Richard L. Marsh, Ph.D.
- Professor
- Cognitive/Experimental Program, Program Chair
- Ph.D., Stanford University, 1993
- Office: Room 509
- Ph: (706) 542-0058
- Fax: (706) 542-3275
- Email: rlmarsh {at} uga dt edu
Curriculum Vita
Reprints and Preprints
Dr. Marsh's Academic Genealogy
Human Cognitive Processing Lab
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.
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 400 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.
