Patrick Rich, PhD

Teaching Assistant Professor

Rawl 217
richp25@ecu.edu

Mailing Address
104 Rawl Building
Department of Psychology
East Carolina University
Greenville, NC 27858-4353

Education

  • PhD, Experimental Psychology (Cognitive Focus; Minor in Quantitative Methods), Kent State University (2016)
  • BA, Psychology, Grinnell College (2010)

Research Interests

Professor Rich conducts research focused on how human memory, especially its limitations, impact real-world situations. He has been interested in how these limitations affect journalism, political discourse, the criminal justice system, and education. His recent research has focused primarily on how our memories change when we encounter new information or experiences with an emphasis on knowledge revision.

Selected Publications

  • Rich, P. R., & Zaragoza, M. S. (2026). Confirmatory interviewer feedback in suggestive interviews involving forced fabrications: Effects on the accuracy of later free recall. Applied Cognitive Psychology, 40. https://doi.org/10.1002/acp.70184
  • Rich, P. R., Donovon, A. M., & Rapp, D. N. (2023). Cause typicality and the continued influence effect. Journal of Experimental Psychology: Applied, 29, 221-238. https://doi.org/10.1037/xap0000454
  • Zaragoza, M. S., Rich, P. R., Rindal, E. J., & DeFranco, R. M. (2021). Forced fabrication and false memories. In J. Rummel (Ed.), Current Issues in Memory: Memory Research in the Public Interest (pp. 241-255). New York, NY: Routledge.
  • Rich, P. R., & Zaragoza, M. S. (2020).  Correcting misinformation in news stories: An investigation of correction timing and correction durability. Journal of Applied Research in Memory and Cognition, 9, 310-322. https://doi.org/10.1016/j.jarmac.2020.04.001
  • Rich, P.R., Van Loon, M., Dunlosky, J. D., & Zaragoza, M. A. (2017). Belief in corrective feedback for common misconceptions: Implications for knowledge revision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 492-501. https://doi.org/10.1037/xlm0000322
  • Rich, P. R., & Zaragoza, M. S. (2016).  The continued influence of implied and explicitly stated misinformation in news reports. Journal of Experimental Psychology: Learning, Memory and Cognition, 42, 62-74. https://doi.org/10.1037/xlm0000155