Vanderbilt University
2024
Kozyreva, A., Lorenz-Spreen, P., Herzog, S.M. et al. (2024). Toolbox of individual-level interventions against online misinformation.
Nature Human Behavior
2023
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
2022
2021
Pillai, R. M. & Fazio, L.K. (2021). The effects of repeating false and misleading information on belief.
Wiley Interdisciplinary Reviews: Cognitive Science
2020
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
2019
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.
2018
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.
2017
2016
Fazio, L. K., Kennedy, C. A., & Siegler, R. S. (2016). Improving children's knowledge of fraction magnitudes.
PLOS ONE, 11
2015
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.
2014
2013
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.
2012
2011
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.
2010
Fazio, L. K., & Marsh, E. J. (2010). Correcting false memories.
Psychological Science, 21
, 801-803.
2009
2008
Fazio, L. K., & Marsh, E. J. (2008). Older, not younger, children learn more false facts from stories.
Cognition, 106
, 1081-1089.
2007