Education: Ph.D., University of Colorado (2004)
Research Area: Experimental - Cognitive
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.
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.