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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 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. The other area explores the cognitive processes involved in skill acquisition, with a particular interest in mechanisms underlying the automatization of reading processes.

 Lab Site: Comprehension & Memory Lab

Courses Frequently Taught

  • General Psychology
  • Research Methods

 

Scholarly, Creative & Professional Activities

Rawson, K.A., & Dunlosky, J. (in press). Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology: General.

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4-58.

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

Rawson, K.A., & Dunlosky, J. (2012). When is practice testing most effective for improving the durability and efficiency of student learning? Educational Psychology Review, 24, 419-435.

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.

Wissman, K.T., Rawson, K.A., & Pyc, M.A. (2012). How and when do students use flashcards? Memory, 20, 568-579.

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.

Katherine Rawson
OFFICE
Department of Psychology
332 Kent Hall
CONTACT INFO
Phone: 330-672-3789
Fax: 330-672-3786
krawson1@kent.edu
EXPERTISE