{"id":95,"date":"2014-07-31T21:05:56","date_gmt":"2014-08-01T02:05:56","guid":{"rendered":"https:\/\/my.vanderbilt.edu\/lisafazio\/publications\/"},"modified":"2014-07-31T21:05:56","modified_gmt":"2014-08-01T02:05:56","slug":"publications","status":"publish","type":"page","link":"https:\/\/lab.dev.vanderbilt.edu\/buildingknowledgelab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Journal Articles<\/strong><\/p>\n

Loehr, A. M., Fazio, L. K., & Rittle-Johnson, B. (in press). Don\u2019t make the same mistake twice: Does remembering past errors enhance preadolescent children\u2019s learning? British Journal of Educational Psychology.<\/em><\/span><\/a>.<\/p>\n

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<\/em><\/span><\/a>.<\/p>\n

Fazio, L. K., Rand, D. G., & Pennycook, G. (2019). Repetition increases perceived truth equally for plausible and implausible statements. Psychonomic Bulletin & Review,\u00a026,\u00a0<\/em>1705 – 1710.<\/span><\/a><\/p>\n

Fazio, L. K. & Marsh, E. J. (2019). Retrieval-based learning in children. Current Directions in Psychological Science,\u00a028,\u00a0<\/em>111 – 118.<\/span><\/a><\/p>\n

Fazio, L. K. (2019). Retrieval practice opportunities in middle school mathematics teachers\u2019 oral questions. British Journal of Educational Psychology,\u00a089,\u00a0<\/em>653\u00a0– 669<\/span><\/a>.<\/p>\n

Yeo, D. J. & Fazio, L. K. (2019). The optimal learning strategy depends on learning goals and processes: Retrieval practice versus worked examples.\u00a0Journal of Educational Psychology, 111,<\/em> 73 – 90.<\/span><\/a><\/p>\n

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,<\/em> 671 \u2013 693.<\/span><\/a><\/p>\n

Barstow, B., Fazio, L., Schunn, C., Ashley, K. (2017). Experimental evidence for diagramming benefits in science writing. Instructional Science, 45,<\/em> 537 \u2013 556.<\/span><\/a><\/p>\n

Fazio, L. K., Kennedy, C. A., & Siegler, R. S. (2016). Improving children’s knowledge of fraction magnitudes. PLOS ONE, 11,<\/em><\/span><\/a><\/p>\n

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,<\/em> 1-16.<\/span><\/a><\/p>\n

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,<\/em> 993-1002.<\/span><\/a><\/p>\n

Fazio, L. K., Dolan, P. O., & Marsh, E. J. (2015). Learning misinformation from fictional\u00a0sources: Understanding the contributions of transportation and item-specific processing. Memory, 23<\/em> 167-177.<\/span><\/a><\/p>\n

Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations\u00a0of different types of numerical magnitude representations to each other and to mathematics achievement.\u00a0Journal of Experimental Child Psychology, 123,<\/em> 53-72.<\/span><\/a><\/p>\n

Fazio, L. K., Barber, S. J., Rajaram, S., Ornstein, P. A., & Marsh, E. J. (2013). Creating illusions of\u00a0knowledge: Learning errors that contradict prior knowledge.Journal of Experimental Psychology:General, 142,<\/em>1-5<\/span><\/a><\/p>\n

Siegler, R. S., Fazio, L.K., Bailey, D. H., & Zhou, X. (2013). Fractions: The new frontier for theories of\u00a0numerical development. Trends in Cognitive Sciences,17,<\/em> 13-19. <\/span><\/a><\/p>\n

Fazio, L. K., Siegler, R. S. (2013). Microgenetic Learning Analysis: A distinction without a\u00a0difference. Commentary on Parnafes and DiSessa. Human Development, 56, <\/em>52-58. <\/span><\/a><\/p>\n

Marsh, E. J., Fazio, L. K., & Goswick, A. E. (2012). Memorial consequences of testing school aged\u00a0children. Memory, 20,<\/em> 899-906<\/span><\/a><\/p>\n

Butler, A. C., Fazio, L. K., & Marsh, E. J. (2011). The hypercorrection effect persists over a week, but\u00a0high-confidence errors return. Psychonomic Bulletin and Review, 18,<\/em> 1238-1244. <\/span><\/a><\/p>\n

