Publications

Hong, M. K. & Fazio, L. K. (in press). Exemplar Learners and Rule Learners: Stable tendencies or malleable preferences?

Journal of Experimental Psychology: Applied

van der Linden, S., Albarracín, D., Fazio, L., Freelon, D., Roozenbeek, J., Swire-Thompson, B., & Van Bavel, J. (2023). Using psychological science to understand and fight health misinformation: An APA consensus statement.

American Psychological Association

Hong, M. K., Gunn, J. B., Fazio, L. K., & Polyn, S. M. (2023). The modulation and elimination of temporal organization in free recall.

Journal of Experimental Psychology: Learning, Memory, and Cognition

Fazio, L. K. (2023). Preventing belief in misinformation: Current and future directions for the field.

Journal of Applied Research in Memory and Cognition

Bowes, S. & Fazio, L. K. (2023). Are conspiracy theorists inaccurate, unmotivated to be accurate, or both?: A latent class analysis.

Routledge Open Research

Pillai, R.M., Kim, E. & Fazio, L. K. (2023). All the president’s lies: Repeated false claims and public opinion.

Public Opinion Quarterly

Pillai, R.M. & Fazio, L. K. (2023). Explaining why headlines are true or false reduces intentions to share false information.

Collabra: Psychology

Pillai, R.M., Brown-Schmidt, S. & Fazio, L. K. (2023). Does wording matter? Examining the effect of phrasing on memory for negated political fact-checks.

Cognitive Research: Principles and Implications

Fazio, L. K., Hong, M. K., & Pillai, R.M. (2023). Combatting rumors around the French election: The memorability and effectiveness of fact-checking articles.

Cognitive Research: Principles and Implications

Pillai, R.M., Fazio, L. K., & Effron, D. A. (2023). Repeatedly encountered descriptions of wrongdoing seem more true but less unethical: Evidence in a naturalistic setting.

Psychological Science

Collier, J. Pillai, R.M., & Fazio, L.K. (2023). Multiple-choice quizzes improve memory for misinformation debunks, but do not reduce belief in misinformation.

Cognitive Research: Principles and Implications

Fazio, L.K., Pillai, R. M., & Patel D. (2022). The effects of repetition on belief in naturalistic settings.

Journal of Experimental Psychology: General

Ecker, U.K.H., Lewandowsky, S.L., Cook J., Schmid, P., Fazio, L.K., Brashier N., Kendeou P., Vraga, E.K., & Amazeen, M.A. (2022). The drivers of misinformation belief and its resistance to correction.

Nature Reviews Psychology

Pillai, R. M. & Fazio, L.K. (2021). The effects of repeating false and misleading information on belief.

Wiley Interdisciplinary Reviews: Cognitive Science

Opfer J., Kim, D., Fazio, L.K., Zhou, X., & Siegler, R. S. (2021). Cognitive mediators of nationality effects on math ability.

PLOS ONE

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. (2020). Pausing to consider why a headline is true or false can help reduce the sharing of false news.

Harvard Kennedy School Misinformation Review

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. (2020). 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. (2020). 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.

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

, 702–707.

Fazio, L. K. (2018). Memory.

In E. Braaten (Ed), The SAGE Encyclopedia of Intellectual and Developmental Disorders

, 1003-1006.

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

, 169–182.

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..

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

, 265–270.

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..

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

, 160–165.

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. & 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

, 171-197.

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., 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)

, 211-238.

Marsh, E. J., & Fazio, L. K. (2007). Learning from fictional sources.

In J. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger, III

, 395-411.

Marsh, E. J., & Fazio, L. K. (2006). Learning errors from fiction: Difficulties in reducing reliance on fictional stories.

Memory & Cognition, 34

, 1140-1149.