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Katherine Rawson, Ph.D. - Publications

Affiliations: 
Psychology Kent State University, Kent, OH, United States 
Area:
Text processing, metacognition, educational applications
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60 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2024 Bernardi E, Vaughn KE, Dunlosky J, Rawson KA. Toward mastering foreign-language translations: transfer between productive and receptive learning. Memory (Hove, England). 1-12. PMID 39222444 DOI: 10.1080/09658211.2024.2397043  0.33
2023 Badali S, Rawson KA, Dunlosky J. How do Students Regulate Their Use of Multiple Choice Practice Tests? Educational Psychology Review. 35: 43. PMID 37013110 DOI: 10.1007/s10648-023-09761-1  0.34
2022 Middleton EL, Duquette KL, Rawson KA, Mirman D. An examination of retrieval practice and production training in the treatment of lexical-semantic comprehension deficits in aphasia. Neuropsychology. PMID 36048069 DOI: 10.1037/neu0000848  0.33
2022 Wissman KT, Zamary A, Rawson KA, Dunlosky J. Enhancing declarative concept application: The utility of examples as primary targets of learning. Journal of Experimental Psychology. Applied. PMID 35511552 DOI: 10.1037/xap0000432  0.309
2022 Badali S, Rawson KA, Dunlosky J. Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty? Educational Psychology Review. 1-27. PMID 35283609 DOI: 10.1007/s10648-022-09665-6  0.39
2020 Schuchard J, Rawson KA, Middleton EL. Effects of distributed practice and criterion level on word retrieval in aphasia. Cognition. 198: 104216. PMID 32044615 DOI: 10.1016/J.Cognition.2020.104216  0.341
2019 Morehead K, Dunlosky J, Rawson KA. How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014) Educational Psychology Review. 31: 753-780. DOI: 10.1007/S10648-019-09468-2  0.308
2018 Rawson KA, Vaughn KE, Walsh M, Dunlosky J. Investigating and explaining the effects of successive relearning on long-term retention. Journal of Experimental Psychology. Applied. PMID 29431462 DOI: 10.1037/Xap0000146  0.344
2018 Janes JL, Dunlosky J, Rawson KA. 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. DOI: 10.1016/J.Jarmac.2017.11.003  0.329
2018 Tauber SK, Witherby AE, Dunlosky J, Rawson KA, Putnam AL, Roediger HL. Does Covert Retrieval Benefit Learning of Key-Term Definitions? Journal of Applied Research in Memory and Cognition. 7: 106-115. DOI: 10.1016/J.Jarmac.2016.10.004  0.385
2018 Daley N, Rawson KA. Elaborations in Expository Text Impose a Substantial Time Cost but Do Not Enhance Learning Educational Psychology Review. 31: 197-222. DOI: 10.1007/S10648-018-9451-9  0.528
2017 Mulligan NW, Rawson KA, Peterson DJ, Wissman KT. The Replicability of the Negative Testing Effect: Differences Across Participant Populations. Journal of Experimental Psychology. Learning, Memory, and Cognition. PMID 29094992 DOI: 10.1037/Xlm0000490  0.327
2017 Wissman KT, Rawson KA. Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits. Memory & Cognition. PMID 28849576 DOI: 10.3758/s13421-017-0752-x  0.39
2017 Wissman KT, Rawson KA. Test-potentiated learning: three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition. Memory (Hove, England). 1-9. PMID 28691577 DOI: 10.1080/09658211.2017.1350717  0.349
2016 Vaughn KE, Dunlosky J, Rawson KA. Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion? Memory & Cognition. PMID 27027887 DOI: 10.3758/S13421-016-0606-Y  0.388
2016 Jones AC, Rawson KA. Do reading and spelling share a lexicon? Cognitive Psychology. 86: 152-184. PMID 26999066 DOI: 10.1016/j.cogpsych.2016.02.003  0.364
2016 Knouse LE, Rawson KA, Vaughn KE, Dunlosky J. Does testing improve learning for college students with attention-deficit/hyperactivity disorder? Clinical Psychological Science. 4: 136-143. DOI: 10.1177/2167702614565175  0.31
2016 Rawson KA, Dunlosky J. How Effective is Example Generation for Learning Declarative Concepts? Educational Psychology Review. 28: 649-672. DOI: 10.1007/S10648-016-9377-Z  0.386
2015 Rawson KA, Touron DR. Preservation of Memory-Based Automaticity in Reading for Older Adults. Psychology and Aging. PMID 26302027 DOI: 10.1037/a0039652  0.304
