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Journal Articles

Loehr, A. M., Fazio, L. K., & Rittle-Johnson, B. (in press). 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.

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.

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.

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. 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., & Fazio, L. K. (2006). Learning errors from fiction: Difficulties in reducing reliance on fictional stories. Memory & Cognition, 34, 1140-1149

Chapters, Reports & Conference Proceedings

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 (pp. 702 – 707). Austin, TX; Cognitive Science Society.

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

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. (pp. 169 – 182). New York: Routhledge.

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 (pp. 265 – 270). Philadelphia, PA: Cognitive Science Society.

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 (pp. 160 – 165). Austin, TX: Cognitive Science Society.

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. (p. 171- 197) Oxford: Elsevier.

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). (p. 211 – 238). Oxford: Elsevier.

Marsh, E. J., & Fazio, L. K. (2007). Learning from fictional sources. J. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger, III (pp. 395-411). New York: Psychology Press