Lisa  K. Fazio
Lisa K. Fazio
Assistant Professor, Psychology and Human Development, Vanderbilt University
Verified email at vanderbilt.edu - Homepage
Title
Cited by
Cited by
Year
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
LK Fazio, DH Bailey, CA Thompson, RS Siegler
Journal of experimental child psychology 123, 53-72, 2014
4572014
Fractions: The new frontier for theories of numerical development
RS Siegler, LK Fazio, DH Bailey, X Zhou
Trends in cognitive sciences 17 (1), 13-19, 2013
3162013
Knowledge does not protect against illusory truth.
LK Fazio, NM Brashier, BK Payne, EJ Marsh
Journal of Experimental Psychology: General 144 (5), 993, 2015
2782015
Learning errors from fiction: Difficulties in reducing reliance on fictional stories
EJ Marsh, LK Fazio
Memory & Cognition 34 (5), 1140-1149, 2006
2422006
Surprising feedback improves later memory
LK Fazio, EJ Marsh
Psychonomic Bulletin & Review 16 (1), 88-92, 2009
1282009
Strategy use and strategy choice in fraction magnitude comparison.
LK Fazio, M DeWolf, RS Siegler
Journal of Experimental Psychology: Learning, Memory, and Cognition 42 (1), 1, 2016
1002016
The hypercorrection effect persists over a week, but high-confidence errors return
AC Butler, LK Fazio, EJ Marsh
Psychonomic Bulletin & Review 18 (6), 1238-1244, 2011
882011
Creating illusions of knowledge: Learning errors that contradict prior knowledge.
LK Fazio, SJ Barber, S Rajaram, PA Ornstein, EJ Marsh
Journal of Experimental Psychology: General 142 (1), 1, 2013
802013
Receiving right/wrong feedback: Consequences for learning
LK Fazio, BJ Huelser, A Johnson, EJ Marsh
Memory 18 (3), 335-350, 2010
632010
Memorial consequences of multiple-choice testing on immediate and delayed tests
LK Fazio, PK Agarwal, EJ Marsh, HL Roediger
Memory & cognition 38 (4), 407-418, 2010
582010
Improving children’s knowledge of fraction magnitudes
LK Fazio, CA Kennedy, RS Siegler
PloS one 11 (10), e0165243, 2016
532016
Slowing presentation speed increases illusions of knowledge
LK Fazio, EJ Marsh
Psychonomic Bulletin & Review 15 (1), 180-185, 2008
532008
Older, not younger, children learn more false facts from stories
LK Fazio, EJ Marsh
Cognition 106 (2), 1081-1089, 2008
532008
Ironic effects of drawing attention to story errors
AN Eslick, LK Fazio, EJ Marsh
Memory 19 (2), 184-191, 2011
502011
Correcting false memories
LK Fazio, EJ Marsh
Psychological science 21 (6), 801-803, 2010
462010
Repetition increases perceived truth equally for plausible and implausible statements
LK Fazio, DG Rand, G Pennycook
Psychonomic bulletin & review 26 (5), 1705-1710, 2019
452019
Teaching fractions
L Fazio, RS Siegler
International Academy of Education, 2011
452011
Memorial consequences of testing school-aged children
EJ Marsh, LK Fazio, AE Goswick
Memory 20 (8), 899-906, 2012
402012
Pausing to consider why a headline is true or false can help reduce the sharing of false news
L Fazio
Harvard Kennedy School Misinformation Review 1 (2), 2020
292020
Slowing presentation time increases, rather than decreases, errors learned from fictional stories
LK Fazio, EJ Marsh
Psychonomic Bulletin and Review 15 (1), 180-5, 2008
202008
The system can't perform the operation now. Try again later.
Articles 1–20