2015 Tauber SK, Dunlosky J, Rawson KA. The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory. Experimental Psychology. 1-10. PMID 26138299 DOI: 10.1027/1618-3169/A000296  0.398
2015 Wissman KT, Rawson KA. How do students implement collaborative testing in real-world contexts? Memory (Hove, England). 1-17. PMID 25643007 DOI: 10.1080/09658211.2014.999792  0.356
2015 Middleton EL, Schwartz MF, Rawson KA, Garvey K. Test-enhanced learning versus errorless learning in aphasia rehabilitation: Testing competing psychological principles. Journal of Experimental Psychology. Learning, Memory, and Cognition. 41: 1253-61. PMID 25528093 DOI: 10.1037/Xlm0000091  0.353
2015 Rawson KA, Vaughn KE, Carpenter SK. Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis. Memory & Cognition. 43: 619-33. PMID 25344296 DOI: 10.3758/S13421-014-0477-Z  0.329
2015 Kornell N, Klein PJ, Rawson KA. Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter. Journal of Experimental Psychology. Learning, Memory, and Cognition. 41: 283-94. PMID 25329079 DOI: 10.1037/A0037850  0.348
2015 Dunlosky J, Rawson KA. Do students use testing and feedback while learning? A focus on key concept definitions and learning to criterion Learning and Instruction. 39: 32-44. DOI: 10.1016/J.Learninstruc.2015.05.003  0.373
2014 Lipowski SL, Pyc MA, Dunlosky J, Rawson KA. Establishing and explaining the testing effect in free recall for young children. Developmental Psychology. 50: 994-1000. PMID 24294884 DOI: 10.1037/A0035202  0.367
2014 Rawson KA, Thomas RC, Jacoby LL. The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts Educational Psychology Review. DOI: 10.1007/s10648-014-9273-3  0.361
2013 Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest : a Journal of the American Psychological Society. 14: 4-58. PMID 26173288 DOI: 10.1177/1529100612453266  0.322
2013 Wilkins NJ, Rawson KA. Why does lag affect the durability of memory-based automaticity: loss of memory strength or interference? Acta Psychologica. 144: 390-6. PMID 24012722 DOI: 10.1016/j.actpsy.2013.07.021  0.338
2013 Vaughn KE, Rawson KA, Pyc MA. Repeated retrieval practice and item difficulty: does criterion learning eliminate item difficulty effects? Psychonomic Bulletin & Review. 20: 1239-45. PMID 23589200 DOI: 10.3758/s13423-013-0434-z  0.373
2013 Rawson KA, Dunlosky J. Relearning attenuates the benefits and costs of spacing. Journal of Experimental Psychology. General. 142: 1113-29. PMID 23088488 DOI: 10.1037/A0030498  0.366
2013 Rawson KA, Dunlosky J, Sciartelli SM. The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention Educational Psychology Review. 25: 523-548. DOI: 10.1007/S10648-013-9240-4  0.375
2012 Vaughn KE, Rawson KA. When is guessing incorrectly better than studying for enhancing memory? Psychonomic Bulletin & Review. 19: 899-905. PMID 22688538 DOI: 10.3758/s13423-012-0276-0  0.397
2012 Pyc MA, Rawson KA. Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects? Memory & Cognition. 40: 976-88. PMID 22399224 DOI: 10.3758/s13421-012-0200-x  0.398
2012 Pyc MA, Rawson KA. Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. Journal of Experimental Psychology. Learning, Memory, and Cognition. 38: 737-46. PMID 22060276 DOI: 10.1037/a0026166  0.34
2012 Dunlosky J, Rawson KA. Overconfidence produces underachievement: Inaccurate self evaluations undermine students' learning and retention Learning and Instruction. 22: 271-280. DOI: 10.1016/J.Learninstruc.2011.08.003  0.417
2012 Lipko-Speeda A, Dunlosky J, Rawson KA. Does testing with feedback help grade-school children learn key concepts in science? Journal of Applied Research in Memory and Cognition. 3: 171-176. DOI: 10.1016/J.Jarmac.2014.04.002  0.332
2012 Hathorn LG, Rawson KA. The roles of embedded monitoring requests and questions in improving mental models of computer-based scientific text Computers and Education. 59: 1021-1031. DOI: 10.1016/J.Compedu.2012.04.014  0.599