Eslick, A. N., Fazio, L. K., & Marsh, E. J. (2011). Ironic effects of drawing attention to story errors.\u00a0Memory, 19,<\/em> 184-191. <\/span><\/a><\/p>\n

Fazio, L. K., & Marsh, E. J. (2010). Correcting false memories. Psychological Science, 21,<\/em> 801-803. <\/span><\/a><\/p>\n

Fazio, L. K., Agarwal, P. K., Marsh, E. J. & Roediger, H. L., III (2010). Memorial consequences of\u00a0multiple-choice testing on immediate and delayed tests. Memory & Cognition, 38,<\/em> 407-418. <\/span><\/a><\/p>\n

Fazio, L. K., Huelser, B. J., Johnson, A. & Marsh, E. J. (2010). Receiving right\/wrong feedback:\u00a0Consequences for learning. Memory, 18,<\/em> 335-350. <\/span><\/a><\/p>\n

Fazio, L. K., & Marsh, E. J. (2009). Surprising feedback improves later memory. Psychonomic Bulletin\u00a0and Review, 16,<\/em> 88-92. <\/span><\/a><\/p>\n

Fazio, L. K., & Marsh, E. J. (2008). Older, not younger, children learn more false facts from stories.\u00a0Cognition, 106,<\/em> 1081-1089. <\/span><\/a><\/p>\n

Fazio, L. K., & Marsh, E. J (2008). Slowing presentation speed increases illusions of knowledge.\u00a0Psychonomic Bulletin and Review, 15,<\/em> 180-185. <\/span><\/a><\/p>\n

Marsh, E. J., & Fazio, L. K. (2006). Learning errors from fiction: Difficulties in reducing reliance on\u00a0fictional stories. Memory & Cognition, 34,<\/em> 1140-1149 <\/span><\/a><\/p>\n

Chapters, Reports & Conference Proceedings<\/strong><\/p>\n

Fazio, L. K. & Agarwal, P. K. (2019). How to Implement Retrieval-based Learning in Early Childhood Education.<\/em> Boston: Retrieval Practice.<\/span><\/a><\/p>\n

Loehr, A. M., Fazio, L. K., & Rittle-Johnson, B. (2018). The role of generating versus choosing an error in children\u2019s later error correction. In T.T. Roger, M. Rau, X. Zhu, & C. W. Kalish (Eds.) Proceedings of the 40th<\/sup> Annual Conference of the Cognitive Science Society<\/em> (pp. 702 \u2013 707). Austin, TX; Cognitive Science Society.<\/span><\/a><\/p>\n

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

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.<\/em> (pp. 169 \u2013 182). New York: Routhledge.<\/span><\/a><\/p>\n

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<\/em> (pp. 265 \u2013 270). Philadelphia, PA: Cognitive Science Society.<\/span><\/a><\/p>\n

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<\/em> (pp. 160 \u2013 165). Austin, TX: Cognitive Science Society. <\/span><\/a><\/p>\n

Fazio, L. & Siegler, R. (2011). Teaching fractions.<\/em> Vol. 22 of Educational practices series<\/em>, Geneva:\u00a0International Academy of Education-International Bureau of Education. <\/span><\/a><\/p>\n

Siegler, R. S., Fazio, L. K., & Pyke, A. (2011). There is nothing so practical as a good theory. In J. P.\u00a0Mestre & B. H. Ross (Eds.), Cognition in Education.<\/em> Vol 55 of The psychology of learning and\u00a0motivation.<\/em> (p. 171- 197) Oxford: Elsevier.<\/span><\/a><\/p>\n

Marsh, E. J., Eslick, A. & Fazio, L. K. (2008). False memories. In H.L. Roediger, III (Ed.)\u00a0Cognitive\u00a0psychology of memory. Vol. 2 of Learning and memory: A comprehensive reference,<\/em> 4 vols.\u00a0(J.Byrne, Editor). (p. 211 – 238). Oxford: Elsevier.<\/span><\/a><\/p>\n

Marsh, E. J., & Fazio, L. K. (2007). Learning from fictional sources. J. Nairne (Ed.), The foundations of\u00a0remembering: Essays in honor of Henry L. Roediger, III<\/em> (pp. 395-411). New York: Psychology Press<\/span><\/a><\/p>\n

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