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
- 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.
- Zamary, A., Rawson, K.A., & Dunlosky, J. (2016). How accurately can students evaluate the quality of self-generated examples of declarative concepts? Not well, and feedback does not help. Learning and Instruction, 46, 12-20.
- Knouse, L. E., Rawson, K. A., Vaughn, K. E., & Dunlosky, J. (2016). Does testing improve learning for college students with ADHD? Clinical Psychological Science, 4, 136-143.
- 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.
- 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.
- 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.