2012 Rawson KA, Dunlosky J. When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? Educational Psychology Review. 24: 419-435. DOI: 10.1007/S10648-012-9203-1  0.363
2011 Vaughn KE, Rawson KA. Diagnosing criterion-level effects on memory: what aspects of memory are enhanced by repeated retrieval? Psychological Science. 22: 1127-31. PMID 21813798 DOI: 10.1177/0956797611417724  0.354
2011 Wissman KT, Rawson KA, Pyc MA. The interim test effect: testing prior material can facilitate the learning of new material. Psychonomic Bulletin & Review. 18: 1140-7. PMID 21796496 DOI: 10.3758/s13423-011-0140-7  0.335
2011 Rawson KA, Dunlosky J. Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough? Journal of Experimental Psychology. General. 140: 283-302. PMID 21707204 DOI: 10.1037/A0023956  0.376
2011 Pyc MA, Rawson KA. Costs and benefits of dropout schedules of test-restudy practice: Implications for student learning Applied Cognitive Psychology. 25: 87-95. DOI: 10.1002/acp.1646  0.342
2010 Pyc MA, Rawson KA. Why testing improves memory: mediator effectiveness hypothesis. Science (New York, N.Y.). 330: 335. PMID 20947756 DOI: 10.1126/science.1191465  0.312
2010 Grimaldi PJ, Pyc MA, Rawson KA. Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian-English paired associates. Behavior Research Methods. 42: 634-42. PMID 20805585 DOI: 10.3758/Brm.42.3.634  0.355
2009 Rawson KA, Middleton EL. Memory-based processing as a mechanism of automaticity in text comprehension. Journal of Experimental Psychology. Learning, Memory, and Cognition. 35: 353-70. PMID 19271851 DOI: 10.1037/A0014733  0.359
2009 Pyc MA, Rawson KA. Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language. 60: 437-447. DOI: 10.1016/j.jml.2009.01.004  0.333
2008 Kintsch W, Rawson KA. Comprehension The Science of Reading: a Handbook. 211-226. DOI: 10.1002/9780470757642.ch12  0.561
2007 Pyc MA, Rawson KA. Examining the efficiency of schedules of distributed retrieval practice. Memory & Cognition. 35: 1917-27. PMID 18265608  0.327
2007 Rawson KA, Dunlosky J. Improving students' self-evaluation of learning for key concepts in textbook materials European Journal of Cognitive Psychology. 19: 559-579. DOI: 10.1080/09541440701326022  0.35
2006 Dunlosky J, Baker JM, Rawson KA, Hertzog C. Does aging influence people's metacomprehension? Effects of processing ease on judgments of text learning. Psychology and Aging. 21: 390-400. PMID 16768583 DOI: 10.1037/0882-7974.21.2.390  0.32
2005 Dunlosky J, Serra MJ, Matvey G, Rawson KA. Second-order judgments about judgments of learning Journal of General Psychology. 132: 335-346. DOI: 10.3200/Genp.132.4.335-346  0.337
2005 Dunlosky J, Rawson KA. Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect Discourse Processes. 40: 37-55. DOI: 10.1207/S15326950Dp4001_2  0.313
2005 Rawson KA, Kintsch W. Rereading effects depend on time of test Journal of Educational Psychology. 97: 70-80. DOI: 10.1037/0022-0663.97.1.70  0.636
2005 Dunlosky J, Rawson KA, Middleton EL. What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses Journal of Memory and Language. 52: 551-565. DOI: 10.1016/J.Jml.2005.01.011  0.411
2004 Rawson KA. Exploring automaticity in text processing: syntactic ambiguity as a test case. Cognitive Psychology. 49: 333-69. PMID 15342258 DOI: 10.1016/j.cogpsych.2004.04.001  0.326
2004 Rawson KA, Kintsch W. Exploring Encoding and Retrieval Effects of Background Information on Text Memory Discourse Processes. 38: 323-344. DOI: 10.1207/S15326950Dp3803_3  0.607
2002 Rawson KA, Miyake A. Does relocating information in text depend on verbal or visuospatial abilities? An individual-differences analysis. Psychonomic Bulletin & Review. 9: 801-6. PMID 12613686 DOI: 10.3758/Bf03196338  0.325
2002 Rawson KA, Kintsch W. How does background information improve memory for text content? Memory & Cognition. 30: 768-78. PMID 12219893 DOI: 10.3758/Bf03196432  0.627
2000 Rawson KA, Dunlosky J, Thiede KW. The rereading effect: metacomprehension accuracy improves across reading trials. Memory & Cognition. 28: 1004-10. PMID 11105526 DOI: 10.3758/Bf03209348  0.387
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