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Katherine A. Rawson
Katherine A. Rawson
Professor of Psychological Sciences, Kent State University
Verified email at kent.edu
Title
Cited by
Cited by
Year
Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology
J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham
Psychological Science in the Public interest 14 (1), 4-58, 2013
42022013
Comprehension
W Kintsch, E Kintsch
Children's reading comprehension and assessment, 89-110, 2005
17492005
Category norms: An updated and expanded version of the norms
JP Van Overschelde, KA Rawson, J Dunlosky
Journal of memory and language 50 (3), 289-335, 2004
7792004
Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
MA Pyc, KA Rawson
Journal of Memory and Language 60 (4), 437-447, 2009
7422009
Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
J Dunlosky, KA Rawson
Learning and Instruction 22 (4), 271-280, 2012
7212012
Comprehension and situation awareness
FT Durso, KA Rawson, S Girotto
Situational Awareness, 77-108, 2017
5432017
Why testing improves memory: Mediator effectiveness hypothesis
MA Pyc, KA Rawson
Science 330 (6002), 335-335, 2010
5212010
Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough?
KA Rawson, J Dunlosky
Journal of Experimental Psychology: General 140 (3), 283, 2011
3522011
Rereading effects depend on time of test.
KA Rawson, W Kintsch
Journal of educational psychology 97 (1), 70, 2005
2612005
How and when do students use flashcards?
KT Wissman, KA Rawson, MA Pyc
Memory 20 (6), 568-579, 2012
2442012
The what, how much, and when of study strategies: Comparing intended versus actual study behaviour
RN Blasiman, J Dunlosky, KA Rawson
Memory 25 (6), 784-792, 2017
2382017
The rereading effect: Metacomprehension accuracy improves across reading trials
KA Rawson, J Dunlosky, KW Thiede
Memory & Cognition 28, 1004-1010, 2000
2242000
What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses
J Dunlosky, KA Rawson, EL Middleton
Journal of Memory and Language 52 (4), 551-565, 2005
2182005
The METER: a brief, self-administered measure of health literacy
KA Rawson, J Gunstad, J Hughes, MB Spitznagel, V Potter, D Waechter, ...
Journal of general internal medicine 25, 67-71, 2010
1882010
Are performance predictions for text based on ease of processing?
KA Rawson, J Dunlosky
Journal of experimental psychology: Learning, memory, and cognition 28 (1), 69, 2002
1782002
The interim test effect: Testing prior material can facilitate the learning of new material
KT Wissman, KA Rawson, MA Pyc
Psychonomic bulletin & review 18, 1140-1147, 2011
1752011
The power of successive relearning: Improving performance on course exams and long-term retention
KA Rawson, J Dunlosky, SM Sciartelli
Educational Psychology Review 25 (4), 523-548, 2013
1552013
Why is test–restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis.
MA Pyc, KA Rawson
Journal of Experimental Psychology: Learning, Memory, and Cognition 38 (3), 737, 2012
1472012
Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect
J Dunlosky
Discourse Processes 40 (1), 37-55, 2005
1362005
When is practice testing most effective for improving the durability and efficiency of student learning?
KA Rawson, J Dunlosky
Educational Psychology Review 24 (3), 419-435, 2012
1352012
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