. (2018). The effects of retrieval practice on fraction arithmetic knowledge. In P. Lemaire (Ed), Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler. (pp. 169 – 182). New York: Routhledge.

Hong, M. K., Yeo, D. J., Rittle-Johnson, B., & Fazio, L.K. (2016). Are there hidden costs to teaching mathematics with incorrect examples. In A. Papafragou, D. Grodner, J. Trueswell, & D. Mirman (Eds.) Proceedings of the 38th Annual Cognitive Science Society (pp. 265 – 270). Philadelphia, PA: Cognitive Science Society.

Barstow, B., Schunn, C., Fazio, L., Falakmasir, M., & Ashley, K (2015). Improving science writing in research methods classes through computerized argument diagramming. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.) Proceedings of the 37th Annual Cognitive Science Society (pp. 160 – 165). Austin, TX: Cognitive Science Society.

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