Skip to main content
    Kent State University logo
    • Apply
    • Visit
    • Give Now
    • FlashLine Login
    • Calendars
    • Phone Directory
    • Maps & Directions
    • Search
    Department of Psychological Sciences
    Menu Search
    • Faculty & Staff Directory
      Close
      • Faculty & Staff Directory Overview
      • Full-Time Faculty
      • Faculty Research Areas
      • Emeriti
      • Adjuncts
      • Postdocs
      • Staff
    • Undergraduate Programs
      Close
      • Undergraduate Programs Overview
      • Advising
      • Degrees, Concentrations, and Minors
      • Internships and Volunteer Opportunities
      • Research Experience
      • Alumni Outcomes
      • Prepare for the Future
      • Student Organizations
      • FAQ
      • Study Abroad in Florence
      • Mental Health Resources
    • Graduate Programs
      Close
      • Graduate Programs Overview
      • Training Areas
      • Program Application Process
      • FAQ for Prospective Students
      • FAQ for Current Students
      • Multicultural and Diversity Committee
      • Mental Health Resources
    • Resources
      Close
      • Resources Overview
      • Applied Psychology Center
      • Department Resources
      • Research
      • SOLE Center
    • Psychological Clinic
      Close
      • Psychological Clinic Overview
      • Accessing Services
      • Privacy Information
    • FlashLine Login
    • Calendars
    • Phone Directory
    • Maps & Directions
    • Search
    • Apply
    • Visit
    • Give Now
    Live Chat
    Katherine Rawson

    Katherine Rawson

    Department of Psychological Sciences
    Professor Emeritus
    Campus:
    Kent
    Office Location:
    Kent Hall
    Contact Information
    Email:
    krawson1@kent.edu
    Personal Website:
    https://www.kent.edu/psychology/comprehension-memory-lab

    Biography

    Research Area: 

    • Psychological Science - Cognitive

    Research Interests:

    My research program 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

    Recent Publications:

    • Daley, N., & Rawson, K. A. (in press). Elaborations in expository text impose a substantial time cost but do not enhance learning. Educational Psychology Review.
    • Zamary, A., Rawson, K. A., & Was, C. A. (in press). Do complex span and content-embedded working memory tasks predict unique variance in inductive reasoning?  Behavior Research Methods.
    • Wissman, K. T., Zamary, A., & Rawson, K.A. (in press). When does practice testing promote transfer on deductive reasoning tasks? Journal of Applied Research in Memory and Cognition.
    • Zamary, A., & Rawson, K.A. (2018). Are provided examples or faded examples more effective for declarative concept learning? Educational Psychology Review, 30, 1167-1197.
    • Janes, J. L., Dunlosky, J., & Rawson, K. A. (2018). How do students use self-testing across multiple study sessions when preparing for a high-stakes exam?  Journal of Applied Research in Memory and Cognition, 7, 230-240.
    • Foster, N. L., Rawson, K. A., & Dunlosky, J. (2018). Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving? Learning and Instruction, 55, 124-138.
    • Rawson, K. A., Vaughn, K. E., Walsh, M., & Dunlosky, J. (2018). Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology: Applied, 24, 57-71.
    • Zamary, A., & Rawson, K.A. (2018). Which technique is most effective for learning declarative concepts-provided examples, generated examples, or both? Educational Psychology Review, 30, 275-301.
    • Wissman, K. T., & Rawson, K. A. (2018). Test potentiated learning: Three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition. Memory, 26, 385-405.
    • Wissman, K. T., & Rawson, K. A. (2018). Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits. Memory and Cognition, 46, 148-157.

    Education

    Ph.D., University of Colorado (2004)

    Expertise

    Cognition
    Education
    Skill Acquisition
    Reading
    Student Learning
    Health Literacy
    Patient Education
    Improving student learning
    Cognitive skill acquisition
    Text comprehension
    enhancing learning for students with ADHD
    enhancing rehabilitation outcomes for people with aphasia
    skill acquisition in older adulthood

    Documents

    PDF icon CV Rawson.docx

    Research Institutes and Initiatives

    Healthy Communities Research Initiative
    Department of Psychological Sciences

    Street Address

    600 Hilltop Drive Kent, OH 44242


    Mailing Address

    800 E. Summit St.
    Kent, OH 44242

    Contact Us

    Phone: 330-672-2166 | Fax: 330-672-3786 psych@kent.edu
    Contact Us
    • 330-672-3000
    • info@kent.edu

    Facebook
    Twitter
    Instagram
    • facebook
    • instagram
    • youtube
    • linkedin
    • TikTok
    • X
    • snapchat
    • ...
    Information
    • Accessibility
    • Annual Security Reports
    • For Our Alumni
    • For the Media
    • Health Services
    • Jobs & Employment
    • Privacy Statement
    • HEERF CARES/CRRSAA/ARP Act Reporting and Disclosure
    • Website Feedback
    Kent State University logo
    © 2025 Kent State University All rights reserved.