![Katherine Rawson](https://www-s3-live.kent.edu/s3fs-root/s3fs-public/styles/profile_photo_internal/public/RawsonKatherine_1.jpg?VersionId=rBUJ_xBsWOuhWzbWr1T7XWZcaGSgacua&h=8ec4ebca&itok=ur-dMD05)
Katherine Rawson
Department of Psychological Sciences
Professor Emeritus
Campus:
麻豆影院
Office Location:
麻豆影院 Hall
Biography
Research Area:
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:
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
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
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
Research Institutes and Initiatives
Healthy Communities Research Initiative