Katherine Rawson | Kent State University

Katherine Rawson

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



  • 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.
Job Title


Job Department

Department of Psychology



Office Location

Room 332 Kent Hall

Personal Website

Lab Site