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Profiles Detail

Katherine Rawson

Associate Professor

Education: Ph.D., University of Colorado (2004)

Research Area: Experimental - Cognitive

Research Interests

My research program consists of two interrelated areas of research: One area explores the cognitive processes involved in learning from text material, with current emphasis on development of theoretical accounts of (a) how the various component processes interact with one another and (b) the cognitive mechanisms underlying the automatization of text processes.  A second area explores how to optimize learning in educationally relevant domains, with current emphasis on strategies that promote the durability and efficiency of student learning, and the self-regulatory processes that support such learning. 

 Lab Site: Comprehension & Memory Lab

Courses Frequently Taught

  • General Psychology
  • Research Methods

 

Scholarly, Creative & Professional Activities

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (in press).  Improving students' learning with effective learning techniques:  Promising directions from cognitive and educational psychology.  Psychological Science in the Public Interest. 

Rawson, K. A. (2012).  Why do rereading lag effects depend on test delay?  Journal of Memory and Language, 66, 870-884.

Pyc, M. A., & Rawson, K. A. (2012).  Why is test-restudy practice beneficial for memory?  An evaluation of the mediator shift hypothesis.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 38, 737-746.

Hunt, R. R., & Rawson, K. A. (2011).  Knowledge affords distinctive processing in memory.  Journal of Memory and Language, 65, 30-405.

Rawson, K. A., O'Neil, R. L., & Dunlosky, J. (2011).  Accurate monitoring leads to effective control and greater learning of patient education materials.  Journal of Experimental Psychology:  Applied, 17, 288-302.

Rawson, K. A., & Dunlosky, J. (2011).  Optimizing schedules of retrieval practice for durable and efficient learning:  How much is enough?  Journal of Experimental Psychology:  General, 140, 283-302.

Vaughn, K. E., & Rawson, K. A. (2011).  Diagnosing criterion level effects on memory:  What aspects of memory are enhanced by repeated retrieval?  Psychological Science, 22, 1127-1131.

Wilkins, N. J., & Rawson, K. A., (2011).  Controlling retrieval during practice:  Implications for memory-based theories of automaticity.  Journal of Memory and Language, 65, 208-221.

Pyc, M. A. & Rawson, K. A. (2010).  Why testing improves memory:  Mediator effectiveness hypothesis.  Science, 330, 335.

Rawson, K. A., Gunstad, J., Hughes, J., Spitznagel, M. B., Potter, V., Waechter, D., & Rosneck, J. (2010).  The METER:  A brief, self-administered measure of health literacy.  Journal of General Internal Medicine, 25, 67-71.


Katherine Rawson
OFFICE
Department of Psychology
228 Kent Hall
CONTACT INFO
Phone: 330-672-3789
Fax: 330-672-3786
krawson1@kent.edu
EXPERTISE
  • Cognitive
  • Improving student learning
  • Cognitive skill acquisition
  • Text comprehension