| human | Q5 |
| P2381 | Academic Tree ID | 702925 |
| P2456 | DBLP author ID | 176/0102 |
| P1960 | Google Scholar author ID | AUtiwQQAAAAJ |
| P856 | official website | https://my.vanderbilt.edu/lisafazio/ |
| P496 | ORCID iD | 0000-0002-0415-4862 |
| P3065 | RERO ID (obsolete) | 02-A024827154 |
| P2038 | ResearchGate profile ID | Lisa_Fazio |
| P1153 | Scopus author ID | 15057744500 |
| P4012 | Semantic Scholar author ID | 2587105 |
| P8207 | The Conversation author ID | 319479 |
| P214 | VIAF ID | 1315159234250503370999 |
| P2002 | X username | lkfazio |
| P69 | educated at | Duke University | Q168751 |
| P108 | employer | Vanderbilt University | Q29052 |
| P734 | family name | Fazio | Q21447900 |
| Fazio | Q21447900 | ||
| Fazio | Q21447900 | ||
| P101 | field of work | developmental psychology | Q175002 |
| cognitive neuroscience | Q1138951 | ||
| cognition | Q2200417 | ||
| P735 | given name | Lisa | Q1588186 |
| Lisa | Q1588186 | ||
| P106 | occupation | psychologist | Q212980 |
| researcher | Q1650915 | ||
| university teacher | Q1622272 | ||
| P21 | sex or gender | female | Q6581072 |
| P8687 | social media followers | 2530 |
| Q30583099 | Correcting false memories |
| Q51747934 | Creating illusions of knowledge: learning errors that contradict prior knowledge. |
| Q38065601 | Fractions: the new frontier for theories of numerical development |
| Q36170906 | Improving Children's Knowledge of Fraction Magnitudes |
| Q42722972 | Ironic effects of drawing attention to story errors |
| Q56698859 | Knowledge does not protect against illusory truth |
| Q47831728 | Learning errors from fiction: difficulties in reducing reliance on fictional stories |
| Q48086600 | Learning misinformation from fictional sources: understanding the contributions of transportation and item-specific processing |
| Q41813750 | Memorial consequences of multiple-choice testing on immediate and delayed tests |
| Q36979698 | Memorial consequences of testing school-aged children |
| Q38396885 | Older, not younger, children learn more false facts from stories |
| Q37734990 | Receiving right/wrong feedback: consequences for learning |
| Q47782950 | Relations of different types of numerical magnitude representations to each other and to mathematics achievement |
| Q57466726 | Retrieval practice opportunities in middle school mathematics teachers' oral questions |
| Q51888790 | Slowing presentation speed increases illusions of knowledge. |
| Q50579326 | Strategy use and strategy choice in fraction magnitude comparison. |
| Q33675180 | Surprising feedback improves later memory |
| Q98781575 | The Effect of Repetition on Truth Judgments Across Development |
| Q59373093 | The Foundations of Remembering |
| Q50783768 | The hypercorrection effect persists over a week, but high-confidence errors return. |
| Q111643472 | Examining the Episodic Context Account of the Testing Effect: Does episodic recall enhance memory for context? |
| Q111643474 | Machine Learning-Based Techniques for Medical Image Registration and Segmentation and a Technique for Patient-Customized Placement of Cochlear Implant Electrode Arrays |
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