Katherine Rawson

Research Area: 

Psychological Science - 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



  • Jones, A.C., & Rawson, K. A. (2016).  Do reading and spelling share a lexicon?  Cognitive Psychology, 86, 152-184.
  • Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2015).  The power of examples: Illustrative examples enhance conceptual learning of declarative concepts.  Educational Psychology Review, 27, 483-504.
  • Rawson, K. A., & Touron, D. R. (2015). Preservation of memory-based automaticity in reading for older adults. Psychology and Aging, 30, 809-823.
  • Wissman, K. T., & Rawson, K. A. (2015).  Why does collaborative retrieval improve memory?  Enhanced relational and item-specific processing.  Journal of Memory and Language, 84, 75-87.
  • Rawson, K. A., Vaughn, K. E., & Carpenter, S. K. (2015). Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis. Memory & Cognition, 43, 619-633.
  • Wissman, K. T., & Rawson, K. A. (2015). Grain size of recall practice for lengthy text material: Fragile and mysterious effects on memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 439-455.
  • Vaughn, K. E., & Rawson, K. A. (2014). Criterion learning and associative memory gains: Evidence for associative asymmetry. Journal of Memory and Language, 75, 14-26.
  • Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013). The power of successive relearning: Improving performance on course exams and long-term retention. Educational Psychology Review, 25, 523-548.
  • Rawson, K. A., & Dunlosky, J. (2013). Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology: General, 142, 1113-1129.
  • 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.

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